Joanne Chapman aes Teacher's Book Creda aes ae MACMILLANJoanne Chapman Teacher's Book | Teer for the revised FCE ad GTB ENN‘Macmillan Hellas SA 2 Misaraliotou Street ‘Athens 11742, Greece ISBN Teachers Book: 978-960-447-160-7 ISBN Tests CD: 978-960-447-161-4 ISBN Teacher's Book and Tests CD Pack: 978-960-447-162-1 ‘Text © Macmillan Hellas SA 2004 and 2008 Design and illustration @ Macmillan Hellas SA 2004 and 2008 First published 2004 ‘This edition 2008 Al rights reserved: no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publishers. Note to Teachers Photocopies may be made, for classroom use, of pages 164-224 without the prior written permission of Macmillan Hellas SA, However, please note that the copy which does not normally permit multiple copying of published material, applies to the rest ofthis book. Designed by Maria Staveri; revisions to the 2008 edition by Anna Rarou Cover designed by Nikos Panagiotopoulos based on an idea from Marc Thériault at Polyplano, Thessaloniki Sound recordings by Artracks Studio ‘Tests written by Katerina Mestheneou ‘The publishers would like to thank Damian Mac Con Uladh and Kathleen O'Brien for writing additional material for the 2008 edition. ‘Although we have tried to trace and contact copyright holders before publication, in some cases this has net been possible. If contacted, we will be pleased to rectify any errors or omissions at the earliest opportunity. Printed and bound in Greece 2012-2071 2010-2009 2008, 098765432Introduction Unit 1 Family Ties.. Unit Test | Unit 2 The Open Road Ween Show you know! Unit Test 3. 7 t Unit 3. Killing Time Dinlvaed Unit 4 WorkWonders 36 Show you know! Units 3-4 .......44 | Unit Test 5 Term Test | Unit 5 The Global Village Unit 6 Come Rain or Shine Unie Test 6 Show you know! Units 5-6 Unit Test 7 Unit 7A Matter of Taste Unit Test.8. Unit 8 Out and About... Unit Test 9... Show you know! Units 7-8 Usierese 0: Unit 9 Lab Report | Term Test 2 .. Unit 10 Let Me Entertain You | winneTese ty Show you know! Units 9-10....98 = Unit Test 12... Unit 11 The Learning Curve 00 | Unie-Test 13.. Unit 12 Fighting Fic ... 08 Show you know! Units 11-12..116 | Unit Test 14... Unit Test 15. Unit 13 Art Attack... Unit 14 Game, Set and Match Co Show you know! Units 13-14..134 | Term Test 3 “126 | Unit Test 16 Unit 15 Unit 16 Show you know! Units 15-16..152 Tapescripts..... CD Tracklist...... Student’s Book TapescriptsLaser B1+ Introduction a ‘Welcome to Laser B/ +, a modem, motivating course specifically designed to take teenagers from intermediate level up to the B2 eam level. Laser BI+ offers your students: ‘© a comprehensive topic-based approach, a graded syllabus, «systematic grammar and vocabulary development, + controlled language skills development and focused exam skills development. Laser BI+ Student’s Book ‘The Student's Book contains 16 topic-based units, graded to get more challenging as the course progresses Through a modern design and engaging, age-appropriate texts learners are introduced to the topic of the unt in the Reading section, which develops reading skills and introduces key vocabulary as well as providing practice in a Cambridge First Certificate (FCE) style task This tex is then further exploited as the source of examples in the Grammar inie section, Here, essential grammar is presented in a simple, easy to understand way and is, then practised in various topic based contexts Students are aso referred to the fuller explanations in the Grammar database Each unit ofthe Student's Book has 2 Vocabulary builder section, where topc-based vocabulary is presented together with phrasal verbs, collocation, idhoms, word derivatives, confusable words and metaphorical uses of language. This is followed by the Listening section, where listening sls are developed and applied to an FCE:syle tsk as is also the case in the Speaking section, which includes expressions and techniques needed to tackle the Speaking exam. In the Use of English section the key grammatical and lexico- grammatical items that are tested in FCE Paper 3 Use of English are focused on in the context of an exam-style task, Each unit ends with a detailed Writing section, giving students ‘the opportunity to analyse and respond to a model, pan their ‘own writing in detail and have a sound basis on which to check ‘their own work Tightly-focused skis work provides them with ‘the awareness of reader purpose and register that they need at this level, together with useful phrases and other specific language items they need. There isa complete review every two units in the Show you know! section, This consists ofa variety of tasks designed to recycle and revise what students have learned All Show you know! sections are marked out of the same total so that you and your students can quickly and easily assess their progress, The Laser BI+ Student’s Book also contains: « a Writer's database, with models of each text type so that students can see instantly what form their work should take, accompanied by the key points, © a Word pattern database, providing quick and easy reference 10 the important patterns associated with a word, and a Phrasal verb database, which defines the phrasal verbs the students encounter throughout the course in simple terms, © a Speaking database with useful phrases students can use to complete the speaking tas, © a Grammar database where all grammar presented in both Grammar clinic and Use of English sections is fully explained in language your students will understand, followed by comprehension questions to aid understanding and retention. <4># a CD-ROM which gives students the opportunity to consolidate ‘their learring in a motivating way. The Laser 81+ CD-ROM provides unit-by-unit practice of vocabulary and structures ‘taught as well as extra listening and reading activities based on ‘the language from each unit. [Teacher Password: | Laser B+ Teacher’s Book ‘The Teacher's Book provides full guidance with: ‘* detalled teaching notes giving a step-by-step breakdown of each task including diferent options so that you can choose what is most appropriate for your particular students, + an at-a-glance On the Board section for your convenience during the lesson, + background information on specific references, + suggestions for additional tasks to use at your discretion, + notes on Errors to Watch Out For, highlighting common cerors that students at this level make, « the key to all exercises, giving alternate answers and justification for answers where appropriate, tapescripts of al listening texts. Tne Teacher's Book also contains photocopiable Tests, which include a variety of Reading, Listening, Grammar and Vocabulary ‘asks, including FCE-type tasks 16 Unit Tests © 3 Term Tests 8 | Final Test Tests Audio CD '* Key and Tapescripts for Tests Other Components Laser BI+ is also supported by: ‘* a Workbook, which follows the syllabus of the Student's Book and provides a variety of tasks including FCE-style tasks, to consolidate classwork. All exercises are designed so that they can be done away from the classtoom. ‘+ Workbook Audio CD ‘+ 2 Workbook with Key and Audio CD for teachers « Class (Ds which contain all the audio material forthe Student's Book tasks | would lke to take this opportunity to wish you and your students good luck and to invite your feedback | am always interested to hear about students’ and teachers’ experiences with courses | have worked on and would welcome any contact ‘through the publishers. Steve Taylore-KnowlesContents scanning for specific information tense review: key topic vocabulary, os people and relationships Family Ties page 6 umm The Open Road page 14 Show you know! units 1-2 page 22 free time activities, hobbies Killing Time page 24 Work Wonders page 32 Show you know! units 3-4 page 40 the media, ‘communications ‘The Global Village page 42 Come Rain or Shine page 50 Show you know! units 5-6 page 58 A Matter of Taste age 60 travel and tourism Out and About page 68 Show you know! units 7-8 page 76 (FCE Reading Part 3) scanning for specific information (ECE Reading Part 1) recognising discourse markers (FCE Reading Part 2) scanning for specific information (FCE Reading Part 3) scanning for specific information (FCE Reading Part 2) understanding main concepts (FCE Reading Part 1) ‘grammatical referencing (FCE Reading Part 2) text type and function (FCE Reading Part 3) <65 present (simple and continuous) tense review: past (simple and continuous) tense review: present perfect (simple and continuous) tense review: past perfect (simple and continuous) the passive the future (1): will, going 0, present (simple and continuous) reported speech. infinitives and ing forms. ‘word formation (prefixes), phrasal verbs with up, ‘metaphors (people) key topic vocabulary, confusable words, collocations (transport) key topic vocabulary, idioms (time), phrasal verbs with, down, metaphors (time) key topic vocabulary, word formation (suffixes), confusable words key topic vocabulary, phrasal verbs with on, idioms (the media) key topic vocabulary, collocations (weather), confusable words key topic vocabulary, phrasal verbs with ou, collocations (cooking) key topic vocabulary, word formation (irregular forms), metaphors (life)NG NF predicting talking about family (ECE Listening Part 1), (FCE Speaking Part 1) Soundbite: fy and /i:/ identifying location ‘comparing (FCE Listening Part 2), (FCE Speaking Part 2) Soundbite: fae/ and /e/ understanding attitude (FCE Listening Part 3), Soundbite: fa/ listening for specific expressing uncertainty information (FCE Speaking Part 4) (FCE Listening Part 4), Soundbite: silent letters (1) stative verbs, word patterns (ECE Use of English Part 1) would, used to, be used 10, word patterns (FCE Use of English Part 2) articles, synonyms (ECE Use of English Part 4) comparatives and. superlatives (FCE Use of English Part 3) listening for gist talking about experiences countable and uncountable (FCE Listening Part 1), (FCE Speaking Part 1) nouns, Soundbite: /3/ homonyms listening for specific speculating, information (FCE Speaking Part 2) (ECE Listening Part 2), Soundbite: weak forms (1) identifying roles agreeing and disagreeing (FCE Listening Part 3), (FCE Speaking Part 3) Soundbite: /ki, /g/ and /n/ listening for specific giving examples information (FCE Speaking Part 4) (FCE Listening Part 2), Soundbite: /s/ and /2/ (ECE Use of English Part 3) ‘question tags, connectors. (FCE Use of English Part 1) indirect questions, prepositions (FCE Use of English Part 2) refer, would rather, ‘had better, Parts of speech (FCE Use of English Part 4) selecting correct register, informal letter/email presenting an argument, essay awareness of target reader, informal letter/email layout and text structure, report using descriptive language, story selecting appropriate style, article using prompts, formal letter/email using set phrases, letter of applicationoe Contents science and technology Lab Report page 78 Let Me Entertain You page 86 entertainment Show you know! units 9-10 page 94 The Learning Curve page 96 health and fimness Fighting Fit page 104 Show you know! units 11-12 page 112 the arts and music Art Attack page 114 sport Game, Set and Match page 122 Show you know! units 13-14 page 130 the environment Up in Smoke page 132 crime ‘On the Run page 140 Show you know! units 15-16 page 148 Writer's database page 150 Word pattern database page 156 Phrasal verb database page |57 Speaking database page 158 Grammar database page 159 scanning for specific information (FCE Reading Part 2) distinguishing fact and opinion (ECE Reading Part 1) lexical referencing (ECE Reading Part 2) scanning for specific information (ECE Reading Part 3) understanding main points (ECE Reading Part 2) understanding text structure (ECE Reading Part 1) ‘grammatical referencing, (PCE Reading Part 2) scanning for specific information (FCE Reading Part 3) conditionals (1): zero, first, second ‘modals (1) relative clauses result clauses: 9, such, 100, enough the causative modals (2): modal perfec the future (2) future perfect (simple and continuous), future continuous conditionals (2): third £agrat 2k! Key topic vocabulary, collocations, phrasal verbs with off key topic vocabulary, confusable words, collocations (entertainment) key topic vocabulary, phrasal verbs with over, metaphors (the mind) key topic vocabulary, collocations: make / do, metaphors (problems) key topic vocabulary, word formation (sulfixes), metaphors (description) key topic vocabulary, collocations, phrasal verbs with other particles, key topic vocabulary, confusable words, metaphors (ideas) key topic vocabu word formation (irregular forms), word patterns Yelistening for specific information (FCE Listening Part 1), ‘Soundbite: /s/ and /f/ predicting (FCE Listening Part 2), Soundbite: fof predicting, (ECE Listening Part 3), Soundbite: stress (1) listening for gist (FCE Listening Part 4), Soundbite: fax), fat) and (us ‘identifying relationships (FCE Listening Part 1), Soundbite: silent letters (2) listening for specific information (FCE Listening Part 2), Soundbite: stress (2) understanding purpose (ECE Listening Part 3), Soundbite: fof and foo! listening for specific information (FCE Listening Part 2), Soundbite: weak forms (2) talking about hopes (ECE Speaking Part 1) expressing attitude and opinion (ECE Speaking Part 2) prioritising, (FCE Speaking Part 3) discourse management (FCE Speaking Part 4) talking about interests (FCE Speaking Part 1) comparing (FCE Speaking Part 2) expressing attitude and opinion (ECE Speaking Part 3) seeking clarification (FCE Speaking Part 4) unless, in case, as long as, ‘word patterns (FCE Use of English Part 2) parts of speech, word formation (prefixes) (FCE Use of English Part 3) relative pronouns and prepositions, word patterns (ECE Use of English Part 1) infinitives of purpose, word patterns (ECE Use of English Part 2) sradable and ungradable adjectives and adverbs, synonyms (FCE Use of English Part 4) the unreal past, ‘common mistakes (FCE Use of English Part 2) transferred negation, word formation (FCE Use of English Part 3) wishes and regrets, parts of speech (ECE Use of English Part 4) <9» Contents paragraphing, informal letter/email cohesion, essay, selecting correct register, informal letter/email awareness of purpose, report making recommendations, review selecting correct register, article using prompts, formal letter/email_ paragraphing, Jeter of applicationFam ly Ties ode © The phrase family ties means close connections or relationships between people within the same family eg Famiy tes hove become weaker over the past fify years. * Write the phrase family tes on the board. * Ask students what they think the ttle refers to '* Expl the meaning of the phrase fori tes '* Write the example sentence given above on the board, ‘Elicit suggestions as to what the unit might be about. SE) ‘amily ties Family ties have become weaker over the past fifty years. ‘Aim: to introduce the topics that will be covered in the unit ‘* Read the Look ahead box aloud to your students or ask a student to read it '* Ask students to describe how families can be different (eg large families, smal families, one-parent families, etc) ‘Aim: to introduce the topic of family life through personal responses ‘Ask students to work in pairs to tak about the questions in the Student's Book. '* Go round the class monitoring and helping where necessary. * If you prefer, conduct a brief discussion involving the whole class by reading the questions and inviting different students to ave their answers. ‘© Before students attempt this task write these phrases on the board: clase family and extended family. © Blicit from the students which family members they would put into each category You might need to prompt them by offering afew suggestions eg brother, cousin, father, grandmother et. (Close fori refers to those family members to whom you are Exercise 1 ‘Aim: to review present tenses * Before students do the exercises on this page, ask them to study pages 59-160 ofthe Grammar database. ether in class ‘rat home before the lesson starts. * The frst exercise refers back to the reading passage so that students can see the grammar in question being used in context. ‘© Read the sentences and ask students to tell you which tense is being used in each sentence. ** Ask students to match each sentence to its explanation. ‘Ask students to write five sentences of their own, which can be matched to the list of explanations in ac. > Exercise 2 ‘Aim: to practise using present tenses in context «Students work individually or with a partner to do the exercise © Elicit answers, asking students to give reasons for their answers based on the information in the Grammar database. » Exercise 3 ‘Aim: to practise using present tenses * First, write this sentence on the board: Iam playing volleyball for iy loca teom. ‘Ask students to explain to you what is wrong with the sentence. (The present simple is used to talk about habits) * Go through the first sentence together ‘Tell them to ignore the missing verb for the moment. ‘Asks this a feeling or an action? (an action) * Ask Is to regular habit or a temporary situation? (a regular habit) * Ask: What tense do we use for regular habits? (present simple) ‘© Remind students to go through this process of asking themselves questions about the sentence before they fil nthe gaps. * Students then work individually or with a partner to do the exercise, Unit @ ‘© Remind students to go through this process of asking themselves questions about the sentence before they write the sentences. ** Students then work individually or with a partner to do the. exercise, + Blct answers. » Exercise 5 ‘Aim: to identify incorrect use of present tenses * Students now work individually to find six mistakes in a short paragraph. ‘© Remind them to read through the text once, undertning verbs ‘which they think are incorrect. * Encourage them to ask themselves the kind of questions that they were asked in exercises 3 and 4. * Students should then work ineividualy * Elicit answers * After students have completed this exercise, write this sentence. Con the board: My mum is being a teacher and my dad is working 25.2. woiter unt he finds a beter job. * Elicit from students why the present continuous is used in the Lnderiined part of the sentence. (Iisa temporary situation) * Elicit why is being a teacher’ is incorrect. (The present simple is used for general truths: My mum isa teacher...) My mum is being a teacher and my dad is working as. waiter unt he finds a better job, + Eicit answers ‘1go are living 3amleaming 4 don't ike 5 am trying 6see | am playing volleyball for my local team. > Bxercise & ‘Aim: to further practise using present tenses * First, go through the first one together: # Tel them to ignore the missing words for the moment. * Ass ths 0 feeling or an action (an action) * Asics ita habit or a temporary situation? (a habit) * Asc it a regular hobtor an annoying habit? (an anneying habit) © Aske What tense do we use fer annoying habits? (present continuous) «12>Family Ties ITD > Exercise 1 ‘Aim: to focus on adjectives used to describe people * Either do this exercise a a clas, or divide the class into small groups and encourage them to use a dictionary in order to find ‘the meaning of any Unknown words. '* Before students attempt this exercise, ask them to read through the sentences I-11 and underline any other descriptive adjectives which might be useful as clues to help them do the ‘exercise, Students should find the folowing adjectives: successful funny upset, better, © Ask students to do the exercise + Bicit answers rr ‘= Write the headings positve and negative on the board. ** Ask students to look at the lst of adjectives in the Student's Book and to tell you which they think are posttve Exercise 2 ‘Mien: t0 practise forming negative adjectives by adding a prefix ' i this exercise students have to find the negative adjective. Remind students, however, that in exam-type word formation ‘eeercises, they will need to work out whether the word aquired should be positive or negative. '= Ask students to look at the adjectives in bold and [Brainstorm any opposites which they might know already and ‘erite them on the board. "* Students then work individually or with a partner to complete De sentences, "= Sict answers '* Ask students, ether individually or in pairs, tomake a Ist of ‘other adjectives they know which take the same prefixes. '* Get students to compare the lists they have come up with, Unit @ > Exercise 3 ‘Aim: to introduce phrasal verbs with up ‘* Point out to students that phrasal verbs that share the same particle (up. down out ete) sometimes have meanings that have something in common All the verbs here use up and they all have something to do with things appearing or being made to, appear ‘+ Ask students to look at the phrasal verbs and ase Which phrasal verb might mean to have a sudden idea? (think up) |, © Students then work individually to complete the sentences * Blt answers. ‘© Remind students that sometimes phrasal verbs can have more than one meaning * After students have completed this task write on the board: if you__with your fiend, you become fens again. '* Bicit which ofthe phrasal verbs from exercise 3 could ft this, sentence, (make up) ** Encourage students to make a note of the different meanings of phrasal verbs in their notebooks under the particle. (up down, out, etc) ‘tums up 2comes up 3 thinks up 4 makes up 5 brings up IHyou with your friend, you become friends again, » Exercise 4 ‘Aim: to introduce students to metaphorical words used for describing people “Ask students to look at the words in the box and to try to speculate about what kind of person they might be used to escribe ‘Asc fl get angry easy, might be described as what? (hot: tempered) ‘* Explain that words connected to heat are often associated with anger and that words associated with cold are often used to describe a person who isnt very friendly or kind ‘Encourage students to underline other adjectives or phrases ‘which appear in the sentences which might act as clues. '* Students then work individually or with a partner to complete the sentences. * Blcit answers. cold-heared 2 warm 3hottempered 4 cool Sicy 13>Family Ties Unit Gd © Try this round the lass with several students: making sure that ‘Exercise 1 they pronounce the words correct. Aim: to practise the sil of prediction * Before students atterpt this task write onthe board He wos STSRRSGRRURRBZeRUpRTAION really cnnoyed because | id get back unt midnight. * As them to read the first question in exercise 2 and tll you which of the three options could be matched with the sentence. fon the board, (option A) Some Asie What might the teenager say to his fend if was the a correct answer (perhaps: My dad came home and I was practise giving personal details watching TV insteod of doing my homework) ‘© Remind students that the FCE interview begins with each Elicit any suggestions that the students may have and encourage Candidate being asked to give some personal details about ‘them to offer similar suggestions for the last option Werebies See esa Sor hn recrwining questions. * Ask students to read what Julie says about her family and tell you f there is anything wrong with what Julie says. (No — this ‘would be a very good way of starting an interview.) He was realy annoyed because | did't get back until midnight. fe was really annoyed because | didnt get back unt midnight ac eats > Exercise 2 Students wl often tok about being in the fst cass of Lykio‘or the Mest sisson for gis sndipractoe anvoconvype tsk thie Gloss of Gnnasium: Remind them that they need to learn the * Students now listen to five people talking in five different English wards for the schools they attend (see page |03, exercise 4 for btn suidance) and aso how to soy which class they are in. Fr students at «© Remind students that they will hear each extract twice and that ths level of Englsh its most likely chat they wil be in the second or ‘they should listen to the whole of the extract before they thie year at secondary schoo. Encourage students to learn phrases decide on the ancwer: lke Tm in the second year at my loca) secondary school” * Play the Istening text ‘ «Elicit answers, asking students to justify their answers by » Exercise 2 paraphrasing what they heard. ‘Aim: to make students aware of common mistakes in spoken English ® Students now read two diferent ways of giving personal details, fone of which is correct. * Ask students to look at the frst two options and tell you which they would say in an interview. © Aske Why is My family consists of three members’ wrong? (Atthough the sentence is grammatically correct, itis too formal to sound natural) * Divide the class into pairs and ask students to work together to choose the correct answer for the remaining two options. © lit answers, asking for justifcation. SEE ee > Exercise 3 ‘him: to practise giving personal details * Before students do this exercise, ask them to study on page 158 » Soundbite ‘of the Speaking database ‘Aim: to practise listening for the sounds /! and is! ® Divide the class into pairs Students now lsten to hear the difference between the * Remind students to use the phrases to help them and to pronunciation of the sound / in words such as bit and the ‘expand on the phrases to add some detals oftheir own sound fit in words such as beat. * Go round the class monitoring or helping where necessary ‘+ Explain that they will hear someone say ten words and that they Check to make sure that students aren't making any of the should write down the number next to the word that they hear mistakes from exercise 2. to reveal a ten-cigt number * Ifyou do this exercise as a whole-class activity, ask different ‘Play the listening text. students the questions and encourage them to expand on their * Glct the answer, checking pronunciation. answers, * Students now get the chance to play the game. '* Each student should write down a ten-cigit number and, using SEE the words from the Students Book, say the corresponding, © Ask students to think of two more appropriate questions t0 ‘words to their partner or to the whole class. ask and answer about family. <14>Family Ties Exercise 1 im: to focus on stative verbs * Before students do the exercises on this page, ask them to sudy page 160 of the Grammar database, ether in class or at home before the lesson starts. * Frst, write these sentences on the board: Ths cake is tasting iy delicious! and Im tasting the soup to see if it needs ary more * Ehcit which sentence is correctlincorrect. (The first i incorrect because taste here should be used statively The second is correct) += Seadents then work individually or with a partner to complete Se exercise. it answers. 4 1 think 2 is seeing 3 doesnt look owns 5 sounds 6 are you thinking ‘On the Board] This cake is tasting really delicious! {fm tasting the soup to see ifit needs any more salt, Ces #= ict the meaning of the verb in sentence 2 and ask why seeing used in the continuous form here. (Here it means meeting) > Exercise 2 Flim 10 focus on lexico-grammatical word patterns §* Fest write on the board: Ifyou care aboutlof the planet, join Gemnpecce! # ict from students which is the correct preposition. (about) i> Ask students to look at the words in the box. * Ack students to underline the prepositions in each of the sertences and to see if they can match each of the prepositions sone of the verbs *= Do the first one together * Remind students to use the correct form of the verb, *= Seadents then work individually or with a partner to complete Ge cercse # Bict answers 1 blaming 2deal Boceused core 5 looks Soe Ifyou care about/of the planet, join Greenpeace! » Exercise 3 ‘Aim: to practise multiple-choice gap-filing ® Students now do a multiple-choice gap-fl, which is designed to practise some of what they have learnt from exercises | and 2, {as well as provide exam practice. © Ask students to read through the passage and tell you what Family Helpline is. (a number you can call to speak to somebody about family problems) ‘© Explain that at ths stage itis not important to understand all of the words in the passage but draw students’ attention to clues before and after the gaps that might help them find the answer. These include prepositions, articles, personal pronouns and determiners ‘© Remind students that when they have completed the exercise, they should read it through again inserting the missing word in the gap to check for sense. * Students then work individually or with a partner to complete the exercise. * Elicit answers 1A 2C 38 4A 5D 6878 BA9D 108 tejrngtrcemaweeede pomgeand ak then total ou thevwotl (og depemed ste couiclos and sori) 15>Family Ties {Writing ed > Exercise 1 ‘him: to focus on the purpose of informal leterslemails * Before students do the exercises on this page. ask them to study page 154 of the Writer's database ether in class or at home before the lesson starts. ‘Ask students to read the writing task and to tell you who the letter should be written to. (a female cousin) * Blcit why the leter i informal. (Because itis written to a member of the familyfa cousin) '* Encourage students to think about the kind of information that ‘they might include in their letter to their cousin, especially one who lives abroad. (the weather what the family cid on a national holiday, any news about other members of the family etc) '* Brainstorm ideas, writing any suggestions the students have on ‘the board, + Encourage students to make a paragraph plan before they stat ‘ting with atleast one piece of information that they would incude in each paragraph. » Exercise 2 ‘Aim: to match formal and informal phrases * Students now match formal and informal phrases. * Students work individually or with a partner to complete the exercise. Bic answers. * If time allows ask students to write a short letter based on the correctly ordered informal phrases. They should start and end the letter correctly and include atleast three pieces of family ‘news where they think appropriate, '* You may wish to seta time limit of seven or eight minutes for this. '* Ask students to exchange letters and invite one or two students to read them out to the rest ofthe class. > Exercise 3 ‘Aim: to provide a model answer for students to refer to * Students now read the model answer to the question in exercise | * Ask them to read the letter through once. «Then ask them to read it again quick and to underline all the pieces of faily news that Martin has included in his letter (€g Uncle Tom got mamed, we ofl went tothe wedking ...etc ) '* Encourage students to give their opinion on whether Martin has written a good letter and whether he has answered the qudaien tanec © Divide the class into pairs. '* Ask students to look at the letter again and to work in pairs to replace the pieces of family news that they underined with family news of their own Unit @ » Exercise 4 ‘Rim: to read for specific words and phrases * First, ask students where in the letter they would normally ‘expect to find words and phrases like these. * Encourage them to visualise where the words and phrases should go. * Remind them that these are words and phrases that they can learn and use in appropriate informal letters. * Ask students to read the model answer in exercise 3 again and, Undertine the informal words and phrases. * Elicit answers * You may lke to draw an outline ofan informal letter on the bboard and invite individual students to waite the words and phrases in the appropriate place, 16>ily Ties Exercise 5 -to encourage students to think about the style of informal Remind students to look back at the model leter in exercise 3, ‘5 help them with the true or false questions [Bict answers, asking students to justify by giving examples from mode! letter to prepare students for the writing task remind students of the importance of identifying who they writing to. them to look at the writing task and to tell you who they Will you be writng to your pen fend or your brother? brother) Wil you be writing about your family or your pen-fiend's (pensfriends family) ‘Which country are you staying in? (England) ct who the students will be writing to and why. ise 7 to encourage students to plan their writing ‘exercise is designed to encourage students to use their snation and to make sure that they all have enough ideas they start writing and students that careful planning will improve their students to look at the questions and to make notes in se notebooks. d them that they should be answering the questions with ‘or two sentences, ‘ound the class monitoring or helping where necessary. the end of the exercise, ask individual students to read out mr ideas. ge students to make a note of any good ideas they hear other students hhave time, check that all students have completed the with appropriate information > Exercise 8 |hirn: to give students the opportunity to produce an informal letter + This exercise can be done in class or set for homework, '* Remind students of the importance of using a conversational ‘tone and of answering the question by including the information from their notes. » Exercise 9 . ‘Aim: to encourage students to check their written work * Draw students’ attention to the checklist once they have finished writing and ask them to read each statement and to tick each one thats true for them. © Ask them to make sure that they have ticked all ofthe boxes, before handing their letter in to be marked. * You might consider refusing to mark any letter that does rot meet al the criterain the checks and asking the student to rewrite Serene * In order to monitor whether students have checked their work ‘areflly.you could ask them to underline in pencil on their letters places where they have ‘used informal phrases, for ‘example, * Alternatively invite individual students to read parts of their letter to the rest of the class or get students to exchange letters with each other and to check each other's letters for mistakes before handing them in ‘him: to review the unt and to practise scanning for spec information * Students now have the opportunity to go back through the unit, ‘to check what they have learnt * Ask the whole class the questions from Look back. * Elicit answers from different students. * Encourage students to scan the unit to find any information they can't remember. «17>The Open Road Grammar: past simple and past continuous / would, used to, be used to topic vocabulary / confusable words /collocations (transport) scanning for specfic information ‘identifying location comparing; expressing preference presenting an argument /x/andjef Reading Part 1; Listening Part 2: Speaking Part 2; Use of English Part 2; Writing Part 2 (essay) Lexis: Reading skills: Listening skills: Speaking skills: Writing skills: Pronunciation: CE skills: '* The phrase the open road usually refers to roads in the countryside, where there is very little traffic, eg Nothing quite beats the feeling you get from leaving the town behind and heading off on the open road, ‘© Write the phrase the open road on the board, ‘© Ask students what they think the title refers to. ‘© Explain the meaning of the phrase the open road. '* Write the example sentence given above on the board, «© Elicit suggestions as to what the unit might be about. the open road Netting quite beats ihe feing you get rom leaving the town ee geen et roe sper oe Him: to trodkce re topics that wil be covered th unt fled Lack send bv cloud to yur nls or abee Sart to rad 0 Ee eae eee ena og Bicankae scene as Aim: 10 ntroduce the topic of transport through personal responses * Ask students to work in pais to talk about the questions inthe Student's Book + Go round the class monitoring and helping where necessary. * Ifyou prefer,conduct a brief discussion involving the whole class by reading the questions and inviting different students to ge their answers. # Do not accept or reject answers at this stage * First write these phrases on the board: publ transport and nate wonspor. * Bic rom the students which means of transport they would put into each category. You might need to offer a few suggestions eg tram, train, motorbike, aeroplane, ete. (Public transport refers to means of transport. that are used by the public and are often paid for by the government in some way, or example, buses, trams or the underground. Prvate transport refers to means of transport that are owned by indviduals and includes crs, motorbikes and bicycles) Unita sk students to write down as many means of transport as they can. You may wish to set a time limit of one or two minutes for this. Then ask them to tick those means of transport which are public and those which are private Memaer eeenurookneneen See oe Seapets tac yeeten ee eT ay tare Gey ait oad sen « Ak scents 1 read th page. Ts canbe doe nil or as css ait wth rere sunt beng eed to read Sersivoeons dost to Grea pO a ‘Barn dlrs ta ts Rage to ncenend Nid xtc vost is ore Oo eae tie Word Bor scion “ereoees or i GNSS iS RS thinking! section and ask them to justify their answers. Avhorse can run at about 55 kilometres an hour “Two American brothers, Wilbur and Orville Wright, invented the aeroplane. ‘Man frst landed on the Moon in 1969, ‘Background information ' A space shut i vehicle whch waves into space repcrly and athough it Sets off ao space te a vocket. i returs to Earth ike on aeroplane. ‘A space tours iso person who pays to go into space oder to enoy the experence. Several high-profile mult-millonares, most fom the USA, have diready gone into space on such tps. ‘Additional task * In order to practise scanning for specific information from the passage, elicit the answers to the questions below. + Remind student that they don't have to reread large parts of the passage but should look for clues or key words that might help them find the answer. The key words have been underlined in each sentence. 11 What did Richard Trevithick invent? (the fst tain) 2 When wos the first icicle with pedals iene? (around 1840) 3 Where was the first pevraldiven car invented? (Germany) ‘4 When was the whee! invented? (around 3500 BC) 5 What was the name of the Wright brothers’ aircraft? (the Fiyer) <18>The Open Road » Exercise 2 ‘Aim: to scan for specific information to complete sentences '* Read the frst sentence together. '* Remind students that they can look at the extract but they don't need to read it in detail again, “* Bicit the answer and ask students to justify it by reading directly from the passage. ‘* Remind students of the importance of undertning where they found the answer in the passage. ** Ask students to work individually or with a partner to do the rest of the exercise. * Bicit answers, asking for justification from the passage. ‘Bim: to practise an exam-type task '* Before students do this exercise, emind them of the best way ‘© approach it so that they become familiar with exam ‘technique. ‘= Remind them of the importance of looking for sentences from “De passage which explain one of the four options A-D. They might also be able to work out from the passage which three ‘eptions could not be the answer: "© Direct students’ attention to the first question. "= Asc Could people wave fast before the whee! was invented? {No~ this eliminates option A) Asc Did they vent the whee! or skis fist? (the wheel ~ this “Sminates option B.) ‘Asi Were the roads good when the wheel was invented? {No — this means that option C must be the correct answer) ‘Explain that although people did use horses, this was because ‘te roads were bad and carts couldn't travel as fast as horses, ‘ould on them, “Remind students of the importance of underlining where they ‘Sand the answer within the passage, as this makes it much “giicker and easier for them to be able to justify their answers. “Asx students to work individually or with a partner to do the SS of the exercise, EMT "Fiz 3 class discussion about which means of transport “Sdents think has been the most important invention and why. Unit ‘Aim: to introduce new vocabulary + Before students do this exercise ask them to read the deriiore, © Remind them of the importance of looking back at the passage for dues they are not sre ofthe meaning of ary words '* Ask students to work individually or with a partner to do the anes + Eick rowers «Ak sucess Wal ry fils a pag ‘iG hay cenit seek '* Remind them to make a note of the words and to look them Up in a dictionary before the start of the next lesson. age ear es Sst ead ews we they learnt anything from it or not and get them to justify their aeacir — eet “Gpedal * Ask students to choose five means of transport and to write their own definitions for them. * Students then swap their definitions with a partner and try to guess the means of transport that is being described. <19>The Open Road » Exercise 1 Aim: to review past tenses * Before students do the exercises on tis page, sk them to study pages 161-162 of the Grammar database, either in class ‘or at home before the lesson stats * The first exercise refers back to the reading passage so that students can see the grammar in queston being used in context * Read the sentences and ask students to tell you which tense is boeing used in each sentence. * Ack students to match each sentence to its explanation. » Exercise 2 ‘Aim: to practise identifying different uses of past tenses ‘Ask students to look through the text again to find other ‘examples of past tenses being used in these ways « Students can work individually or with a partner and should Lunderiine the examples they find. * Elect answers, > Exercise 3 ‘Aim: to practise using past tenses * Before students attempt this task write this sentence on the board We crave along the road when one ofthe tyres burst. * Ask students to explain to you what is wrong with the sentence. (One action is in progress when another action happened, so the frst verb should be were driving) * Before students complete the sentences go through the frst sentence together. * Tell them to ignore the missing verb for the moment. * Asks this a feeling or an action? (an action) + Aces ita single completed action or o repeated action inthe ast? (a single, completed action) * Aske What tense do we use for single, completed actions? (past simple) + Remind students to go through this process of asking themselves questions about the sentence before they filin the gaps. * Students may work individually or with a partner © Blcit answers Unit @ “Afi” were hing’ 3 tal 4 Wes telng "8 shouted 6 saw) ‘We drove along the road when one of the tyres burst. > Exercise 4 ‘Aim: to correct sentences using past tenses * Before students correct the mistakes, go through the first one together, * Asks ths 0 feeling or an action? (an action) * Askc How many tings are happening in the sentence? (two — entering the station and noticing the train was late) * Aske What tense do we use for en action n progress when another action happened? (post continuous) + Remind students to go through this process of asking ‘themselves questions about the sentence before they correct it. '® Students may work individually or with a partner: * Bicit answers, asking students to tell you which sentence is correct > Exercise 5 ‘Aim: to have controlled practise using past tenses * Students work individually to write sentences using the notes to make a story ‘* Remind them to read the whole sentence before they change the tense of the verb. '* Encourage them to ask the kind of questions that they were asked in exercises 3 and 4 in order to establish which tense is appropriate and why. '* Students should then work individually to complete the story. ‘The story could then be rewritten correctly in their notebooks. © Bicit answers, » Brice 6 ‘Aim: to encourage students to listenin order to check their work * Ask individual students to read out sentences or short parts of ‘the story forthe rest ofthe class to check their answers * Encourage students to tak about whether anything like this has ever happened to them. not elit from them things that might -g0 wrong on a journey. (eg forgetting one's passporVuggage, ‘missing a plane, train, boat, ete) 20>The Open Road » Exercise 1 ‘Rirm: to focus on vocabulary connected to public transport ‘© This exercise is probably best done as a whole cass. f time allows, however divide the cass into small groups and ‘encourage them to use a dictionary in order to find the smearing of any unknown words. ‘= First. ask students to read through the sentences |-8 and tnderline any words which might act as clues ** Eict the clues and ask f there were any which they could do _gven the clues in the sentence. = Asan example ofthis you could direct students’ attention to ‘question 7. The word taxis suggests that the answer may be taxi snk Even if students don't know what a taxi rank i, searching ‘Sr dues can sometimes help them to make an educated guess. im: to practise using words which are easiy confused |= Before students attempt this task write on the board joumey ‘22d trip and ask students to explain to you the difference and to {Be you an example sentence for each. (A journey may be Jereet and usvally refers to ust the period of travel A trip may {Se shorter and usually refers to the period of travel, plus other “actuites such as sightseeing etc) |Excourage students to learn collocations which will help them SSremember how the words are used, such as schoo! trip, ‘Besness trip. tring journey Js them if they know words for any other types of journey Se voyage, crossing, excursion, etc) answers to numbers | and 2. students to look at number 3 and elicit the answer: Don't the answer but encourage al students to either agree or with the answer given and to justify whether miss or is used in ths sentence. students to look at number 4 and elicit the answer: Don't the answer but encourage al students to either agree or ‘with the answer given and to justify whether on or in is in this sentence. jourey,trip ‘to Watch Out For ‘re offen tempted to use travel as o noun in sentences 1e5, We went on a travel to the Peloponnese’ Remind that ‘travelis ony normally used as a verb and that in Jease they should say, We travelled to the Peloponnese'‘or went on trip to the Peloponnese’ Travel isonly Used 05 @ noun. in phrases such as, Travel broadens snot 6 Common word in English. Dieourage fom using it instead of more natural collocation like op’ Unit » Exercise 3 ‘Aim: to practise collocations connected to transport ‘Students now match the means of transport to the appropriate phrase. * Ask students to work individually or with a partner to do the rest of the exercise. © Glcit answers » Exercise 4 ‘Aim: to match words to make compound nouns * Explain to students that they need to match words from list A to words from list B to make compound nouns. * Students may work individually or with a partner. Elicit answers > Exercise 5 ‘Aim: to check students! understanding ofthe compound nouns from wvercise 4 * Students now match one of the compound nouns from exercise 4 with a sentence to check their understanding © Students may work individually or with a partner: © Blt answers <2)>The Open Road Unit @ » Soundite > Exercise 1 Aim: to practise listening for the sounds /ae/ and /e/ Aim: to introduce the listening task '® Students now listen to hear the difference between the Fea eae | rnbind ee ee © Elicit responses asking them to justify their answers. ‘sound /e/ in words such as bed. ‘© Explain that they will hear four words and should circle the two. ites words whch hve he sae vowel oun Poe es 5c raacon saa ss eicteae en '* Ack students to read the questions and try to predict what the © Elicit the answers, checking pronunciation, situation might be. ges es i Re ape ete wads artnet (bay eaten there) “tthe ahd st 3 pot Mle d | Earasemnte * Elict answers, asking students to justify their answers by El paraphrasing what they heard. » Exercise 1 ‘Aim: to introduce the idea of comparing ‘© Remind students that Part 2 of the FCE Speaking paper requires students to be able to tak about the similarities and differences between two photographs for one minute, * Divide the cass into pairs and ask them to make notes about the things that trains and buses have in common. '* Go round the class monitoring and helping where necessary. © You might like to set a time lit of three or four minutes for this. » Exercise 3 * Elit ideas. ‘him: to further practise listening for specific information * Students now lsten to the whole of the job interview. ‘Before students do this exercise, remind them of the best way ‘to approach it so that they become familiar with exam ‘technique. | ‘* Remind them of the importance of listening for key words or phrases which could fft the gaps ‘+ Askc What kindof information should you be listening for to ‘complete number 1? (a name) '* Encourage students to do the same for numbers 2-7 in pairs, * Blt their suggestions. ‘+ Remind them that they will hear the whole interview twice. The first time they listen they should take notes and the second time they lsten they should check their answers. * Encourage students to complete all of the gaps.fthey are not. Byercise 3 certain of an answer they should make an educated guess. 5 ‘him: to practise expressing preference Finaly.remind students that they only need to write a word ora Ac. students whether they prefer traveling by tran oF hy bus © Blicit ideas asking for justfication, » Exercise 2 Aim: to practise comparing * Repeat the procedure from exercise | about differences. « Play the listening text. * Biicit answers, asking students to justify their answers by > Exercise 4 paraphrasing what they heard Jim: to practise comparing photographs '* Before students do this exercise, ask them to study the ‘Speaking database on page |58. © Remind students that the questions they should answer will be printed above the pictures * Divide the class into pairs. * Remind students to use the notes they made in exercises | and 2and detals of their own based on the photographs. * Go round the class monitoring or helping where necessary. Errors to Watch Out For Students often stare Part 2 ofthe interview by saying 'n this picture | can ee. which fe net netuel English Enensrege pour enedenae:se Use the more natural This iso picture of." or This picture shows..." «22>The Open Road Teese! Bec td sod cd ba B Bere suders do the erercnes on tis pagsask hem to Six page 160 of he Grammar detabeoe etherin css or at Eesoe botrwrte lemons B Festi these sentences onthe boar My endnote ws Used tread me bedine series when wes urge snd My feandntervtxkd atria bein sts wher! watyoinge: BSc wtih setenceicrrect and sich incorrect (he rst incorrect becawe be wed to mea to be fanllor ath cing The sccod cere) + Aakers to tel you the eference between used t and seth (nah anna tana tates inthe pat but woul car’) ese tel you nha flows be ued tx (a noun or-bg ert rejoin ck ensues woud 2am used to B.used tw 4 (never) used to 5 get wast used to Unit @ [On the Board] My mum always insists on / about walking with me to schoo! 1 insisted / insists. 2 complain 3 take 4 work 5 reminds » Exercise 4 ‘Rim: to practise gap-ling * Students now do a gap-fll to practise some of what they have learnt from exercises 2 and 3 * Ack students to read through the passage and tell you what the fst ofits (how much transport has changed and how it has affected our lives) * Explain that at ths stage it is not important to understand all of the words, but draw students attention to cues before and alter the gaps that might hel them find the answer These include prepositions, articles, personal pronouns and determiners ind students that when they have completed the exercise they should read it through again to check for sense. ‘Remind students that they should write only one word in each gap, and that each word should be in capital letters. * Students may work individually or witha part Blt answers > On the Board] My grandmother was used to read me bedtime stories when | yeas younger My grandmother would read me bedtime stories when | was rounger > Exercise 2 ‘Rim: to practise would, used to and be used to * Ack students to rewrite the sentences using the word in bold * Do the frst one together. # Students then work individually or with a partner: * Bicit answers. “1 When he was 0 boy my dad used to watch the steam tains go post “2 Fhing a heicopteris ficult ot frst. but you Scon get used tot "3 When she was four my sister would ride her bike oround the house. 4 My grondfother used to take me for ides in his od cor when Iwas smal » Exercise 3 ‘Kim: to practise lexico-grammatical word patterns * First write on the boarck My murn always insists on / about, waking with me to school. it from students which is the correct preposition. (or) Remind them that the preposition which follows a gap often sa clue to the word in the gap. * Ack students to underline the prepositions in each of the sentences and then see if they can match each of the [prepositions to one of the verbs in the box. re fist one together. idents may work individually or with a partner * Blcit answers. TINTO 2 ABOUT 3USED 4WOULD SGOT 6 ANY T(A)ROUND 8 HAVE / NEED 970 10 EVEN * To practise vocabulary give students definitions of words or phrases that they might not know from the passage and ask ‘them to tell you the word. eg great grandparents, take into ‘account, range and goods) Su ested Homework «23>The Open Road ‘Exercise 1 © If time allows, ask students to write a mini-essay based ‘Aim: to introduce the topic of essays ‘on the correctly ordered formal phrases. They should include at '* Before students do the exercises on this page, ask them to least three reasons why they think people should or shouldn't study page 153 of the Writer's database. either in class or at _be encouraged to use public transport where they think home before the lesson starts appropiate, each introduced bythe correct phrase * Divide the cas into pais. ‘You may wish to seta time iit of seven or eight minutes ‘+ Ask students to look at the photographs and to compare them. for this. * Encourage students to make a note of any ideas they have in _# Ask students to exchange essays and invite one or two their notebooks, students to read then out to the rest of the class. © Elicit their ideas, » Exercise 4 Aim: to provide a model answer for students to refer to + Encourage students to predict what they might be asked to. Students now read the model answer tothe question in write about in an essay based on the different photographs. exercise |. (These might be connected to traffic problems in citieshow _# “Ask them to read the essay through once. ‘to get more people using public transport. what the advantages ® Then ask them to read it again quickly and to underline ‘of public transport are, how we can help the environment. etc.) all the discursive phrases that the writer has used. ‘Brainstorm ideas, writing ary suggestions the students have on * Encourage students to give their opinion on whether this is a the board. good essay, whether it answers the question correctly and whether they agree or disagree with the writer's main » Exercise 2 arguments, ‘im: to identity essay type * Ask students to read the writing task and to tell you whether the essay should be formal or informal. (formal) * Bit wy the essay i formal. (Because itis an essay which is meant to be read by a teacher) » Exercise 3 ‘Aim: to introduce phrases that can be used in essays * First, ask students if they know any phrases which could be used inan essay which they could use to connect their ideas. ‘If they can't think of any write these words in this order on the board: to sum up, consequent fist of al similarly, also, as well a this, sty, it is my (strong) belief that, furthermore, since ‘Ect any ideas they have and write them on the board. ‘Direct students’ attention to the phrases in the Student's Book. * Ask them to tell you where they would put the phrases that ‘they suggested and the ones that you wrote on the board and why. mn the Board 10 sum up consequently : frst of al ° Exeretse 5 ‘im: to read for specie words and phrases (answers to Exercise 5 are in brackets) “a © Before students attempt this task, ask them where in the letter aswellasthe ty Would normally expect to find words and phrases lke * Encourage them to visualise where the words and phrases itis my (trong) belie that id go, furthermore TMnce_* Remind them that these are words and phrases that they can lear and use in appropriate essays * Ask students to read the model answer in exercise 4 again and replace some of the phrases that they underlined in exercise 4 with the phrases given here Blick anowor, <24>The Open Road > Exercise 6 ‘Aim: to check students’ understanding of text structure ‘© Ack students to read the model answer again and to choose ‘which of the options a orb, they think is correct. * Students then work indvidually or with a partner to complete the exercise. * Elicit answers. ‘© Remind students that exercise 6 is a paragraph plan that they can use when writing essays * Check that students have crossed out the incorrect option, so that they can clearly see the type of information that they should include in each paragraph. fo 2b 3b 4a Sa > Exercise 7 ‘Aim: to prepare students for the writing task '* First, remind students of the importance of identifying what they are writing about and who they are writing for ‘© Ask them to look at the writing task and to tell you the subject that they will be writing about. Seta time limit of ten seconds, for this * Ask Wil you be writing about the history of transport or about whether you think the invention of the car changed the world? (whether you think the invention of the car changed the world) *= Then ask Will you be writing an essay or a formal letter? (an essay) '= Then ask Should you express your personal opinion? (yes) '= Eicit whether students agree or disagree with the statement that the invention af the car changed the world, asking them to ‘provide justification for their answers. » Exercise 8 Rim: to encourage students to plan their writing '* Remind students that careful planning will improve their essays '* Ack students to look at the questions and to make notes in their notebooks. "= Remind them that they should be answering the questions with one or two sentences. = Go round the class monitoring or helping where necessary. = Atthe end of the exercise, ask individual students to read out ter ideas. * Excourage students to make a note of any good ideas they hear om other students. '= you have time, check that all students have completed the questions with appropriate information, ‘Hist paragraph whether | ogree/dsagree with the statement paragraph some poin in favour of my view paragraph more points in favour of my view To sum up To conch, In conclusion 1b I would anu that | am convinced that I beeve,m ofthe opinion that Unit @ » Exercise 9 ‘Aim: to give students the opportunity to produce an essay «This exercise can be done in class or set for homework. + Remind students ofthe importance of using the correct phrases and of answering the question by including the information from their notes in exercise 8 » Exercise 10 ‘Aim: to encourage students to check their written work ‘© Draw students’ attention to the checklist. '*| When they have finished writing, ask them to read each statement and to tick each one that is true for them. * Ack them to make sure that they have ticked all of the boxes before handing their essay in to be marked * You might consider refusing to mark any essay that does not meet all the criteria in the checklist and asking the student to rewrite Se * In order to monitor whether students have checked their work. carefully you could ask them to underline in pencil places in their essays where they have ‘used appropriate connecting phrases, for example. eeepTene pit rd 1 prctve scaring for mode itermiion «Suan vibe te cporunty to go back trough the unt cbetnratieiioreleart + ake vines ase questions fom Leck back, «Bice arovers Fom deren students {Encourage sent to sean the ut to ind any nfonration they cxftreraie 135008¢ 2 Two American brothers Wibur and Orvile Wright 3 past continuous 4 "Used to can be used to talk about states inthe past but WouAT can't 5 | would argue that... (accept other correct answers) Suggested Homework «25>Show you know! units 1 1 1c 24 3D 48 5A 6D 7c ae 9A 10A 2 1s staying 2was doing Beat 4am getting By, 6 is having Tswam Bis having lin 2of 3 for 4on 5 of 6 after Timo <26><27>Killing Time Unit Background information * An ‘rcade'is a place where young people goto play video gomes ENT * In order to check your students’ understanding of the gist ofthe passage, elcit the answers to the questions below. ‘Remind students that they don't have to reread large parts of ‘the passage but should look for clues or key words that might help them find the answer. The key words have been Underlined in each sentence. '* The phrase kiling time means filing spare time, usually while ‘waiting for something to happen, eg We kiled some time at the airport by watching the other planes take off and land. ‘© Write the phrase kilng te on the board. ‘+ Ask students what they think the ttl refers to. ‘* Explain the meaning of the phrase killng time. * Write the example sentence given above on the board. ‘© Explain that itis also very common to use the phrase to hove time to kil, as in| hod two hours to il before my tran left so | went shopping © Eli suggestions as to what the unit might be about. . tang une bined wineincliiemrea umes te ae pee Saree ‘Aim: to introduce the topics that willbe covered in the unit, * Read the Leok ahead box aloud to your students or ask a student to read it. * Ask students to describe aiflerent hobbies that diferent age ‘8oups might have (eg reading, collecting things, gardening playing a sport, et) and why certain hobbies might appeal to different people. Co » Exercise 1 to read for gist * Students are now going to read an article about hobbies in the past and inthe present. Begin by asking students to guess what hobbies they might read about. ‘Ask students to read the article.This can be done individually ‘as a dass activity wit different students being asked to read different sections aloud to the rest ofthe class. ‘ Remind students that at this stage they do not need to, understand all of the vocabulary as items will be covered in the Word Box section * Elicit answers from a few students, asking them which hobby mentioned in the text sounds most interesting. <28>Killing Time > Exercise 2 ‘Aim: to match discursive phrases with functions * Ask students to quickly scan the text to find the phrases ited in acd and to underline them. * Remind them that the position of a phrase within a paragraph ‘can often help them to understand the meaning or the function of the phrase, * Ask them to tell you where in a paragraph they could expect to find the phrase Ar fst. (at the beginning of a paragraph) ** Go through the three remaining phrases in the same way, asking, students to tell you where they might expect to find these phrases in @ paragraph and indicating them to the students in ‘the passage. * Ask students to work individually or with a partner to do the rest of the exercise. * Blicit answers. (id 2b 3c be > Brercse 3 Aim: ta practise an exam-ype tsk * Before the students do thie exercise remind them of the best way to approach it so tht they become fair with exarn technique + Ask them to read sentence A Elct which word or phrase might act as a lu to which gap the sentence fs (ste hos passed) * Remind students that they need to look for information before or ater the gap. * Remind them also ofthe importance of lokng for discourse markers such a relative and personal pronouns, defrng and non-defning clauses and determines, * ict suggstec answers but donot negate or confirm them this sage. * Excourage students to approach each ofthe sentences in the same way. * Remind students ofthe importance of undetning the words wich helped then fr the answer within the passage as this rakes t much quicker and ease for them to beable to justify 2d check their answers. * Foalyremind them that there is only one extra sentence which ey do not need to use * Ask students to work individually or with a partner: + Bit answers, asking students to indcate the words or phrases which helped them choose the answer Unit G in ancient times."However, most people in the past.” 2 Fr“. people aren buying stomps the they used t!"Tha in torn ‘means fewer dhikden are becoming terested inthe hobby! 3 Ci ‘They proudly put then on splay .."Young people cre sti... ‘showing off these models! 4 E: “At fist they were seen as strange machines used by big ‘ursinessesGrodualy, however the computer has become o part ‘of omost every home :." 5 Bi “Young people inthe past had to rely on people they knew or perhaps the local ibary to learn about ther hobby:"Today's teenagers." 6G: "Many young people fil their fee tme with activites that their parents and grandparents enjoyed’ For instance, people sil go dancing even ifthe rhythm ofthe music has changed! ‘Ask students to write a short paragraph of ity words about hobbies which contains the extra sentence A. duce new vocabulary * Before the students do this exercise, ask them to read the sentences. * Remind them of the importance of deciding before they complete the sentences whether they need to leak for a noun, adjective or verb in the article * Ask students to work individually or with a partner to do the exercise. Blt answers ‘© Ask students if there were any other words in the article Which they didn't know the meaning of, ‘+ Remind them to make a note of the words and to look them Up in a dictionary before the start of the next lesson, © Ask students if they enjoyed reading the article and Whether they learnt anything from it or not and get them to justify their answers, 1 vouable 2 afford 3 toditional weird 5 rhythm 6 balance 7 video arcade ‘ Read out definitions of five words from the Word Box and ask students to tell you the word that you have defined. Suggested Homework «29>Aim: to review present perfect tenses * Before students do the exercises on this page, ask them to study pages 164-165 of the Grammar database, either in lass ‘rat home before the lesson starts © The frst exercise refers back to the reading passage so that students can see the grammar in question being used in context. «© Read the sentences and ask which tense is being used in each sentence * Ask students to match each sentence to its explanation. le 2b 3a > Exercise 2 ‘Rima: to practise identifying perfect tenses in context © Before students attempt this task write this sentence on the board: am living in Athens for two years. * Ask students to explain to you what is wrong with the sentence. (The verb lve should be in the present perfect continuous because it refers to a situation which has continued up tonom) * Before students do the exercise, go through the fst sentence together, * Ask Is this a feeling ora situation? (a situation) * Hskak’riathne'satantrjabarorur ¢ ceuinwinny-qeinviony * Aske What tense do we use fora situation that continues up to now? (present perfect continuous) ‘ Remind students to go through this process of asking themselves questions about the sentence before they choose true or false * Students then work individually or with a partner © Biicit answers, asking students to give reasons for their answers from the explanations a-c. {11 Present perfect conto fr actions continuing up to now 21 Present perfect rother than simple past, which would suggest he hod died Present perfect continuous for actions contiuirg up to now ‘A completed action when the time it occured isnot important. ar: 4 | am living in Athens for two years > Exercise 3 ‘Aim: to correct sentences involving present perfect tenses © Before students correct the mistakes, go through the frst one ‘together © Asks ths a stuation or an action? (an action) ® AsicIs the time when the action took place mentioned? (Ges — last week) © Aske What tense do we use for a single, completed action at a speafic time in the past? (past simple) ‘© Remind them also to look out for words and expressions which are often used with present perfect tenses. (This i the first time, ust yet, already, ever, never for, since, so far up to now, etc) * Remind students to go through this process of asking themselves questions about each sentence before they correct it Unit @ * Ask students to work individually or with a partner * Bicit answers. 11 saw Matt last week when we were atthe karate Cub, 2 haven't played Monopoly for a long time. 4s This is the first time | have but 0 model plane. Sentence 3 is correct. » Exercise 4 ‘Aim: to practise using present perfect tenses * Before students complete the sentences, o through the first sentence together '* Tell them to ignore the missing verb for the moment. ** Asks this a situation or a series of actions? (a series of action ‘Ask Did the series of actions fnish a long time ago or recently? (recently ~ the person is tired after the action so it can't have finished a long time before) ‘+ Aske What tense do we use for an action over a periad of time that hes recently endeeP (present perfect continuous) ‘* Remind students to ask themselves these questions about the sentence before they fll n the gap, ‘Ask students to work individually or with a partner, * Elicit answers. ‘Thave been playing 2 has never met 3 Have you been folowing ‘owen wrod fons dans we one Fysnn gw 8 vee progrommmes) 4 have been practising 5 have been woitng ‘has token up » Exercise 5 ‘Aim: to have controlied practise using present perféct tenses * Students now work individually to complete the passage. * Encourage them to ask themselves the kind of questions that they were asked in exercises 3 and 4 © Blicit answers. 1 have been planning 2 heave joined 3 has given & have ordered 5 care thinking 6 haven't decided 7. have said 8 have arranged Suggested Homework <30>