@ crawuar = Second conditional = Third conditional (@ vocasuaRy * Sport: attack, beat, compete (for something), competitor, court, extreme sport, havea go, lose, miss a boll), net, ‘pponent, referee, score, track, taining, win (a point, game, ‘match, workout * Adjectivesand prepositions: afraid of, essential for, Interested o, perfect for, popular with, rou of, right for, scared of, similar to tired of, worried about 1 Expressions with do, make and take: make (a decison, a difference, a mistoke, a phone cal, riends, money, progress, sense, the most ofsomething, your own luck) take (a break, a rest, a chance, risk, ection, advantageof something, an ‘pportunity, cae of someone, it easy, partin something), do (Your best, our homework, rescarch, well badly) * Wordpower: Easily confused words: borron/lend, currenty/ actualy, misslose,reise/ise,rob/stea,take/bring (® PRONUNCIATION = Sentence tres: would and have 1 Sentence stress: would = Sounding sure and unsure (© COMMUNICATION SKILLS Talkingabout new things you would tke todo + Talking aboutimagined past events = Talking about possible problems and reassuring someone = Using appropriate phrases for changing the subject * Wirting an email with advice GETTING STARTED OPTIONAL LEAD-IN Books clased, Put students into pairs. Ask them to think about | two memorable experiences they had at school or college) university - one should be memorable for positive reasons, the other should be memorable for negative rea could give some examples af your awn, Students tell thei partners about the two experiences. Take feedback and ask the class to vote on the best positive experience and the worst | negative one. ns, You www.frengli a CB Tell students to look at the photo. Discuss the question as a class. You may wish to teach the words graduate (noun) /'gr2-duat/ (a person who has a first degree from a university or college) and graduate (verb) /graedsuett/ (to complete a university or college course), pointing out the difference in promuneiation. b CW Put students into small groups to discuss the question, After a few minutes, ask some students to share their group's ideas with the rest ofthe class, & CULTURE NOTES: The photo shows students after a graduation ceremony at | Birmingham University in the UK. tisa very od tradition | forstudents who are graduating to weara gown (a special | coat) and a mortor board (a special hat) during the ceremony. | Most people do not buy or own these items, but hire them | especially forthe event. Different universities in the UK have diferent graduation traditions At Oxford University, for example, parts ofthe ceremony arin Latin. At Edinburgh University, each graduate's tapped on the head with a special bonnet (a hat). Itis quite a common tradition for graduates to throw their mortar boards inte the air ater graduating. ¢ 2B Focus on the title of the unit, Opportunities. Pre ach opportunity it possible to do something that you want to do, or the makes possibilty of doing something) and how to pronounce it point. Give students time to read the questions and think about their answers. Then put them into pairs to discuss the questions. Take feedback asa class Q exTRAActiviTY Ask students toworkin pais to make listo things they think everyone should do at some time in their lives, eg travelto another continent, learn another language, ee. Take feedback and compare lists. Find out how many students have already done the things inthe iss. UNIT 10 Opportunities 139Vaca Cle Mitton rq OPTIONAL LEAD.IN Books closed, Drawa bal onthe board or ust write a boll Put students into pairs and give them one minute to write down as many actions that people can do with aball in sports or games as they can think of Ate a minute, take feedback and find out which pairhas the longest ist. Possible answers: roll kick, throw, catch, miss, Bounce (hit a surface and move up), spin turn), pas [kick the allo another player, gn football, SPEAKING a 2 Put students into small groups to discuss the photos. Then take feedback a las Suggested answers, b Give students one minute to add as many sports to the lists as they can. They then compare ideas in pairs. Take feedback as a class Suggested answers ¢ CQ Put students into small groups to discuss the ‘questions. Take feedback as a class, EAVOCABULARY sport 2 C2 Pat students into small groups to match the Sentences with the pictures. Help with vocabulary as necessary. Check answers asa class Suggested answers ‘To check understanding ofthe vocabulary, ask the following. ‘questions: Which phrase means itexercises your whole body’? (I's really good workout) Which phrase means ‘try’? have a go) Is Jogging an extreme sport? (no) What’ the opposite of iiss the bal’ (hitor catch) Why do people train? to learn and practise a sport) ‘Do people only get ‘points’ in sports orn other games too? (other games too) 140 UNIT 10 Opportunities ea ee eRe eae + talk about different sports they have tried or would i use a lexical set about sport correctly Steet ee oon ces oo Cero tise the second conditional appropriately use a lexical set of adjectives and prepositions correctly See o oy ay b D CREM students complete the exercises in Vocabulary Focus 104 on SB p.161. Play the recording for students to check their answers to Exercise a. For Exercise b, students work individually to choose the incorrect word, Put students into pars to discuss the questions in Exercise Students work individually to take notes in Exercise , Monitor for Exercise e and take feedback as a class, Tell students to turn to SB pair. ‘Answers (Vocabulary Foeus 108 SB p.161) » EALISTENING a 2® Put students into pairs to discuss the photos and questions. Elicit scuba diving (the sport of swimming ‘underwater with special breathing equipment). Take feedback as a class b @AERIM Give students time to read the task then play the recording, Students compare answers in pairs. Check, answers asa clas. Answers Audioscript tummy So, haw are you, Gina? How was your holiday? ‘2a OF Iewas great Really good fewseesonsina claercam and lnapoo|butby thesecand day we werealady dvingin the Thalland was beau andthe open watt food was amazing Butthebest L WeeItscary?\tinkif went, fd Diewaswhenwewentscuba _beterfed ang 6 las ait woried about. 1 Scubsdlving?iadn'treatse before me went Ino thewater you were gangto do that for tha frsttie Youstart 6 Natherdd wel Butwewent _Imaginingsharks, and running tothisgorgeouslslad called _outofaaygen anda kinds oh T20,andittumed uti _ofthing But once we got ln femous fritsdhing Everyone relaxed really cull, There there aldushaw amazingitie —_wereso mary amazing ah a todvethere sowedecidedto _see- thecolours wer fantastic haveaga Infacr, got so ected that! 1 Won, Soddyouhavetodo was mavingaround too much sometrainingbeloreyou went andusingup ll my enygen. inthesest The instructor told meat 6 Yes,wedld three-day course Apparenty, dving\sa sport for PaD|{tScalled Menadtadoa —1axy people You'e notsupposed to mavearaund 199 enough! itsonly ve tlometres rmucht andisnotatimestrace, or 1 Ohrealy?itsoundsperectfor anything Its justfor un realy. mat Tes called the Colour Run, 66 Ardion the third day wewent to Shark sland. Lely (urns ‘utthatthenamecomestrom paint So,by theerd, youreal theshapeothelsland Mt covered in ferent colours looks tkestin-notthelocal @ He-ha that soundslke fu, ‘life the coral therewas|ust Yes, thinkttl bea bit mare sobeautful-all these gorgeous elaxad than a proper race — Can | Borrow your dictionary? {can giveyou money. > Icon lend you some money. Ican'tfind my phone! > I've lost my phone! The bus wentwithout me. > Imissed the bus. Come here with your books. > Bring your books here. o there with your bags. > Take your bags there. The sun comes up everyday. > The sun rises every day. ‘Putyour arms up. > Raise your arms. They took money from us. > They robbed us © Individually, students make notes on their ideas for each topic. Monitor and help with vocabulary as necessary. dQ Put students into small groups to compare their answers and extend their lists. Take feedback as a class. Q FAST FINISHERS ‘Ask fst finishers to write pais of gapped sentences to practise miss/lose, actually/currently and raise/rise. Ask the class to complete the sentences during feedback © Photocopiable activities Wordpower p.173 Paes ‘Students look back through the unit, think about what they've studied and decide how well they did. Students work an weak ‘areas by using the appropriate sections ofthe Workbook, the Photocopiable activities and the Personalised online practice. UNIT 10 Opportunities 151