1.1 Are you really my friend? Goals ‘= Talk about things that are changing ‘= Talk about friendships Grammar & Reading present simpl continuous and perfect Lead-in If you are meeting this group forthe fist time, do a getting: to-know-you activity before using the book ‘+ Write the following words on the board: family English, ‘other languages sports, work, habbies. ‘= Put students into pairs. Ask them to tel each other their names, and then find out as much about each other as possible, using the words on the board. Elicit possible ‘questions, eg. Have you got any children/brothers or sisters? How long have you been earning Enalish?, etc ‘+ Dont worry now about accurate use of language; focus ‘on letting the students communicate, ‘+ Then ask each student to introduce their partner to the /. ‘+ Demonstrate again that in sentence 2, the sound is. shorter, and not stressed. Ask the class to repeat. Exercise 8b ‘+ Ask students to work in pairs. Tel them to look atthe sentences in which was and were are underiined. Ask them to decide how these words are pronounced, and why. ‘+ Explain that, in each case, these are auxiliary verbs, and are Unstressed. They are pronounced as follows: was /w2z and were wate) Exercise 8¢ 22@ ‘+ Play track 22 for students to check the sounds in the four sentences. ‘+ Play the track again, and ask students to repeat the sentence with the listening, focusing on the stressed and, Lnstressed sounds of had, was and were, + Ifnecessary, ask students to practise again in pais. Listen, help, and demonstrate the sounds again if required, AUDIOSCRIPT 22 1 That reminds me of another story | heard about a man ‘who had a lucky escape. 2 Held been at a barbecue restaurant. 3. While he was looking for the path 4 Knowing he was missing, teams of people were looking for him, Exercise 9 ‘+ Askstudents to work in pairs or small groups. Student A should turn to p126, and Student 8 to p132. ‘Communication Part a ‘= Put students into pairs so that two Student As or two Bs work together, Ask students to read the structure for telling an anecdote and to label the sections ofthe storles Inexercises 2 and 7 according to the five-part structure, Sections in story on p16: 1 Hilnever forget... 2 Iwas 27 and had been 3 ... something knocked into the boat. 4 He went back under the water... 5m sure | recognized Sections in story on p17: 1 That reminds me .. 2 Hehad been 3 ...after the meal he decided 4 5 Luckily he had brought ‘Communication Part b ‘+ Askstudents to work in pairs to decide which verb forms are typically used for each of the sections in the anecdotes, Panswensy 1 Announcing a story is about to start: present simple, future simple 2. Giving background information: past continuous, past simple, past perfect 3 Main events: past simple, past perfect Conclusion: Past simple 5 Final comment: present simple, present perfect, ‘Communication Part ¢ + Ask students to tell a Tucky escape’ story, with a picture and some facts. ‘+ Tell Students A and B to lookar the picture and the notes for their stories. * Check windscreen for Student B. ‘+ Tell students to plan what they will sy. Remind thern to use the five-part structure and the narrative forms from, exercises 4 and 5. Encourage them to invent details, eg, names and places. ‘+ When they are ready, in tur, ask Students A and 8 to tell each other their stories, Encourage partners to listen with interest, and to ask one or two questions at the end, Students could prepare thelr stories in pales (eg. two Student As work together) Then re-pair them, A+B, totell the stories