Vocabulary: speed | Grammar: Present Simple Passive | Vocabulary: verbs about change Can do: describe simple changes “Grammar: questions Vocabulary: phrasal verbs about relationships. | Can do: find out personal information Grammat: Past Simple and Continuous ssk and answer questions “about past actions Bummary [esson 2: Ss read a text about speed in modern-day society, focusing on the areas of fast food, communication and Information technology and travel. Then they discuss recent © ¢hanges in their country/area. Lesson 2: 5s talk about relationships using various phrasal ils, Then they read about speed-datng, in which twenty fh a twenty women meet and talk to each person for {Hwee minutes in order to decide who they would like to date. Aebson 3: Ss read an extract from Mark Haddon's novel The unis hicident of the Bog in the Night-time, which tells the | Moyo! a45-yearold autistic boy who decides to investigate (hw inysterious death of his neighbour's dog. Conwunication Focus: Ss play a board game in which they live o ansiver questions related to this unit "itm bank: Speed-dating (2'19") ‘fu extract from a current affairs TV programme about spoed-dating. In this short film about speed-dating we meet two jneople as they are getting ready to attend their first speed-dating event. We see the questions they ask reach other and find out if they put a tick by each uther’s name. Hossible places to use this short film are: before Lesson 2 to introduce the topic of speed: dating > after Lesson 2 to extend the topic of speed-dating > atthe end of the unt to round up the topic and lanuage ‘nn ways to use this short film in class, see Students? ‘two page 140 and Teacher's Book page 180. Lead-in > Ask Ss to brainstorm in pairs a list of things that are fast e.g., runner/athlete, trains, cars, various types of animals, food, Concorde etc. Then ask them to choose cone or two things from their list and write definitions of the words. Have one student from each pair read out their definitions and the rest of the class guess the word > Write the words on the board, Then ask Ss to tell you any other words they have on their list and write them on the board too. > Now write speed on the board and tell Ss that the next unit is about this topic. La> Ss look at the photos and say what they can see and comment on the connection in pairs. ‘Answers: Pic: acheetah Pic2: fast food Pic 3: a traffic sign showing maximum speed Pic 4: speeding cars at night b> Ss complete the sentences using the words or phrases in the box. Let them check with a partner and then check with the whole group. Answers: 1 can runat 2 atop speed of 3 speed limit 4 fastest-selling S ar Ss discuss in pairs or small groups which two sentences they think are false. Encourage them to give their reasons. Get feedback, put do not tell them the answers yet. D> Play recording 8.2 and $s check their answers (1 and 3 are false, Cheetahs can run at 112 kilometres an hour and the speed limit on motorways in Spain is 120 kilometres an hour), Ba> Give the Ss a few minutes to work in pairs to discuss the meaning of the words and phrases that are underlined. Ask for volunteers to explain the expressions cone by one or give examples of how they would use them. b> Ssask and answer the questions in pairs and then decide which of them has a faster’ life. Ask various students to explain how fast their partner's life is. EXTEND THE LEAD-IN ) | raw a chart with two columns on the board with | | the headings: “advantages” and disadvantages’. Put | Ssin groups and have one member of each group | copy the chat Gives about ten minutes to think || about modern-day society and the advantages | ard csaivantagesofspeedin aur ives. et, | | ‘advantages’: travel quickly, communicate by the Internet, don't have to cook, can do lots of things | ina very short time etc; ‘disadvantages’: stress, no | time for family and friends, fastfood is unhealthy, §—— | accidents on the road etc. Then get feedback from | each group, allowing ather Ss to agree or disagree8.1 Fast world Inan increasingly fast world, many organisations are springing up to defend the right to take your time. These ‘organisations claim that the speed of daily life threatens our health, family and relationships, weakens communities and leads to higher levels of unemployment. In this lesson Ss read a text about how fast modern-day life is and tips about how to slow it down, Through this text they analyse the grammar of the Present Simple Passive. | OPTIONAL WARMER {Ask the Ss about their habits with regard to fast food, use of mobile phones and emails and travel Q How often do you eat fast food? How many emails do you usually send a day? How many text messages do you usually write a day? When do you switch off your mobile phone? How often do you use your car? Reading 1> Focus Ss on the photos and explain what the Slow Movernent is, Tell them to answer the questions in pais. Get feedback from various Ss. 2» Ss read through the text quickly and choose a title (b). Tell them not to worry about any vocabulary they don't understand at this stage. 'B> Ss work in pairs to correct the sentences, referring back to the text where necessary. Check the answers with the whole class, Suggested answers: + The text doesnt recommend having lunch in front of your computer. 2 British people send more than fity milion text messages everyday, 3 The text says you should leave your phone at home or switch it off sometimes, 4 The ~ average speed of cats in London's sh hoor is thiteen kilomettes perhour. 5 Most people speed up when the traffic ights turn amber & The text says walking is probably quicke thon diving, 7. The text suggests relaxing in a garden or park for twenty minutes each day. > Ask the Ss if there are any words in the text that they haven't understood and encourage other Ss to explain those words before doing so yourself. Avoid explaining the underlined words yet, as this is included in Ex. 8. 44> 5s look at the ‘Slow tips’ again and answer the questions with a partner. Ss share their ideas for other tips with the rest of the class. Grammar | OPTIONAL GRAMMAR LEAD-IN ) ‘Write the following sentences on the board but with, the words in the wrong order. Ss work in pairs to order the words and write the sentences. 1 million day 65 eaten USA fast-food every in are ‘meals the (65 million fast-food meals are eaten in the USA every day), 2 text fifty over million UK the each messages in day sent are (Over fifty million text messages are sent each day in the UK). 3 around world over million cars used 4oo the Currently are (Over 4oo milion cars are currently used around the world). Elicit/teach the name of this grammatical structure (Present Simple Passive) 5a> Ss read through the Active grammar box and choose the correct alternatives. Elicit the answers and witite the structures on the board. Active grammar Active: Form: subject + verb + object. Passive: Form: am/is/are + past participl b> Ss find two more examples in the text. (If you have done the optional grammar lead-in, this exercise is not necessary). > Refer Ss to Reference page 83 and give them a few minutes to read through the notes. Ask the Ss: Q: What preposition do we use to say who did the action in passive structures? by ‘Q: What happens to the object of active sentences when we change them to passives? It becomes the subject. Q: When do we use is? when the subject is singular Q: When do use are? when the subjeet is plural. > Ifthe Ss still have some doubts about this structure, work through a few more examples on the board. €.g.,A man in that shop repairs my bike. My bike is repaired (by a man) in that shop. People in Canada speak two languages. Two languages are spoken (by people) in Canada, G> 5s complete the sentences in pairs. Check the answers with the whole class, ™ Answers: 1 Pizzas are delivered in twenty minutes. or you get your money back. 2 Service isincluded inthebill. 3 Many people are caught by speed cameras. 4 London Underground is used by thousands of people every day, 5 Millions of people | are employed in the fast-food industry. 6 Customers are charged 35 yen per minute to eatin the Totenko restaurant in Tokyo. ‘Tam Play recording 8.2 and Ss listen and write the sentences. Each sentence is repeated twice. Pause the recording at the end of the second repetition to give the Ss time to write and compare with a partner.