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4 Special Relationships
Reading: true/false, worrying about new words
Vocabulary: relationship-related words, phrasal verbs
G ram m ar: relative clauses: defining & non-defining, tem porals
Listening: true/false, listening for similar words
Speaking: relationships, problem solving, considering advantages &
disadvantages, giving advice
W riting: story (1), thinking of ideas, organising a story/ideas, describing people

М чИ * г> р е ч е г
Ask stu d e n ts to read th e instructions and ask them v
W rite Special R elationships on th e b o a rd and explain
in fo rm a tio n fro m th e te x t th e y know already (Thatthel
th a t this is th e th e m e o f U nit 4. Ask s tu d e n ts to w o rk in
n u m b e r o f d o m e s tic do g s is increasing.).
groups to discuss any special relationships th a t th e y have
A sk stu d e n ts to lo o k a t th e pictures th a t accompany J
and to th in k o f as m any d iffe re n t kinds o f relationships
te x t and th e p a ragraph headings and ask th e m what I
as possible (e.g. b ro th e r a n d sister, h u sband a n d wife,
o th e r in fo rm a tio n th e y th in k th e y w ill read about.
p a re n t an d child, te a ch e r a n d stu d e n t, p e t a n d owner,
A sk students to skim th ro u g h th e te x t to fin d the ansi
neighbours, crim inal and victim , etc.).
to th e q uestion.
A sk students to tu rn to page 43 and to lo o k a t th e
Ask stu d e n ts to d o th e task individually, b u t check
p ictu re and read th e a ccom panying c a p tio n . Ask
answ er as a class.
students w h a t is unusual a b o u t th e p ictu re and fo r th e ir
reaction to it.
Answe
The n u m b e r o f d o m e s tic d o g s is increasing due to
th e ir special re la tio n sh ip w ith humans.

W o rd Focus
Ask stud ents to keep th e ir b ooks closed and ask th e m
Ask s tu d e n ts to lo o k at th e w o rd s and phrases in red!
w h a t jo b s anim als can do. M ake a list on th e b o ard o f
in th e te x t and to read th e sentences th e y are found 1
as m any jo b s as possible and w rite th e anim als th a t d o
th e m by each one. in. Rem ind students th a t when th e y d o n 't know the
m eaning o f a w o rd o r phrase, th e y should look сагеЙ
Ask stude nts to tu rn to page 44 and to discuss pictures
a t th e sentence it is in to w o rk o u t its m eaning from#
1 -3 w ith a p a rtn e r to say w hich do g s are 'w o rk in g '.
co n te x t. A sk students to w o rk in pairs to decide wha
Ask each pair to re p o rt w h a t th e y said to th e class
each o f th e w o rd s and phrases mean.
and to ju s tify th e ir answers. A c c e p t any differences
A sk students to read th e W o rd Focus b o x to compa«
o f o p in ion as long as students can p ro v id e a logical
th e ir answers w ith th e d e fin itio n s given.
explanation fo r th e ir answers.
Read each o f th e w ords to th e students and asktherf

Suggested answers to re p e a t th e m a fte r you. C o rre ct th e ir pronunciatio

A ll th e dog s in pictures 1 -3 are p ro b a b ly w o rk in g . The
d o g in 1 is p ro b a b ly a h u n tin g d o g . The d o g in 2 is a
g u id e d o g fo r a b lin d person and th e d o g in 3 is m ost
likely a police o r C ustom 's sn iffe r d o g .
В
Ask students to read th e instructions and encourage
th e m to refer back to th e list o f jo b s th a t anim als can
do th a t th e y m ade e a rlie r to h elp th e m here. M ake
sure th e y realise th e y should co n ce n tra te o n ly on d o g s
this tim e.
Ask stude nts to make a list on th e ir ow n and th e n to
com pare th e ir list w ith a partner's.
Suggested answers +
g u id e dogs, w a tch /g u a rd dogs, sniffer dogs, h u n tin g
dogs, sheepdogs, SAR (search-and-rescue) dogs.
w h e re necessary.
Read th e in fo rm a tio n in th e Exam C lose-up boxtothj
stu d e n ts and explain a n ything th e y d o n 't understan
Explain th a t som etim es th e y w ill read a te x t which wilH
have w o rd s in it th a t th e y have n o t seen before. It isnj
always necessary to understand all th e w ords in a texl
answ er questions. Remind stu d e n ts th a t th e y can usej
d ic tio n a ry to help th e m fin d th e m eaning o f new word
Ask s tu d e n ts to read th e Exam Task and underline ka_
w o rd s in th e te n sentences th a t w ill help them find the)
answers in th e te xt.
Ask stu d e n ts to read th e instructions and questions 1
in th e Exam Task again and answ er any questions the
m ig h t have. M ake sure students realise th a t they sho
w rite th e T (True) o r F (False) a fte r each sentence.
A sk stu d e n ts to d o th e task individually, b u t check
answers as a class.

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Answers ф _________________ Answers ф

1T 2Т ЗТ 4Т 5Т 6F 7Т 8Т 9F Ю Т
Е re ly o n
• Read the words in the yellow w o rd b o x to th e students
and ask them to repeat them a fte r you. C o rre c t th e ir
' pronunciation where necessary.
• Ask students to find the underlin e d w o rd s in th e te x t.
Remind them to look at th e m eaning in c o n te x t to help
them decide which w ord has w hich m eaning.
• Ask students to do the task individually, b u t check
I answers as a class.
L A n s w e rs
1 obedient 4 lovely
2 dangerous 5 beneficial
3 strong 6 astonishing
Ideas Focus
• Ask a student the first question and ask o th e r students
I if they agree or have anything to add. Encourage th e
I whole class to participate.
• Read the second question aloud and in vite stu d e n ts to
give their opinions. They should give th e ir reasons fo r
their views.
L Answers ^
Students' own answers
Teaching Tip
When students are discussing a sensitive m atter, it's
important not to be judgem ental o f th e ir views even if you
disagree with them. If you do, students may n o t fe e l free
to speak up in class in future.
A answers as a class.
V erb + p re p o s itio n
a g re e w ith
c o n c e n tra te on
lis te n to
b e lo n g to
A d je c tiv e + p re p o s itio n
in lo v e w ith
a n g ry w ith
je a lo u s o f
asham ed o f
p ro u d o f
ke e n on
s im ila r to
С
• Ask stu d e n ts to look at th e p ictu re and read the
a ccom panying ca p tio n . Ask th e m w h a t th e y know a b o u t
M o u n t Everest and if th e y know anything a b o u t th e
Sherpa guides.
• If stu d e n ts d o n 't know w h o th e Sherpas are, ask th e m to
skim th ro u g h th e te x t w ith o u t w ritin g any answers at this
stage to fin d out.
• Ask stu d e n ts w h y th e title o f th e te x t is a p p ro p ria te
(The passage talks a b o u t h o w clim bers in the Himalayas
are h e lp e d b y th e Sherpas. The clim bers successes
le d to a n e w re la tio n sh ip b e in g established b e tw een
m oun ta in e e rs a n d Sherpas as n o t o n ly d id Sherpas
h elp m ountaineers, b u t the m ountaineers also d id all
th e y c o u ld to he lp Sherpas. The title is also a p p ro p ria te
in a lite ra l sense as M o u n t Everest is co vered in snow
a n d ice.).
• Ask s tu d e n ts to read th e instructions and check th a t th e y
unde rsta n d w h a t th e y have to do. Explain th a t th e y w ill
fill in th e gaps using w o rd s fro m A.
• Ask stu d e n ts to read th e sentences carefully and pay
a tte n tio n to th e w ords b e fo re o r a fte r th e gap.
• Ask stu d e n ts to d o th e task individually, b u t check

Ask the students to read the instructions and check th a t

they understand what they have to do.
_________________ Answers ф
• Explain that they need to match th e w o rd to , w ith, o f 1 rely 2 p ro u d 3 jealous 4 listen 5 agree 6 sim ilar
and on with the correct words.
• Ask students to do th e task individually, b u t check D _____________________________________________
answers as a class.
• Ask stu d e n ts to read th e instructions and check th a t th e y
unde rsta n d w h a t th e y have to do. Explain th a t th e y w ill
Answers ф fill in th e gaps using w o rd s fro m B.
in love with je alous o f • A sk stu d e n ts to read th e sentences carefully b efore
agree with ashamed o f d o in g th e task and pay a tte n tio n to th e w o rd s b e fo re or
angry with p ro u d o f a fte r th e gap.
• A sk students to d o th e task individually, b u t check
rely on listen to answers as a class.
keen on sim ilar to
concentrate on b e lo n g to _________________ Answers ф
1 sim ilar 5 b e lo n g
в 2 co n ce n tra te 6 ashamed
• Ask the students to read th e instru ctio n s and check th e y 3 p ro u d 7 rely
j understand what they have to do. 4 keen 8 agree
• Explain that they need to c o m p le te th e ta b le w ith th e
words from A.

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i Special Relationships

Ideas Focus
Ask students to w o rk in pairs and explain th a t th e y A sk stu d e n ts to read th e instructions and sentence
should b o th give th e ir o p in io n s on th e questions. th e n discuss th e d iffe re n ce in m eaning w ith a partn
G o round th e class m o n ito rin g s tu d e n ts to m ake sure Check answers as a class.
th e y are carrying o u t th e task p roperly. D o n 't c o rre c t any
mistakes a t this stage, b u t m ake a n o te o f any mistakes Answf
in stru ctu re and p ro n u n cia tio n .
The firs t sentence gives only essential inform ation an
Ask each pair to answ er one o f th e questions and re p e a t
co u ld answ er th e que stio n W hich b a ll is yours?
until each pair has had a turn.
W rite any structural m istakes th a t s tu d e n ts m ade on th e
The second sentence gives extra in fo rm a tio n and
bo ard w ith o u t saying w h o m ade th e m , and ask th e class
co u ld answ er th e question W hose is th a t b all?
to co rre ct th e m .
Deal w ith any pro b le m s in p ro n u n cia tio n th a t cam e up.

Answers • Ask stu d e n ts to read a and b and answer any questiq

th e y have.
S tudents' ow n answers
• Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.

fy m w \W \a r Answer
• Ask th e fo llo w in g questions at ra n d o m ro und th e class, a1 b2
m aking sure all stu d e n ts answ er at least one.
- W h a t is th e n e ig h b o u rh o o d w here you live called?
Be careful!
- D o you know any pets w hich h e lp th e ir ow ners?
- H ow o ld w ere you w hen you m e t y o u r b e st frie n d ? • Ask stu d e n ts to read th e in fo rm a tio n in th e Be car^
- Is the re anyone in y o u r fa m ily w h o has tra v e lle d b o x and ask th e m w h a t th is te lls us a b o u t th e relativ)
to Asia? clauses in item s 3 and 5 in A (They are defining.).
• Explain to students th a t these questions use relative • B efore th e y m ove on to th e tasks, ask students to Icj
clauses and th a t th is is th e g ra m m a r p o in t th e y w ill be back at th e reading te x t on pages 44 and 45 to find
learning a b o u t in th is lesson. u n d e rlin e any relative clauses. Remind students thatl
m ust be careful to only underline th o se which are uj
R elative Clauses: d e fin in g & n o n -d e fin in g _____ _ in relative clauses.
• Ask students w hich relative pronouns in these sentej
co u ld be replaced by a n o th e r relative pronoun.
Ask students to read th e instructions and m ake sure th e y
understand w h a t th e y have to do.
Ask students to d o th e task individually, b u t check
_________________Answer
answers as a class. Paragraph A - These fo o d s som etim es b ring
insects and diseases w hich could
Answ ers be dangerous fo r plants o r animals,
'w h ich ' could be replaced by 'that'. I
1 w hen 4 w hose Paragraph С - Jessie is a w h ip p e t th a t visits very sickl
2 w here 5 w h ic h /th a t children, 'th a t' could be replaced by Г
3 w h o /th a t 'w h o '. There are m any d iffe re n t kinds!
o f animals th a t help p e o p le , 'that' I
В co u ld be replaced by 'w h ich '.
Encourage students to read th e sentences in A again to Paragraph D - Trainers lo o k fo r d o g s th a t go crazy j
help th e m fin d th e answers in B. Explain th a t th e re is one over a fa vo u rite to y ,... . 'th a t' could!
co rre ct answer fo r each q u estion and th a t th e w o rd s in 3 replaced by 'w h ich '.
and 5 in A co u n t as one answer.
Ask students to d o th e task individually, b u t check N o w read th e G ram m ar Reference on p a g e 165 (4.1-
answers as a class. w ith y o u r students.
Explain to students th a t relative p ronouns are w o rd s
w hich refer to a n o th e r noun in a sentence c o n ta in in g a
Rem ind students to refer to A -D on page 47 and tl
relative clause.
G ram m ar Reference if th e y need he lp w ith the tasl
Ask stu d e n ts to d o th e task individually, b u t check)
Answers answers as a class.
a w h o /th a t d w hen
b w h ic h /th a t e w here
с whose

42

Answers
1 whose 4 when
2 which 5 th a t
3 where 6 w hose
F to.
• Ask students to read th e instructions and m ake sure th e y
■jnderstand what they have to do.
^' Explc
■ la in that they should use th e w ords who, w hich and
I where to write sentences w ith th e p ro m p ts.
* Ask students to do the task individually, b u t check
(answers as a class.
answers |
1 A mobile phone is som ething w hich w e use to
[ call friends.
2 The cinema is a place w here w e w atch films.
3 A zoo is a place where we see animals.
4 A teacher is a person w ho teaches yo u n g p e o p le .
5 A gorilla is an animal w hich lives in A frica.
6 A doctor is a person w ho makes p e o p le feel
I better.
7 A pool is a place w here w e g o sw im m ing.
8 A camera is som ething w hich w e use to ta ke
I photos.
Ask students to look at th e title o f th e te x t and th e
, accompanying picture to guess w h a t th e te x t is ab o u t.
Ask them to read the te x t w ith o u t w ritin g any answers at
this stage to see if they w ere right.
Ask students to read th e instructions and m ake sure th e y
understand what they have to do.
Ask students to w rite th e ir answers and th e n read th e
text again once they have fille d in th e ir answers to m ake
sure they make sense.
Ask students to do the task individually, b u t check
answers as a class.
If students seem interested, you m ig h t like to give
them more inform ation a b o u t th e p ictu re using th e
:kground Inform ation b o x below.
r: 1 whose
2 which
3 when
4 w here
5 w hich
Answers
B ackground In f o r m a t io n
The conservation centre a t M yrtle Beach Safari was
founded and is directed by D r Bhagavan A n tle . He says
that Suryia and Roscoe's frie n d sh ip gives us h ope as th e
A ) come from species th a t d o n 't usually g e t on w ell. This
shows us that it is possible fo r us to g e t on w ith th o se w ho
p m a y fe e l we don 't have m uch in com m on w ith . Suryia
las born at the conservation centre and lives w ith o th e r
[primates there and also helps raise baby prim ates. Roscoe
has managed to make a place fo r him self w ith Suryia and
the staff at the Myrtle Beach C entre.
www.frenglish.ru
Teaching Tip _____________________________________
« Encourage stu d e n ts to u n d erline relative clauses in
sentences and te x ts th a t th e y w ill read in th e rest o f th e
u n it and to ask them selves w h e th e r th e y are d e fin ing
o r n o n -d e fin in g , w h e th e r th e relative pro n o u n can be
replaced by a n o th e r pro n o u n and w h a t th e p ronoun refers
L.\$1rev\\v\0)
Ask stu d e n ts to w o rk in pairs to describe th e tw o
p ictures on pag e 48. O n e s tu d e n t should describe th e
o ne in th e to p rig h t-h a n d co rn e r and th e o th e r should
d e scribe th e p ic tu re at th e b o tto m o f th e page. Ask
th e m to d e scribe th e p e o p le and th e situ a tio n as w ell as
to guess w h a t m ig h t have h a p p e n e d b e fo re and a fte r
th e p ictures w e re taken.
Ask stu d e n ts w h a t kind o f e m o tio n s th e girl in th e to p -
rig h t p ic tu re m ig h t be fe e lin g (sad, hurt, d isa p po in te d ,
etc.) and explain th a t in th is p a rt o f th e lesson th e y are
g o in g to deal w ith em otions.
Ask stu d e n ts to read th e instructions and m ake sure th e y
unde rsta n d w h a t th e y have to do.
A sk stu d e n ts to d o th e task on th e ir ow n and th e n to
co m p a re th e ir answers w ith a frie n d .
C heck answers as a class.
Answers +
respect som eone P be jealous N
feel ashamed N argue w ith N
tru s t som eone P fe e l le t do w n N
be angry N be impressed P
be p ro u d P be d is a p p o in te d N
Teaching T i p __________________________________
You co u ld e xp a n d this task fu rth e r by asking students to
te ll a p a rtn e r a b o u t a person th e y respect, have fallen o u t
w ith , id e n tify w ith , have argued w ith , have s u p p o rte d ,
have le t d o w n o r are p ro u d of, o r a b o u t a situ a tio n w here
th e y have fe lt asham ed, w ere im pressed by so m e th in g or
som eone, w hich was em barrassing o r th a t show ed th a t
som eone was d e v o te d .
В
•
______________________________________
Ask stu d e n ts to read th e instructions and m ake sure th e y
u n d erstand w h a t th e y have to do.
• E licit th a t stu d e n ts have to w rite a o r b in th e boxes
beside each speaker.
• Play th e re co rd in g once all th e w ay th ro u g h and ask
s tu d e n ts to w rite th e ir answers. Then ask students to
discuss th e ir answers w ith a p a rtn e r and to ju s tify any
answers th e y have th a t are d iffe re n t.
• Play th e re c o rd in g again and ask students to check th e ir
answers and to fill in any m issing answers.
• C heck th e answers as a class and ask students to ju stify
th e ir answers.
Answers
1 b 2 b 3a 4a
43

Special Relationships
Read th e in fo rm a tio n in th e Exam C lose-up b o x to
students and explain a n ything th e y d o n 't understand.
Remind stud ents o f h ow th e phrases in В paraphrased
w h a t th e speakers said. P oint o u t th a t in liste n in g tasks
at this level, th e y are e xp e c te d to be able to w o rk o u t
how th e way in w hich som eone speaks, as w ell as w h a t
th e y say, affects th e answer. Explain th a t w hen w e speak,
our e m o tio n s are usually o b vio us to th e listener.
Ask stude nts to read th e six sentences in th e Exam Task
and explain anything th e y d o n 't understand.
Ask th e m to underline any key w o rd s and th in k a b o u t
th e synonyms th e y m ig h t hear on th e reco rd in g .
Ask students to read th e instru ctio n s and sentences
1 -6 again and answer any questions they might have.
Explain th a t th e y w ill hear a b o y called Danny and a
girl called C athy ta lk in g a b o u t d iffe re n t p e o p le in th e ir
fam ily. D ecide if each sentence is c o rre c t o r incorrect.
Elicit th a t stude nts should w rite T (True) o r F (False) fo r
each sentence.
Play th e reco rd in g once all th e w ay th ro u g h and ask
students to w rite th e ir answers. Then ask stu d e n ts to
discuss th e ir answers w ith a p a rtn e r and to ju s tify any
answers th e y have th a t are d iffe re n t.
Play th e recording again and ask stu d e n ts to check th e ir
answers to D and to fill in any m issing answers.
Check th e answers as a class and ask stu d e n ts to ju s tify
th e ir answers.
Answers
v \q
Ask students to read th e questions and answ er any
queries th e y may have.
Ask students to w o rk in pairs and to ta ke it in turns to
answer th e questions.
G o round th e class m o n ito rin g s tu d e n ts to m ake sure
th e y are carrying o u t th e task properly. D o n 't c o rre c t any
m istakes a t this stage, b u t m ake a n o te o f any m istakes
in structure and p ro n u n cia tio n .
Ask each pair to answ er one o f th e q u e stio n s and rep e a t
until th e y have all had a turn.
W rite any structural m istakes th a t stu d e n ts m ade on
th e board w ith o u t saying w ho m ade th e m , and ask
students to co rre ct th e m . Deal w ith any p ro b le m s in
p ron unciation th a t cam e up.
Answers
S tudents' ow n answers
44
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В
A sk s tu d e n ts to read th e instructions and sentences l|
Explain to stu d e n ts th a t th e y w ill listen to th e sentenl
and m ust d e cid e if each one gives advice, an order or]
makes a su ggestion. They should w rite A (advice), 0 f
(order) o r S (suggestion) fo r each one.
Play th e re co rd in g once all th e way th ro u g h and ask
stu d e n ts to w rite th e ir answers. Then ask students to |
discuss th e ir answers w ith a p a rtn e r and to justify any
answers th e y have th a t are d iffe re n t.
Play th e re co rd in g again and ask students to check th
answers and to fill in any missing answers.
C heck th e answers as a class and ask students to justHj
th e ir answers.
C heck th e answers as a class.
____________ Answers
1A 2S 3 0 4 A 5S 6 A
• Read th e in fo rm a tio n in th e Exam C lose-up box to
stu d e n ts and answ er any questions th e y m ig h t have.
• Then ask students to read th e Exam Task and think
a b o u t w h a t th e p ro b le m is. Invite students to tell you
th e ir ideas.
• Point o u t to students th a t although there are no right (
w ro n g answers fo r th e Exam Task, th e y m ust be able to |
provide logical explanations fo r th e answer(s) they give.]
Useful Expressions________________________
• Ask stu d e n ts to read Useful Expressions b e fo re they d
th e Exam Task.
• P oint o u t th a t these expressions w ill help th e m to
g ive advice and state th e ir o p in io n s in a h elpful and
s u p p o rtiv e way. Explain th a t using th e im p e ra tive to
te ll som eone w h a t to d o w o u ld n 't be a p p ro p ria te for
this task.
• Ask students to w o rk w ith a partner, ta lk a b o u t the
p ro b le m to g e th e r and d e cid e w h a t w o u ld be best for
M ark to do.
• Remind stu d e n ts to use th e w o rd s in Useful Expressioi
to h elp th e m .
• G o ro und th e class m o n ito rin g stu d e n ts to m ake sure
th e y are carrying o u t th e task properly. D o n 't correct ai
m istakes a t th is stage, b u t m ake a n o te o f any mistake:
in structure and p ro n u n cia tio n .
• Ask each pair to te ll th e class th e ir so lu tio n to th e
p ro b le m and th e ir reasons why.
• W rite any stru ctu ra l m istakes th a t stu d e n ts m ake on
th e b o a rd w ith o u t saying w h o m ade th e m , and ask
students to c o rre c t th e m . Deal w ith any p ro b le m s in
pro n u n cia tio n th a t cam e up.
Ideas F o cu s_________________________________
Ask stu d e n ts to w o rk in pairs and explain th a t th ey
should b o th give th e ir o p in io n s on th e questions.
G o ro und th e class m o n ito rin g stu d e n ts to make sure
th e y are carrying o u t th e task properly. D o n 't correct an;
m istakes at th is stage, b u t m ake a n o te o f any mistakes
in stru ctu re and pron u n cia tio n .
Ask each p a ir to answ er one o f th e questions and repea
until everyone has had a turn.

• Write any structural mistakes th a t stu d e n ts m ade on
I the board without saying w ho m ade th e m , and ask
■students to correct them . Deal w ith any p ro b le m s in
■ fSIW
IIwI
I pronunciation that came up.
L
I Stude-
idents' own answers
Answers #
• Remind students th a t w hen th e y com e across new
I vocabulary, they should try to m ake a n o te n o t o n ly o f
the meaning o f the w ord, b u t also o f its various parts
j of speech.
1 Ask students to read th e instructions and check th e y
understand what they have to do.
к Explain that they should m atch th e phrasal verbs 1 -8
with their meanings a-h.
1 Ask students to do th e task individually, b u t check
I answers as a class.
К______________ .Answers
1b 2g 3e 4a 5c 6h 7 f 8d
• Ask students to read the instructions and m ake sure th e y
I understand what they have to do. Explain th a t th e y w ill
I use the phrasal verbs in A to c o m p le te th e sentences.
• Ask students to read th e sentences carefully and pay
I attention to the w ords be fore o r a fte r th e gap. They
I should try to think o f a phrasal verb w hich fo llo w s o r
I precedes the words, w ith o u t fillin g in any answers at
I this stage.
• Ask students to read the sentences again, th is tim e fo r
I meaning, and to w rite th e ir answers. O nce th e y have
I finished, encourage them to read each sentence one last
I time to make sure th e ir answers m ake sense.
• Ask students to do th e task individually, b u t check
I answers as a class.
Answers +
1 ask Julia out 5 hang o u t
2 broke up 6 to m ake up
3 look up to 7 p u t m e do w n
4 get on 8 le t you d o w n
Ask students who the y con fid e in when th e y need help.
Ask them to list various proble m s th a t p e o p le th e ir age
may have with their peers and th e d iffe re n t ways th a t
they can get help.
Ask students if they have ever read o r w ritte n b lo g s
on the Internet asking fo r advice. Explain th a t th e y are
going to read three such posts on a b lo g now.
Ask students to read th e th re e b lo g posts w ith o u t fillin g
in any answers at this stage, to fin d o u t w h a t p ro b le m
each person has (Lonelygirl56 is d is a p p o in te d th a t she
and her best friend have g ro w n apart. D ream yboy23
doesn't know who to turn to w hen he needs help.
ShyguylOO likes a g irl and w ants to d a te h e r b u t d o e s n 't
know what to tell his ex-girlfriend.).
www.frenglish.ru
• P oint o u t th a t th e y may have to change th e fo rm o f th e
ve rb in som e cases and th a t th e phrasal verbs in С have
th e o b je c t w ritte n in already.
• Ask s tu d e n ts to d o th e task individually, b u t check
answers as a class.
Teaching T ip ____________________________________
You m ig h t like to p o in t o u t to stu d e n ts th a t these phrasal
verbs are listed w ith th e ir m eanings on page 185 fo r th e ir
reference.
> .................. —"
1 g e t on 5 le ttin g , do w n
2 hang o u t 6 b ro ke up
3 p u t, do w n 7 m ake up
4 lo o k up to 8 ask, o u t
Ideas Focus
Ask students to w o rk in pairs to discuss th e questions.
G o ro und th e class m o n ito rin g students to make sure
th e y are carrying o u t th e task properly. D o n 't co rre ct any
m istakes a t th is stage, b u t m ake a n o te o f any mistakes
in stru ctu re and p ro n unciation.
W rite any structural mistakes th a t students m ade on
th e b o a rd w ith o u t saying w h o m ade th e m , and ask
stu d e n ts to c o rre c t th e m . Deal w ith any pro b le m s in
p ro n u n cia tio n th a t cam e up.
You co u ld also a ctivate th e vocabulary learnt in this
lesson fu rth e r by asking stu d e n ts to w o rk in pairs and to
im a g in e th a t one o f th e m has a p ro b le m w ith a frie n d ,
relative, teacher, co lle a g u e o r pet. The s tu d e n t should
explain th e p ro b le m to his/her p a rtn e r and say how h e /
she feels a b o u t it. The o th e r s tu d e n t should then try
to g ive h im /h e r suitable advice. S tudents should then
sw ap roles.
Answers ф
S tu d e n ts' ow n answers
fa m w \ft\A r
• Ask th e fo llo w in g questions at random round th e class,
m aking sure each s tu d e n t answers at least one.
- W h a t w ill you d o when you g e t hom e this evening?
- W ill you d o yo u r h o m e w o rk b e fo re you g o to your
n e xt lesson?
- W h o w ill you ta lk to w hen you n e xt have a problem ?
- W h a t w ill you d o th e m o m e n t th e d o o r bell rings?
- W h a t w ill you d o b e fo re you hand in y o u r hom ew ork?
• E licit th a t all these questions asked a b o u t so m e th in g in
th e fu tu re .
T e m p o r a l s __________________________________________
A sk stu d e n ts to look a t th e w o rd s in b o ld in sentences
1 -5 and ask th e m w h a t th e y all have in com m on
(They all re fe r to time.). Explain th a t w e call these
w o rd s tem porals.
A sk students to read th e instructions and m ake sure th e y
unde rsta n d th a t th e y should o nly underline th e verbs
w hich co m e d ire c tly a fte r these w ords.
Ask stu d e n ts to d o th e task individually, b u t check
answers as a class.
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Special Relationships

S tudents should underline: 1 as soon as 4 delivers

1 has 2 finish 5 until
2 go 3 By th e tim e 6 have saved
3 have finished
4 leave
5 arrives
A sk students to read sentences 1 -6 and explain tha
th e y have to w rite in th e c o rre c t te m p o ra l.
В Read aloud th e te m p o ra ls and ask students to say j
• Ask students to read th e sentences in A again and to a sentence c o n ta in in g one o f th e m to show their
answer th e questio n in B. u n d e rsta n d in g o f ho w th e y are used.
Ask students to d o th e task individually, b u t check
Answer answers as a class

Present tenses

By th e tim e 5 by th e tim e
2 Before 6 until
Ask stude nts to read th e rule carefully and to c o m p le te
3 As soon as 7 b efore
it w ith one w ord .
4 as soon as 8 Until

Answer «
Present
Teaching Tip
P oint o u t to students th a t a lth o u g h p re se n t tenses are
used in th e clauses w ith these te m p o ra ls, fu tu re tenses can
be used in th e main clause in th e sentence. You m ig h t also
like to p o in t o u t th a t u n til is used to ta lk a b o u t an action
o r state th a t w ill sto p at a certain p o in t in th e fu tu re , b u t
th a t as soon as is used to ta lk a b o u t an a ctio n o r state th a t
w ill begin a t a certain p o in t in th e fu tu re .
Be careful!
Read th ro u g h th e Be careful! in fo rm a tio n and m ake sure
th a t students understand w hy th e Present P erfect Sim ple
is used fo r em phasis when it is im p o rta n t to show th a t
one action happens b e fo re another.
P oint o u t th a t th e w o rd when is also used to em phasis
this. G ive fu rth e r exam ples. (You can g o to y o u r frie n d 's
V\JrHi4£): a s ( I )
house w hen w e have h a d lunch. Lucy can d o her
h o m e w o rk w hen she has fin ish e d s e ttin g th e table.)
N o w read th e G ram m ar R eference on p a g e 165 (4.4) w ith
y o u r students.
Encourage students to read each sentence th ro u g h
b e fore circling any answers. Explain th a t th e y should pay
a tte n tio n to th e w o rd s im m e d ia te ly b e fo re and a fte r th e
optio ns. If th e o p tio n s are te m p o ra ls, th e y should look
carefully a t w hich present tense is used a fte r th e m . If
th e o p tio n s are ve rb tenses, th e y should lo o k to see if
a te m p o ra l is used d ire c tly b e fo re it o r if it is p a rt o f th e
main clause o f th e sentence.
Ask students to d o th e task individually, b u t check
answers as a class.
Ask stu d e n ts to read th e main clauses and tempori
in sentences 1 -6 and answer any questions they
m ig h t have.
A sk stu d e n ts to c o m p le te th e sentences on their q
and th e n to com pare th e ir answers w ith a partner.
W alk ro und checking each student's sentences whi
th e y are w o rkin g .
A sk each s tu d e n t to read o u t a t least one o f his or
her sentences to th e class and m ake sure th e corre
tenses have been used and th a t th e second part ol
sentence fo llo w s on lo g ica lly fro m th e first.
Answe
S tudents' ow n answers
A sk stu d e n ts to read th e in fo rm a tio n on organising
stories and answ er any questions th e y may have ab<
w h a t th e y have read.
Read th e w o rd s in th e y e llo w w o rd b a n k to student)
ask th e m to re p e a t th e m . C o rre c t th e ir pronunciatii
w here necessary. j
A sk stu d e n ts to read th ro u g h sentences 1 -6 without
w ritin g any answers and th in k a b o u t w hich o f the
expressions fro m th e w o rd b a n k w o u ld com plete
each one.
A sk stu d e n ts to d o th e task in d ivid u a lly and then
com pare th e ir answers w ith a partner. They should
any differences th e y have and m ake any changes.
C heck answers as a class.
Answei
1 O nce upo n a tim e 4 Suddenly
2 It all sta rte d 5 M eanw hile
3 A t firs t 6 In th e end

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' Askstudents to read th e instructions and m ake sure th e y A sk s tu d e n ts to read th e in fo rm a tio n in th e Exam Close-
Thderstand what they have to do. up bo x. Ask th e m to lo o k again at th e Exam Task, then
' Explain that their English teach e r has asked th e m to read and u n d erline th e im p o rta n t w ords in th e Exam
write a story called A true mystery. C lose-up box.
Ask students to do the task individually, b u t check In pairs, ask th e students to th in k o f ideas fo r a
^ p r e r s as a class. b e g in n in g , m id d le and end fo r th e ir story.
G ive stu d e n ts tim e to m ake a plan fo r th e ir sto ry in class,
Answers + b u t set th e w ritin g task fo r ho m e w o rk. An exam ple plan
is show n below .
1 No, he/she hasn't.
2 A true m ystery.
Answers
С E xa m p le plan
Para 1: Set th e scene and in tro d u c e th e
'Ask students to read the instructions and m ake sure th e y
main characters.
■ understand what they have to do.
Para 2: G ive b a ckg ro u n d details a b o u t th e
•Ask students to look at th e Learning Focus b o x to
main character.
■ remind them about how a story is organised.
Para 3: D escribe th e main event.
'Ask students to do the task individually, b u t check
Para 4: In tro d u ce a tw is t in th e story.
■answers as a class.
Para 5: Bring th e sto ry to an end.

Answers + Explain to s tu d e n ts th a t th e y should lo o k at th e Useful

E
D
1b 2d 3a 4c Expressions again b e fo re th e y d o th e Exam Task.
A sk stu d e n ts to read th e instructions and m ake sure th e y
unde rsta n d w h a t th e y have to do.
A sk stu d e n ts to d o th e task individually.
' Ask students to read the exam ple sto ry again b e fo re
I doing the task.
H
• Ask students to do the task individually, b u t check A sk stu d e n ts to read th e instructions and c o m p le te th e
I answers as a class. Exam Task.

Answers Answers
E
E
1F 2F 3T 4F A girl was w a lkin g hom e one day. It was a lovely
sum m er's day, w ith a w arm breeze in th e air. The girl
had been to to w n to buy a new b o o k a b o u t a magical
fo re st. She loved to read a b o u t m agic and adventure.
I Read all the Useful Expressions to th e students and
I ask them to repeat them . C orre ct th e ir p ro n u n cia tio n
A ll o f a sudden, th e flo w e rs and trees around her
■ w here necessary.
began to m ove. They sta rte d to sing and dance,
(•Ask students to read the five sentences and th in k
p u llin g her alo n g to jo in in. The birds fro m th e trees
I about which o f the w ords th e y have ju s t read in Useful
s ta rte d to fly a b o u t w h ilst singing along w ith th e
■xpressions could com plete each one. P oint o u t th a t
flow ers.
I more than o ne answer m ig h t be possible,
f Ask students to do th e task individually, b u t com pare
Suddenly, th e g irl w o ke up. She had fallen asleep in
eir answers with a partner.
th e w arm sun, reading her new b o o k.
• Check answers as a class.

Answers +
1 cold 4 nervous
2 late 5 evening
3 tall/slim

F
• Ask students to read th e Exam Task and th in k a b o u t
■ what their teacher has already given th e m .
BCheck the answer as a class.

Answer ф
The first line of the story.

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