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    Keynote Elementary - TB

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    Lidiane Aires

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    Inspiring communication & mS Fa, ira > sr ira Claire’ Hart AND Colléen Sheils WITH COMMUNICATIVE ACTIVITIES By Karen Richardson Ue ig GEOGRAPHIC ree eae) 1 2 3 4 Go to MyELT.heinle.com Click Create an Account! Click instructor and then click Next. ‘Complete the online form and click Submit Request. New accounts will be processed within 72 business hours. You will receive a verification ‘e-mail after submitting your account request. A second e-mail will include instructions for logging in to MyELT once your account has been approved. Please print and/or save these e-mails for your records. TEDTALKS Keynote ELEMENTARY Teacher's Book Claire Hart and Colleen Sheils oO NATIONAL Communicative Activities by GEOGRAPHIC : BEAR NING Karen Richardson NATIONAL GEOGRAPHIC LEARNING Keynote Elementary Teacher's Book Claire Hart and Colleen Shells with Karen Richardson Vice President, Editorial Director: john McHugh Executive Editor: Sian Mavor Publishing Consultant: Karen Spier Editor: Ruth Goodman Head of Strategic Marketing ELT: Charlotte Elis IP Analyst: Kyle Cooper IP Project Manager: Carissa Poweleit Media Researcher: Lella Hishmeh Senior Content Project Manager: Nick Ventullo Manufacturing Manager: Eyvett Davis Compositor: MPS North America LLC Cover/Text Design: Brenda Carmichael ‘Audio: Tom Dick and Debbie Productions Lta Cover Photo: Flying machines demo by Raffaello D’Andrea at TED2016- Dream, Feb- ruary 15-19, 2016, Vancouver Convention Center, Vancouver, Canada, © Bret Hartman! yan LashVTED. ‘© 2018 National Geographic Learning, a Cengage Learning Company ALL RIGHTS RESERVED. No par of this work covered by the copyright herein may be reproduced or distributed in any form or by any means, except 25 Permitted by U.S copyright lw, without the prior written permission of the copyright owner. -National Geographic, “National Geographic Society" and the Yellow Border Design are registred trademarks ofthe National Geographic Society ® Marcas Registradas For procuc information and technology assistance, contact us at ‘Cengage Learning Customer & Sales Support, cengege.com/contact For permission to use material from this est or product, submicallequests online 3teengage.com/permissions Further permissions questions can be emailed to, ‘permissionrequest@cengage.com Isen: 978--337.274012 National Geographic Learning. Cheriton House, North Way, Andover, Hampshire, SIOSBE United Kingdom [National Geographic Learning. a Cengage Learning Company, has a mission to bring the world tthe classroom and the classroom to ie. With our English language programs, student learn about their world by experiencing it. Through ‘ur partnerships with National Geographic and TED Talks, they develop the language and skis they need tobe successful global cizens and leaders Locate your local office at international.cengage.com/region Visit National Gecgraphic Learning online at NGL.Cengage-com/ELT Visit our corporate website at www.cengage.com credits Phot 5 © Monkey Business images/Shutterstock com: 10 (0) © Phowor/Shutterstock com 150) © logoboom/Shutterstock.com: 180 2) © Lukas Goyda/Shutterstock com; 150 (3)© ProStockStudlo/Shuttrstock com; 150 (4) © SINITAR/Shutterstock.com; 150 (56,7, 9,10) © PhotoDise/Gety images; 150 (8) © LopotrShurterstack com 179 () © Elena Esseeva/Shutterstock com; 170m) © vectorgil/ ‘Shutterstock com; 170 (mr) © Kzenon/Shutterstock com; 170 (7 © Africa Studio/Shutterstock com; 183 (t) © PhoroDisc/Getty Images; 183 (t) © ZouZou/Shutterstock.com: 183 (i) imaget00/Alamy Stock Photo 183 (mr) © Richard Laschony/Shutterstock.cor; 183(b) © FotoOtW/Shutterstock.com; 187 t) © Ramunas Bruzas/Shutterstock com; 187 (t*) © Michael Shake/Shutterstockcom; 187 (mi) Radius Images/Alamy Stock Photo; 187 (mr) © NAN728/Shutterstock com; 187 b) © PhotoDiscGetty Images: 187 (br) © Pavel L Photo and Video/Shutterstockcom, (Cover: © Bret Hartman/yan LasiVTED. Printed in Greece by Bakis SA Print Number: 01 Print Year: 2017 Introduction 1 Passions 2 Spending money Jobs Talents Technology Challenges Wild places Creative cities, images Health Photocopiable tests Tests answer key Photocopiable communicative activities Communicative acti Introduction El What is Keynote? ‘Keynote is a six-level, multi-syllabus English course that takes learners from Elementary level (At) to Proficient (C2). t is suitable for all adults or young adults in higher education ‘rin work who need English in their professional or persoval lives. Its suitable for all teachers, however experienced — ‘extensive teaching notes will help the inexperienced teacher plan lessons, while valuable background information, teaching tips and extension activities will be of great use to ‘even the most experienced teacher. The units in Keynote Elementary culminate in a TED Talk. ‘These talks are given by speakers from all walks of life, countries and fields of work and provide a rich and varied basis for the teaching and learning of authentic English, See section 2 for more about TED. Each level contains enough material for between 90 and +120 hours’ classroom work. Teachers can reduce this time by giving some preparation tasks to students to do at home (such as watching the TED Talks) or extend it with the extra activities in the teaching notes and the photocopiable ‘communicative activities at the back of this book. ‘What are the components of Keynote Elementary? Student's Book + twelve units of five lessons each (See section 3 below for details) ‘+ four Presentation lessons, one after every three units ‘+ a grammar summary and extra exercises to accompany each unit + audioscripts and TED Talk transcripts, + DVD-Rom with all TED Talks, Vocabulary in context exercises, Presentation skits montages, Check your answers Videos and recordings for listening and pronunciation exercises, Workbook ‘© consolidation and extension of al the learning objectivesin, the Student's Book ‘+ additional TED input via playlists related tothe featured taks ‘+ a pronunciation focus in every unit provides additional help, with the sounds of English Teacher's Book ‘= full teaching notes for all the units and Presentation lessons, containing answers, TED Talk and aucio transcripts, teaching tips, optional and alternative ways of dealing with the Student's Book exercises, extersion activities and background information ‘+ four photocopiable progress tests, with sections looking at the grammar, vocabulary, reading, speaking, writing and often listening presented in the previous three units, with answer key - Elementary ‘+ twenty-four photocopiable communicative activities, two for each unit, with full teaching notes, containing a variety of activities such as information gap, interactive crosswords and mingling. While most of the worksheets are copied and given to the students, some are to be cut into cards and given to the ‘students. In these cases, it may be best to copy the page onto card (and possibly laminate it), so that the cards are sturdier, ‘and can be used several times ifnecessary. Website ‘+ video streaming of the TED Talks from the Student's Book, Vocabulary in context, Presentation skill montages and Check your answers videos. * worksheets for Keynote Intermediate-Proficient levels organized by industry (e.g. manufacturing, tourism, education) and business function (e.g. human resources, marketing, research and development) that provide highly targeted practice of the language specific to the learners’ field of work. They can be used in class or for self study. + mid- and end-of-year tests ‘+ two bonus grammar lessons (with infographics) to extend the grammar coverage of the Intermediate level ‘+ Word versions of all the audio/video scripts and reading texts that can be ‘re-packaged’ by teachers to create ‘additional practice material or tests BA What is TED? TED is a non-profit organization based on the idea that ‘many people from all areas of life have ‘ideas worth spreading’, and should be given a platform to spread those ideas. There are currently more than 2,000 TED Talks on the TED website, and new talks by leading thinkers and. doers across a wide range of fields are constantly being ‘added. TED originated at a conference in 1984 centred on Technology, Entertainment and Design, but the talks Row cover far more than those three areas. The talks are 4iven by speakers from across the world, ranging from highly respected business leaders to school students, all of ‘whom have an idea worth spreading, The talks can last as long as eighteen minutes, but are generally much shorter By providing this platform, TED aims to ‘make great ideas accessible and spark conversation’. For more on TED, see wwwTED.com, Why are TED Talks great for learning English? TED Talks feature remarkable people communicating passionately and persuasively, and are a unique source ‘of engaging and often amusing real language. The talks are intrinsically interesting, and are watched by milions 4 Introduction ‘of people around the world. In the ELT classroom they provide: ‘motivating content that learners choose to watch in their leisure time for entertainment and edification * educational content, i.e. students learn about the world as. well as learning English + authentic listening input * exposure to different language varieties: Keynote has @ imix of talks given by British English, American English and, Australian speakers and includes a glossary in each TED Talk lesson to compare and contrast language * exposure to different accents (native, such as British and US, as well as non-native) + up-to-date language * ideal material for developing erticl thinking skis + probably the best models in existence for presentation skills EX How do! teach with Keynote Elementary? Unit structure Each unit in the Student’s Book contains a warm up page which introduces students to the overarching unit theme, land five lessons around the unit topic: ‘the first provides key vocabulary that students will need. to engage with the topic; a listening exercise that reinforces: the vocabulary and exposes students to a variety of authentic ‘speakers; a model speaking exercise which gives students the ‘chance to practise the new language ‘+ the second is the grammar lesson, with real input in the form of an infographic that provides a context for the presentation of the grammar and practice, and ends in a spoken output using the new language ‘+ the third is on a reading text featuring the TED Talk speaker cor topic, witha variaty of comprehension, reading skills and vocabulary exercises, further preparing students for the TED Talk + the fourth lesson is the TED Talk lesson where students watch the talkin short sections and do further vocabulary work (mining the tak for interesting vocabulary and collocations), as well as work on critica thinking and presentation skill + the last lesson in each unit focuses on functional language, and comprises communication skills with a focus on speaking, as well as a writing exercise ‘The grammar, reading and functional lessons in each unit have 21st century outcomes, i. the lessons provide and practise the skils and knowledge needed by students to succeed in their professional and personal lives inthe 21st century The grammar, vocabulary and skills presented in each unit ‘are practised further in the Presentation lessons after every three units. These give students the opportunity to perform their own presentations on a familar topic. Grammar Grammar is presented in a natural and clear context using an infographic, which means that there is not a huge amount of reading for the students to do in order to find the examples of the grammar, Students are led to understanding of the grammatical points through guided discovery, focusing on language from the infographic picked ‘out in one or two grammar boxes, and studied through the use of concept check questions. Students are then directed to the Grammar summary at the back of the book to read about the grammar in more detail. The exercises ‘accompanying the Grammar summaries focus mainly on ‘form and can be done at this point before students tackle the exercises in the unit, which focus more on meaning and use, or they can be done for homework, Vocabulary Vocabulary and Understanding vocabulary Key vocabulary is always introduced in the first lesson and in the reading lesson. This build up of vocabulary is designed to equip students with the language they'l need ‘to understand the key message of the TED Talk when they \watch itn the fourth lesson. Further relevant vocabulary is also introduced at the beginning of the TED Talk lesson. Vocabulary in context ‘The Vocabulary in context section always appears in the fourth lesson, after students have watched the TED Talk. Here, short excerpts which contain useful words, phrases or collocations are repeated and the lexical items are matched with synonyms and then practised in a personalization activity Skills Reading Each unit has a reading lesson based on a contemporary, real-world text that focuses on the TED Talk speaker or the topic of the TED Talk. The accompanying exercises cover reading comprehension, reading skills and vocabulary work, but also elicit a personal response to the content of the text. ae ‘There is a focus on writing in each final lesson, covering a funetional writing skil, such as introducing yourself by email (or making a recommendation. There are on-page models for, students to analyse and follow in their own writing Listening Listening isa key component ofthe course and is dealt with in various ways. To help students deal with the authentic, native speaker-level language of the TED Talks, Keynote has a comprehensive isting skis syllabus that allows students to understand listening material which is Lsualy well above their productive evel. (See Teaching tip 3 below) There is always listening in the grammar lessons, Consolidating the new language. Introduction 8 ‘There are a large number of audio/video tracks in Keynote Elementary which give students the opportunity to hear how ew vocabulary is pronounced. In the first lesson, students can listen to a variety of real-life speakers and watch {an animated model of the speaking conversation. In the ‘second lesson, the infographic and Language focus box are recorded. The reading text in the third lesson is recorded in its entirety, and of course in the TED Talk lesson students, have multiple opportunities to watch the TED speaker. ‘Speaking Each unit has a lesson that focuses specifically on functional ‘and situational language that is relevant to students. This Is supported by a Communication skil box containing a ‘number of expressions relevant to the function or situation. ‘There are also speaking activities throughout the units. Pronunciation ‘There is a pronunciation syllabus, integrated with the ‘grammar and speaking lessons where there is a relevant pronunciation area, EA Teaching tips ‘The following teaching tips apply throughout the course. ‘There are lesson-specific teaching tips through the units. ‘Teaching tip 1 Developing presentation skills, After students have watched a TED Talk in each unit, they focus on a particular aspect of presentation skills such as ‘using good body language’ or ‘introducing a topic’. Before ‘embarking on the Presentation skils sections, it's probably ‘worth finding out from your students the kinds of situations when they might have to present (in their frst language cr in English). Many of your students will need to present Information at work and students in academic situations wil, hhave to present their research. Even students who don't often ive presentations will benefit from presenting in your class because it's an opportunity to build confidence in speaking in English and to develop a key communication skil. ‘The four Presentation lessons give students further ‘opportunity to review the Presentation skils they have leamed about in the previous units. A video is provided for students to watch, showing a model presentation delivered by a student. They are then invited to plan and deliver their own presentations and give each other feedback, ‘At first, some of your students might not feel comfortable with giving presentations in English. That’s why many of the presentations tasks in Keynote can be done in pairs, with students taking turns to present to each other. As the course progresses, you could ask students to present to larger {groups and once they are more confident, to the whole class. Remember to allow plenty of preparation time for the presentations. Often it's a good idea to set a presentation task and ask students to work on it for homework before they give their presentation in the next lesson. I's also useful to provide students with preparation strategies such as making notes (on pieces of card to refer to, rehearsing in front of a mirror, or presenting to family and friends at home. You will find more ‘tips on setting up and delivering classroom presentations in the relevant part of each unit of this Teacher's Book. Teaching tip 2. Vocabulary (One way of dealing with the Vocabulary activity in the first lesson of each units to write the key words on the board. Read out the first definition and nominate a student to say the correct word. If they guess correctly, ead out the second, definition and nominate another student to guess that word. Continue until they have matched all the words and their definitions in this way. However, whenever a student guesses incorrectly, start from the very baginning again and read out the first definition, nominating a different student each time. The activity ends once the class has correctly matched all the words and definitions in a row without any mistakes. Teaching tip 3. Dealing with difficult listening activities ‘The TED Talks are authentic English and may be challenging for some students, which can be a cause of frustration. Here fare some ideas to increase your students’ ability to deal with authentic language: ‘Students need time before and after listening to prepare ‘and compare: before, to read the task, ask questions and to predict possible answers, and after, to write their answers and to compare them with a partner. ‘= Time for writing answers is particularly important when watching clips rather than listening because itis hard to watch the video and virite atthe same time. This is one reason the TED Talks are broken into short parts. ‘Let students read the transcript while they listen or watch. ‘© Wateh the Check your answers video once students have completed the task. This isolates the few seconds of the video where the answer lies and reveals the correct answer. ‘+ It'shard in long clips to keep concentrating all the time, ‘80 pause just before an answer comes up in order to warn students that they should refocus. ‘+ There are ways of changing the speed that video is played ‘back. You may want to investigate how to slow down talks slightly for your students using certain mecia players. ‘+ Ita task is dificult, make it easier. For example, if students have to listen for a word to fll gaps, you could supply the missing words on the board, mixed up, for them to choose. ‘+ Celebrate the successes, however smal fa student hears ‘only one thing, praise them for that. Don't supply extra information ‘which you heard, but they did not, unless you have a good reason. ‘+ Remind them now and again that they aren't expected to Understand every word, to stay relaxed and to keep listening, Reassure them that listening improves with repeated practice ‘and that the best thing they can do for their listening skills is to persevere. 6 Introduction OTe Lalas la) Warm up Introduces students to the unit theme Key vocabulary that students will need to engage with the topic is presented Grammar Grammar is presented in real-world contexts and practised for real-world outcomes Texts featuring the TED Talk speaker or topic are exploited for reading skills, vocabulary and interest 8 Introduction at's your favour EE Going viral ERADITIONAL MUSIC:FOR BNEW G TED Talk lesson TED Talks are great for discussion, vocabulary, critical thinking and presentation skills, Se Rig from ... New Jersey? Communication and writing Functional language is presented via common, everyday situations where students need to interact in English EEA Who likes what? Introduction 9 Presentation lessons Presentation lessons review the presentation skills, grammar and vocabulary from the previous units ere aa 10 Introduction 1 Passions UNIT AT A GLANCE ‘THEME: Passions VOCABULARY: Music and fim LISTENING: My passion for music ‘SPEAKING: Talking about favourites, Talking about likes ‘and distikes GRAMMAR: Present simple WARM UP "= Books open, Draw students’ attention to the unit ttle, the ‘photo and the caption on page 9. * Write the words passion, collection and gnome on the ‘board. Explain or ect that a passion is a strong interest in or enthusiasm for something; a collection is a group of things that someone keeps together and a gnome is a model of a ‘small man that people put in their gardons. * Put students into pairs or small groups (three to four ‘tudents) to discuss the questions. Conduct whole-class feedback on students’ answers. * Question 1. Tell or remind students that they can use because to say why they think Ron Broomfield started his collection. Write | think Ron Broomfield started his collection, because ... on the board and ask students to use this when they're giving their answers, ‘+ Question 2. You may need to explain to students that this question is asking them how Ron feels about his gnomes {they're his passion) and how important they are to him (they must be very important to him because he seems to have ‘spent a lat of time collecting them) ‘= Question 3. Bring in students’ own experiences. Have them describe a collection or passion that they have, or perhaps had in the past, e.g. when they were a child. If ‘students aren't sure what to talk about, prompt them by suggesting objects that people collect such as coins, stamps, books and DVDs, or pictures of a favourite football tearn or band, They could also say what their relationship is/was with this thing and what effect it has or had on them. * Optional step. Ask students to use their mobile devices ‘or computers to show each other their own photos or online Images of the thing that they have a passion for in order to get them to say a bit more about it. Encourage students to ask teach other simple questions, e.g. What is that? How big is it? Whereis it from? Who are they? to find out more information while they're looking at the images. PRONUNCIATION: simple endings READING: Traditional music for a new generation TED TALK: Bluegrass virtuosity from... New Jersey? Sleepy Man Banjo Boys talk about their love of music. PRESENTATION SKILLS: Introducing yourself WRITING: Introducing yourself by email Types of fim and music, Present EEE Do you like country music? VOCABULARY Music and film 1 * Students should already be familiar with these words for types of music and fms, especially as they're commonly Used in other languages and may be used in students’ frst language too. + Have students work individually to fil in the table. * Check answers. Then elicit or explain that here the tem classical (usually) refers to traditional European music ‘written 100-200 years ago and not pop music from the last 40-50 years (which can be called classic music) ‘+ Optional step. Bring in students’ own opinions by asking ‘them to discuss which types of music and films they ike anc dislike, Encourage them to give reasons for the'r answers, e.g. Ike rock music because it’s so loud. Answers Music: classical, country, jazz, rock Film: action, horror, romantic comedy, science fiction 2 ‘+ Put students into pairs and ask them to think of two more ‘examples that they could add to the table, Students can also ‘add more than two examples if they're able to. ‘+ Be aware that students may be unsure about the English ‘word for documentary and could think that it's document or documentation. ‘+ Conduct whole-class feedback. Write all the music and film ‘genres students thought of on the board. ‘Suggested answers Music: pop, hip-hop, electronic, heavy metal Film: thriller, musical, western, documentary 4 Passions 14 Pronunciation Types of film and music 3 + GAIN Ask students to read the words and try saying them ut loud themselves. ‘+ Play the recording and pause after each word so that students can listen and repeat. Play the recording more than, ‘once if necessary. Key features of English pronunciation Toll students that, generally speaking, pronunciation errors are more ikely to cause a communication breakciown than grammar errors when non-native speakers are using English. I's, therefore, important that students understand and try o master the Key features of English pronunciation from the very beginning, In Exercise 3, students are exposed to two of these key features: sylable stress and silent letters. Tell students that not stressing the correct, ‘ylable in an English word can make the word ‘sound different to how it should sound. Draw their attention tothe fact that the fist syllable is stressed in the two-syllable nouns in Exercise 3 ~ country, horror, ection, science fiction ~ and model and dil this with them. You can then tell students that ‘another feature of English pronunciation is that some letters are silent, Le. not pronounced. Draw students! attention tothe silent letters in folk and science and model and cil these too. brn mild LISTENING My passion for music 4 ‘© [EE Direct students to the Listening for a reason box land ask them to read its contents, Explain that students should always quickly read the questions they will have to answer, and any options given, before they listen to a recording. Toll them that this wil make listening easier for them because they will be prepared for what they're going to hear. * Tell students that they're going to listen to musician Philip Jones, who they can see in the photo, talk about his, passion. Give students time to read the question and the ‘options. Then ask students to speculate about what type of ‘music they think Philip Jones plays based on what they can ‘see in the photo and the list of musical instruments. * Play the recording and ask students to tick the correct ‘options. Students then compare their answers in pairs before you check answers in class. Play the recording more than conce if necessary. Transcript —_ Hi, my name's Philip and I'm from Oldham, a town in the north of England. (My passion in fe is music. | love listening to music, but | also like writing and recording my own songs. ‘have quite a big collection of musical instruments: «a bass guitar music); a mandolin (music); a ukulele (music); an acoustic guitar music]: and four electric guitars. This one is ‘my favourite. | don't have a favourite kind of music. Ike rock, country, jazz, Classical ~ anything that’s good realy Fight now, 'm a member of an Irish folk band. | play the bass {guitar and mandolin. We usually play tracitional Ish folk. Here, let me give you an example. music) Answers abdef 5 * CINE Ask students to read the sentences and options and predict what the correct answers are based on what they can remember from the first ime they Istened to the recording + Play the recording again so that students can isten and choose the correct answers. Check answers in class + Optional step. I students ae interested, they can go online and find and watch some videos of people playing lish folk music to give them an idea of the type of music Philip Jones play. they do this either in class or as a self-study task ask them afterwards what they think of lsh folk and whether they ike itor not. Encourage students to give reasons for their opinions. Answers: 1 England 2 folk SPEAKING Talking about favourites 6 * Put students into pairs and ask them to use the example Conversation as a model to ask and answer questions about, the types of music and films they lke. Encourage students to expand alittle and also give examples of specific bands and artists or films that they lke. If their partner isn't already ‘familar with these, students could describe them as much as they can. ‘+ Optional step. Have students circulate around the room ‘asking each other quastions about movie and music interests Lunt they find someone with the same interests as their own, COnly give them ten seconds with each partner. When students find a partner with the same music or movie interests, tell them. to stop circulating and have a more detailed conversation about their favourite flms or bands with this person, 12 1 Passions Talking about likes and dislikes ‘Keep in mind that, depending on the context Jn which students are learning English and the cculture(s) they come from, they may be a little reluctant to talk about personal likes and dislikes. This could be because they don't feel comfortable ‘sharing what they see as personal or private information with other people who they don't know very well or because they simply don't have specific preferences when it comes to things like music or fms. Make It clear that students don't have to share any information about themselves that they don't feel comfortable sharing and that ‘they can just make up information about their likes and dislikes if they don’t have strong feelings about different types of music, fllms or anything else they discuss in this unit. Pen ea 7 "© [NED Ask students to read the conversation through once before they listen to it, Tell students to ignore the word choices ‘on the right forthe moment as they will focus on those in Exercise 8. "= Check the meaning of composer (a person who writes pieces of music, usually classical music) with students. '* Play the recording and ask students to read and listen to ‘the conversation at the same time. Tell students to decide ‘whether the two speakers like the same kind of music. '* Check answers and elicit the type of music that each ‘speaker lkes (classical and pop) Answer No, they don’t + Model a possible conversation aloud with a student. Elicit some other possible reactions to ther partner's Iist of favourtes that students could give, e.g. Reaily?; Me to; know/don't know him/nerthat songythat fm. In order to ful the 21st CENTURY OUTCOMES, students need to be able to tak about and give ther opinions about 21st century media, and culture. + Remind students that they can use the structure and language rom the conversation in Exercise 7 as well as other language they've looked at inthis lesson to support their discussions. [Ba Set Workbook pages 4 and 5 for homework. EEA What’s your favourite? GRAMMAR Present simple 1 + [RIE Ask students to look atthe information presented in the infographic. El or explain thatthe infographic consists of four pie chats. + Students identify the favourte type of music for each age group according tothe infographic. Check answers. * Optional step. Ask students to discuss the following questions, either in pairs orn lass: Does the information in the ifographie surprise you? Do you have the same favourite type of music asthe rest of your age group according to the infographic? Answers 8 ‘+ Model the conversation that students have just listened ‘to aloud with a student. Then have students work in pairs to practise the conversation together. Make sure they alterna Detween A and B roles. ‘+ Have students practise the conversation again using the words on the right instead of the words in bold in the ‘conversation. Point out that the words on the right are mostly Gtferent ways of saying the same thing, ° BEGINS Articulate thoughts and ideas effectively using oral, ‘written and nonverbal communication skills in a variety ‘of forms and contexts. ‘+ Have students work individually to write their answers ‘before dividing them into groups of three or four. Point out ‘hat the singer and song and the actor and movie they choose ‘don't have to be connected, 13-19: hip hopirap 20-24: hip hop/rap 25-34: hip hoplrap 35-44: pop 45-54: country/folk 55-64: classical 65-79: classical 2 © (OIE Have students read the sentences before they listen to the conversation. Elicit or explain that the two options given in each sentence are opposites and that doesn't lke is the ‘opposite, or negative form, of ike. * Play the recording and ask students to circle the correct, option. 1 Passions 13 * Students can compare their answers in pairs before you check answers in cass, ee * Optional step. Ask students to use likes, loves, hates and | * 08S ‘doesn't ke to talk about the type of music that members of bs ther fay lke or don't ike in pais. Give them an example © does and not (doesn't) sentence to start them off, e.g. My mother loves classical = ital ‘Answers to Grammar summary exercises Transcript \4 ‘A: Hey, this chartis prety interesting. Look. | 1 goes 2 does, watch teaches 4 studies BB: Yeah? What does it show? 5 don'tplay 6 is ‘A: Wel, it shows how popular diferent types of music A are with cifferent age groups. Look, you can see that aed te PS Ree 1 Do, do 2 Does, does 3 Do, don't 4 Does, doesn’t B: Well, my grandmother's abit aitfrent. She doesn't ike 3 Classical musle at al. She loves pop. 1 love 2 don't 3 have 4 tikes 5 doesn't 6 hates A: Pop? Realy? T loves 8 love Glisten B: Yeah. Her favourite band is One Direction. ‘A: Wow! That's cool. Wel, what kind of music do you Pronunciation Present simple endings ‘ke? You're 20. The chart says rap and hip-hop are 4a popular with id easel ae * CARED Ask students to read the sentences aloud before 'B: Wel that’s kind of right. ike rap and hip hop. they els the ssa and Soa el ost bern But / really love pop. | guess I'm similar to my difference in the -s sound at the end of each verb as they're accra saying them. '* You could also ask students to speculate about which column in the table in Exercise 4b each verb should go into before they listen. ‘Play the recording and ask students to focus on the ‘pronunciation of each of the verbs in bold and especially their tendings. Ask: Do the verbs sound the same as when you said them? 4b quienes Seema ise eal Lee eer eee oe |e heck therefore.cn snowing Weptow toies tbe Desc are clear about the difference between the three categories. Same ation web naee challenging. Common mistakes include omitting the -s at te Pisa aa mens akc shuclents to wre, ipemeale eters sain cntertarta ere a ‘the verbs from each sentence in Exercise 4a in the correct, in negative sentences and do in questions. Ask students to column. Ask students to compass the answers Jn peire betoray inate serene nd cutiom. ak see ete tae cee ae ieee lind aca na a rae OTS wh Se uct ates peer egsiicetie pe coon tee aneyere end covered ‘sounds at the end of each verb and can produce them. Understanding of the present simple by tuming to the Grammar summary on page 137. aa oan ‘Ifyou feel that students need more controlled practice a ey os before continuing, they could do some or all of the exercises in the Grammar summary. Otherwise, set the Grammar summary | | hates loves: watches exercises for homework. likes: does 141 Passions 5 ‘= Draw students’ attention to the fact that there's a mixture ‘ofthe present simple with he/she/it and the present simple ‘eh liyourthey/we in the sentences they have to complete. ‘Tet students that they will need to pay attention to the subject ‘$e person/people/thing/things) that starts each sentence in ‘erde to help them decide which form of the present simple to ‘ese They can also use the context of the rest of the sentence ‘SS hep them choose a verb which fis in terms of meaning. "+ Look at an example with the class. Elicit or explain that the ‘=p in sentence 1 should be filed with the word i. * Ask students to complete the sentences. They can do this, ‘© pairs. Then, check answers in class by asking students to, ‘ead the sentences aloud. Make sure that they pronounce the etd endings correctly. "+ Putsstudents into pairs and ask them to take the subject ‘29d verb in each of the sentences in Exercise 5 and then use ‘them to make sentences which are true for them. Students ‘could also change the people that the sentences in Exercise 5 ‘2 about to other people, if appropriate. For example, if they ‘don't have a sister, they could use brother, cousin or friend ‘estead, Similarly if students aren't interested in reading, they ‘could say what their favourite flm, TV programme or video ‘game is instead. "+ Stronger students could say their personalized sentences ‘loud to their partner spontaneously, whereas weaker students ‘wl feel more comfortable if you give them some time to ‘prepare and write down their sentences before they say them. '* Conduct whole-class feedback and ask students to share ‘some, oral, oftheir sentences with the ciass. Students’ own answers, LANGUAGE FOCUS Talking about likes and interests q ‘= [BIE Ask students to read the Language focus box and ‘to notice the difference in the answers to questions that start Jwith a Wh- question word and the answers to those that start ‘with Do or Does. Point out that in the present simple, we ‘always use Yes, + subject + do/does or No, + subject + ISIP PUP ‘s@y1 § supe 1649 ynoge sted 494}0 OU) 6} 0} SUIN, Uy SHE} 0} ‘Swepnis ye pue sted saujoUe yum s94}960) Jed Yow IN + “suoguezur pue sepnynye ‘senyen ‘eBpajmouy ‘Buypnyouy ‘Buyueeus soydoep 0} AYONRDe4s9 UOISTT ESESOEECIERME ct ‘Bb es}o.0x Uy wey noge 121 0 EU 40} s9ISB9 W BEL} SOHISID PUE Sex| SHOULIEG sFou Uo $2yU 221 Kein Yeu SIUEPMIS OF 1$965NS PINCD NOA ‘Somsip pue S34 ynOge HF) 0} afcLIS quasaid 94y Gursn ested 0} 5) Knioe au jo WE YEW eu SE ‘sson6 e eyew 3snf 0} squepnis eBesnodUe *,uop Kau 0m ‘ayn seujo yore mousy Apeoute Kou) ! SomISIP PUE Sox] JOULE 1204p (S]BUNA Yay SsOnB 0} S|UEPMIS 10 sISvE 2G IH & "@0}0A JO BuO} JUBIEYIP e Ul y Bulkes 40 48e) O15! ‘Fexg ovo ous Bus shone ‘eydusex9 104 hq yorum axe U0 {atu snovgo 00} y yeu 0} JOU A 0} SWEPNIS JL SHIP (Pue sey| soUped 464) (S)eU0 YOIYM Ss@nB Oy Pue ~ awh E Ie fuoBaeo evo ~ uunjoo yoee ut eum Kouy Suny 20 84, es 0} suiny uy exe SuepMIS “SHES ON SWOPMIS IN © zu «wey expsyp 10 ony eu 72 Aes ‘uy sowieum epioep pue pu 01 woo Yeu Aue esoouD isn of we se ‘seu 8 e\doed pur syods ‘san 0 sou0o 3! wey ‘ey puE Ber JB9}0 BXBY 3.UOP SUEPRYS J “Sp10M oUIS ‘yu 0} paou Aun Kau “2yqe By 40 UUINICD YER UI a>" LO feu} yur @uo puk ery ayy Bul) OM eM OY SIUEPTS ¥SY © sexusip pue seyl| noge Supy/e) ONAVadS enw hea g fed p ee © Ang z shed 4 siemsuy ‘Burjew a1,Kauy yey} ajduss yuasaxd ‘241 yum suaue uoULIUOD Aue 0} UOAUELIE JEU) MBIP PUE PIP ‘aig mol Uo S{LEPNIS WHOL} HEGPE2} 18D ‘SIOMSUE JOUR ‘yoeyo pur Uo}si| UBD syUEPYS JEU} OS BUIP10081 OLR ABI « -faess208u j| wey) diay 0} x0q sno} eBenBuey ‘243 01 49eq 29)81 03 swueprys eBE:NODLO Os|y “OSEO YORE LIS! yoalqns eu) ou pue suoNsenb 10 snyoGou ‘onjoUAYe o1e SeOUa|URE O4} JOYIEUN 0} UONLSHE fed 0} WotR @BeINDoUS, ‘sed ul 14} Op UBD fay, "suoNdO 798u09 au as00yD PUE seaueds J01A1 snoge 1x81 2ys 9B! 0} SUBEMIS 9S « _eSeyBU punos exp ayy nok og coopuebEIP 2 pared 0 pieay ‘Uses Jane NOK are} :4Sy “SUEIENSNY reulBuogy Aq peiuenul sem yoiym puE UMOP MoIG NOK EUR eqn} Buo} @ Jo sIS:su09 YOIYN jueLITU}SUI PUM e S| OOpLEGAIP 1B yBU UIEIdX® 40 049 puE COpUEEPIO OW} BulAEIC JeoUEdS J9iKL Jo o}04d aR 0} uONUeHE ,SIUSPMS Mei GE) « on 10 ‘© CARE Draw students’ attention to the photo of Tyler ‘Spencer playing the didgeridoo and elicit or explain that a didgeridoo is @ wind instrument wich consists of along tube ‘that you blow down and which was invented by Aboriginal Australians. Ask: Have you ever seen, heard or played a didgeridoo? Do you ike the sound it makes? ‘© Ask students to read the text about Tyler Spencer ‘and choose the correct options. They can do this in pairs. Encourage them to pay attention to whether the sentences are affirmative, negative or questions and what the subject is in each case. Also encourage students to refer back to the Language focus box to help them i necessary. ‘+ Play the recording so that students can listen and check their answers. Get feedback from students on how they did and draw their attention to any common errors with the present simple that they're making, Answers 1 plays 2 buy 3 are 4 play 5 very much SPEAKING Talking about likes and dislikes 1 ‘+ Ask students to write two things they lke and one that they don't ke in each column of the table. They only need to write Single words. If students don't have clear likes and dislikes when it comes to cities, sports and people's names, ask them to just choose any that come to mind and decide whether they will say that they ike or dislike them, 12 ‘+ Put students into pairs. Students take itn turns to say the three things they wrote in each column — one category ata time - and to guess which one(s) their partner likes and dislikes. Tell students to try not to make it too obvious which ‘ones are which by, for example, always saying the one they dislike last or saying it in a diferent tone of voice. + Itwillbe easier for students to guess which thing(s) their partner likes and dislikes if they already know each other quite well if they don’t, encourage students to just make a guess fas the main aim of the activity Isto practise using the present simple to talk about kes and disikes. + You could suggest to students that they take notes on their partners’ likes and dislikes to make it easier for them to talk ‘about them in Exercise 13. SEME 27st CENTURY OUTCOMES Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions. + Put each pair together with another pair and ask students to take it in tums to tell the other pair about their partner's likes end Gstikes based on what he/she told them during Exercise 12, Remind students that they will need to add the -s at the end of each verb in affirmative sentences and doesn't + verb in negative sentences. In order to fulfl the 21st CENTURY ‘OUTCOMES, students need to be able to communicate clearly and listen effectively to others talking about ther likes and disikes. * Monitor students while they're speaking and give them ‘feedback on their use of the present simple when they've finished, ‘Optional stop. Ask students to give the other students in their group feedback on their use of the present simple once: they've finished listening to them talk about their partner. This should encourage students to concentrate on what the other students in their group are saying and raise their awareness. Cf common mistakes with the present simple third person singular. Ea Photocopiable communicative activity 11. Go to page 167 for further practice of likes and disikes and the present simple. The teaching notes are on page 191 1 Sot Workbook pages 6 and 7 for homework. EE Going viral READING Traditional music for a new generation 1 + Ask students to thnk about what ‘going vial’ could mean and write a detntton oft. They can do this in pairs. Write the following sentence starter onthe board to help students write their Gefnitions: When a video goes via... students don't know what it means and they have access tothe Internet, they could ty searching online for ‘viral videos" and look at he examples they tnd + Ask students to tel their prtner about any examples of viral videos that they know of, what happens in thern and what students think of them, e.g. ae they funny, stupi, intresting, amazing, te.? + Optional stop. It students have access tothe Internet, they could show their partner examples of viral videos that they know of and/or tke and discuss why these videos went vial, i.e. why are/were they so popular? + Conduct whole-lass feedback on students’ answers and telthem that we say a video is going ial when it becomes popular very quickly because viruses, such asa cod, spread ory auicy from person to person. Answers: When a video goes viral, it becomes popular very quickly because a lot of people share it online. Understanding main ideas 2 © [OIE Give students about 30 seconds to read the article ‘and identity the reason why the boys became interested in bluegrass music. ‘+ Students can compare their answers in pairs before you ‘check their answer in class. a es ‘Skim reading “This may be the first time that students have done ‘any skim reading in English. Tell them to remember ‘that the aim of skim reading is to quickly find out what the main message of a text s. They can do this by identifying a group of key content words that ‘appear in the text and will usualy be repeated. When ‘skim reading in a foreign language, it's important to concentrate on the words that you do understand ‘and not spend time trying to work out the meaning of unfamiliar words. When students have finished ‘skim reading a text, it can be useful for them to tell a ‘partner what they think its main message is as one ‘student will notice some things that another student misses. In this way, they can then bud up a fuller picture of what the text is about. enn mal 3 ‘+ This time, students are going to read the text more closely in order to get the gist of what it says about the Sleepy Man Banjo Boys, ‘= Point out the glossary at the bottom of the text and tell students to refer to it as they read or to look at the words and Check answers in class and model and drill the pronunciation of environment, drawing students’ attention to the fact that it contains a silent letter: -. Answers 1 donate 2 products 3 swap 4 environment 5 walet 7 '* Put students into pairs and ask them to say if they think Buy Nothing New Month isa good way fo hep the environment + Monitor students while they'e speaking and then give them feedback when they've fished [i Photocopiable communicative activity 2.2. Go to page 17 for further practice of language for shopping habits. ‘The teaching notes are on page 192. 1 Set Workbook pages 16 and 17 for homework. E41 Wearing nothing new TEDTALKS ‘Tell students that they're now going to watch a TED Talk bby Jessi Arrington called Wearing nothing new. Ask students to speculate about why Jessi Arrington has given her talk that ttle. Ask: Why do you think Jessi Arrington never wears anything new? * Students read the summary of the talk and match the Words in bold with their definitions or synonyms. if students are unsure about which words to match with which items, ‘encourage them to use deduction or simply have a guess. ‘+ Students can compare their answers in pairs before you ‘check answers in class. Draw students’ attention to the fact that the adjective crazy has a positive meaning here. It is used hhere to mean unusual and surprising in a good way. Note that crazy can also be used negatively to describe something as being very sily or odd. Model and dil the pronunciation of unique funk! and wardrobe /w(¢}drauby. Answers. 1 outfits 2 unique 3 reduce 4 wardrobe i ‘* (OER Tel students that they're now going to watch the first part of Jessi Arrington’s talk. Before they watch, ask tham to predict what three things Jessi thinks about when choosing an outfit. They could base their predictions on what they, or People they know, think about when choosing an outfit or what ‘hey think is important to Jessi Arrington based on the impression of her they get when they look at the photo of her ‘on page 26. ‘+ Then, play Part 1 of the talk and ask students to note down their answers. Play Part 1 more than once it necessary. Check answers in cass. 28 2 Spending money Jessi, and this is my suitcase. But before | show you what .g0t inside, 'm going to make a very public confession, and i, 'm outft-obsessed. | love finding, wearing — and mare = photographing and blogging a aiferent, colour, zy uti for every single occasion. But I don't buy anything {get all my clothes second-hand from flea markets and ‘stores. Aww, thank you. Second-hand shopping allows me duce the impact my wardrobe has on the environment and my wallet. | get to meet all kinds of great people; my dollars .go to a good cause; | ook pretty unique; and it makes like my own personel treasure hunt. mean, what am 0 find today? Ist going to be my size? Will ike the 2 Wilt be under $20? If al the answers are ‘yes, | feel as ugh I've won. . ‘Tell students that they're now going to watch the ‘and last part ofthe talk and focus on some of the information init. Clay that inthis part of the talk, ‘makes a link between the days of the week and gs you can think about when you're choosing an outfit. ck the meaning of confident (a feeling of being sure that re good or successful) with students. "+ Play Part 2 of the talk and ask students to watch and ch the days with the phrases. f necessary, play the cording more than once. You could also make the activity er for weaker students by stopping the recording after gton mentions each day of the week. Check answers in I'd really love to show you my week's worth of outfits right “Pow. Does that sound good? $228 | do this, I’m also going to tell you a few of the life "essons that, believe it or not, | have picked up in these tures wearing nothing new. So let's start with Sunday. | “Gall this ‘Shiny Tiger’. You do not have to spend a lot of money “took great. You can almost always look phenomenal for “eee $50. |] Monday: Colour is powerful. Itis almost physiologically 0_be in a bad mood when you're wearing bright Ipants. [Laughter] if you are happy, you are going to attract happy people to you. Fiting in is way overrated. I've spent a whole fot of lite trying to be myself and at the same time itn. Just be y: Embrace your inner child. Sometimes people ’me that look like I'm playing dress-up, or that I remind of their seven-year-old. lke to smile and say, ‘Thank “Thursday: Confidence is ke. Ifyou think you look good in something, you almost certainly do. And if you don't think you {00k g00d in something, you're also probably right. [1 Friday: universal uth = five words for you: Gold sequins 90 with everthing ‘And finaly, Saturday: Developing your own unique personal styl sa realy great way to tell the world something about {you without having to say a word. I's been proven to me time and time again as people have walked up to me this week simply because of what wearing, and we've had great conversations. So obviously this s natal ging to it back in my tny ‘suitcase. So before I go home to Brooklyn, ™m going to donate everything back. Because the lesson I'm trying to Jean myself his week is that it's OK to let go. don't need to get emotional attached to these things because around the ‘comer, there is always going to be another crazy, colour shiny outfit ust waltng for me, i putalitle love in my heart {and ook. Thank you very much. Thank you | Answers “| 1b 2a 3d 46 CRITICAL THINKING 4 ‘+ Tell students that people can write comments about any ‘TED Talk on the www.ted.com website and, although these ‘comments have been written for this book, they're similar to ‘comments that people write on the website. Ask students to read the comments and then put students into pairs to discuss, Which of them is closest to their opinion. Encourage students, to give reasons for their answers. Conduct whole-class feedback on students’ answers, Extra activity ‘Writing a comment ‘Ask students to write a similar short comment in which they {ive their reaction to Arrington's talk and their opinion on ‘buying second-hand clothes. When they've finished writing, pput students into pairs or small groups to read and to give feedback on each other's comments. [Answers Students! own answers. 5 Ask students to read the statement and elicit or explain that Arrington wants to say that thinking you look good in an ‘outfit helps you to look good in it. 2 Spending money 29 *+ Put students into pairs and ask them to tell each other if they agree with this statement and give reasons for their pinion with because. Model an example answer, e.g. | agree with Jessi Arrington because when | think ook good in an outfit other people tell me that | do. * Conduct whole-ctass feedback and ask for a show of hands for who agrees and disagrees with Artington’s statement. Take ‘feedback on the reasons for students’ opinions, Answers, ‘Students’ own answers, | VOCABULARY IN CONTEXT 6 ‘© CAERE Play the clips from the TED Talk. When each multiple-choice question appears, pause the clip so that students can choose the correct definition. Discourage the ‘more confident students from always giving the answer by asking students to ralse their hand if they think they know. Transcript and subtitles 1 I mean, what am / going to find today? isit going to be my size? Wilke the colour? If something is your size, it «2 looks nice b isa good price ¢ is not too big and not too small 2 Colour is powerful. Its almost physiologically impossible to be in a bad mood when you're wearing bright red pants. It you are in a bad mood, you feel a hungry happy © angry 3 Sometimes people tell me that / look lke I’m playing cress- up, or that I remind them of their seven-year-old. It you remind someone of a person, you make them that person, a think of bb talk about © forget 4 So obviously this is not ail going to fit back in my tiny suitcase. If something fits in a suitcase, there is space for it b someone puts it in © someone takes it out 5 ... there is always going to be another erazy, colourful, shiny outfit just waiting for me... Crazy clothes are 2 vory unusual b very boring very ugly Answers. te 2c 3a 4a 5a in ‘+ Check the meaning of mood ithe way that someone feels, {for a short time) and remind (make you think of something the ‘happened in the past) with students and ask them to use thes two words while they're speaking + Then, put students into pairs and ask them to say as mu 1s they can in answer to the two questions. Tell students that they don't have to share any information that they {eel uncomfortable sharing. Encourage them to talk about examples of times they were in a bad mood or experiences they had in childhood, where appropriate. * Conduct whole-class feedback on students’ ansivers. PRESENTATION SKILLS Using good body language 8 * [ERH Tell students that they're now going to focus on how people use body language in presentations, Get confirmation from students that using body language cffectively can make a presentation more effective overal * Ask students to read the information in the Presentation skills box. Check the meaning of facial expression (a way ‘of moving your face to show how you feel) and gesture (a movement of your arms or hands). Elicit any good body Janguage examples that they can remember Arrington using before they watch, ‘+ Then, play the recording so that students can watch and: ‘check or complete their answers. Check answers in class. |1.2.3,4,5 9 ‘* [ERE Optional step. Start by eliciting examples of things that people do (or don’t do) in general which can show that, they're confident during a presentation, e.g taking loudly, ‘moving around the stage, interacting with the audience, not ‘showing that they're nervous. ‘+ Then ask students if they can remember any of the things that Arrington does or doesn't do in the talk which makes them think that she's confident, * Play the recording again and ask students to watch ‘and note down the things they notice, Answers here will be ‘somewhat subjective as what one student sees as a sign of confidence, another student may not. Conduct whole-class feedback on students’ ideas. Answers Students’ own answers, 30 2. Spending money a } t0 "= Give students some time to prepare their introductions. “Fel students that as they already know the other people in ‘ne group, this should be an informal presentation. Elicit that “we usually start an informal introduction with ‘Hi/Hello, my “reme's (this is revision from Presentation skills, Unit 1). "You may want to give students some guidelines about what ‘hey shouid include in their introduction, e.g. name, age, place “where they live, their work/studies. While they're preparing ‘ei introductions, ask students to think about how they will ‘use good body language and refer them back to the list in the Presentation skils box. ‘= Put students into pairs and have them introduce shemselves to each other. Ask students to listen to their partner and focus on how well he/she uses body language. ‘When each student has finished, their partner can give himvher feedback on how well they did this and possibly give him/ner ‘some tips on how he/she could do it better next time. Recording students’ presentations Making video recordings of students’ presentations ‘can be very valuable when it comes to encouraging seif-reflection on their performance and facilitating ‘peer and teacher feedback - assuming that ‘students are prepared to be recorded and to watch the recording back afterwards. Students may be reluctant at first, but if you explain the benefits to them, they'll most likely be willing to give it try. In this case, record students’ introductions and then play the recording back without the sound so that the student, his/her partner and/or you can focus: ‘on how effective their use of body language was. ‘The recording can then be used as the basis for feedback on the student's use of body language while presenting. Extra activity Photo captions Direct students to the photos of Jessi Arrington in a range cf different outfits at the bottom of the page. Ask them to Jook at the photos and think of a possible short caption or {2 single word which could be used for each photo. They ‘can do this in pairs. Give students an example to get them ‘started, e.g. the caption for the photo on the far left-hand ‘side could be: ‘What a surprise” because Arrington’s facial ‘expression suggests that she is surprised by something. ‘Conduct whole-class feedback on the captions or words, ‘that students have written and then have a vote on which is. ‘the best one for each photo. s 1 Set Workbook page 18 for homework. EW How green are you? COMMUNICATE Doing a quiz 1 ‘Foran extra challenge, ask students to close their books ‘and write a few sentences about how green they think their shopping habits are, Then, have them look back at the sentences they wrote after they've finished doing the quiz and ‘comment on whether they would now change their evaluations, ‘of how green they are given what they've learned about their habits from the quiz. ‘© Check the meaning of green (describing something that doesn't have a negative impact on the environment), locally produced (desoribing something that's grown or manufactured, rear the place where it's sold) and a reusable cloth bag (a ‘shopping bag made of fabric, ¢.9. cotton, that you can tak with you and use every time you go shopping). Then, ask students, to read the sentences and tick the correct options. Encourage students to be honest in their answers as the activity will then ‘be more meaningful, but also tell them that they don’t have to ‘share any information that they're not comfortable shering, 2 «Put students into pairs to ask and answer questions about the options they selected in the quiz. Make sure that students say full questions, e.g. How often do you buy locally produced products? and then give an answer in a full sentence, e.g sometimes buy locally produced products. + Optional step. Stronger students could say which answer they choose for each question in full sentences and then acc ‘some additional information, e.g. sometimes buy locally produced products ... | usually buy my meat from a butcher who sells meat from local farms. 3 ‘+ Ask students to look at their partner's book to see what options he/she has chasen or use what they can remember {rom their conversation, to decide how green their partner is. ‘and choose one of the options. 4 ‘= Tell students to think about the reasons for the choice they made in Exercise 3. They may want to look back at the answers their partner gave to the quiz to help them. Ask students to read the examples of words and ‘expressions you can use to add information in sentences 's0 that your ideas sound lke they're linked rather than like separate items on a list. Then, put students into small groups, (three to four students) and ask them to explain the choice they made about how green their partner is, using as many of the linking words for adding information as they can. ‘+ Circulate and monitor students’ conversations, offering assistance where necessary. 2 Spendingmoney 31 Extr vity Make your own quiz ‘Ask students to think of a topic which is relevant to their lives, e.g their studies, their work or an area they're particularly interested in, such as a sport, and write a quiz like the one they did in Exercise 1 to find out information about how often other students do things connected with that topic. If the topic was their studies, for example, the ‘questions could include: How often do you go to the lirary? How often do you see your teacher/tutor face-to-face? Students can use the quiz in Exercise 1 as a model. They ‘may want to use the three different adverbs of frequency or include all six of the adverbs of trequency they've leamed. (Once students have written their quiz, they can work in pairs land ask their partner the questions. When they've finished asking and answering the questions, they could present their partner's responses to another pair. WRITING Sharing information online 5 ‘© Check the meaning of such as (for example). Tell studerts they're going to read an online post in which someone is ‘asking for something. Ask them to read the text and identity what the wrter wants, * Students can compare their answers in pairs before you check answers in class. Then ask students if they know of any websites where people write posts lke the one they've just read and if they ever read or write these themselves. Answer They want to know where a good place to shop for ‘second-hand items is. (OM 21st_ CENTURY OUTCOMES. Use communication for a range of purposes (e.9. to inform, instruct, motivate and persuade) ++ Ask students to read the response to the postin Exercise 5. ‘They then use the response in Exercise 6 as a model to write ‘their own response in which they give information about an ‘actual shop seling second-hand iterns that they know of. If students don't know any shops seling second-hand items, they can make up some information about one. In order to full the 21st CENTURY OUTCOMES, students need to be able to cffectively inform the reader of ther text about a second-hand shop they know of. ‘+ Monitor students while they’te writing and give them feedback on their texts. ‘+ Optional step. Students can exchange their texts and give. ‘each other feedback on their use of English and/or ask each ‘other questions to find out more information about the shop that their partner has written about. Answers, ‘Students’ own answers. Dy Set Workbook page 19 for homework. 32 2 Spending money AT AGLANCE ‘THEME: Jobs VOCABULARY: Jobs LISTENING: A fun job ‘SPEAKING: Talking about jobs, Talking about a future job GRAMMAR: like and would like PRONUNCIATION: Word linking (1), /jus! WARM UP '* Books open. Draw students’ attention to the unit tite, the iphoto and the caption on page 29. * Put students into pairs or small groups (three to four students) to discuss the questions. * Question 1. Ask students to read the caption to help them ‘enswer this question and to focus on what the connection ‘between social media, location/maps and the words on the ‘map could be. The woman in the photo is looking at a display ‘which shows the words that are most commonly used by social media users in different locations. Ask students which ‘words they think are most frequently used by social media ‘users in their town or city. Question 2. Ask students to give their own responses to ‘the question of whether ths is an interesting job. Tell students, ‘hat it’s OK if they don’t find the job interesting, as long as ‘they give reasons to support their opinion. '* Question 3. I students aren't sure about what ‘new’ Jebs people have started doing over the last ten years, tell them to think about jobs where people use or work with new ‘technology that didn't exist ten years ago, but also jobs in the so-called ‘sharing economy’ where people make money from. ‘sharing things with other people, e.g. their homes (e.g. Airbnb) ‘or cars (e.9. Uber), in retum for payment. ESE What do you do? VOCABULARY Jobs 1 * [BERT Ask students to read the words for jobs in the box. ‘Check the meaning of any that they're not sure about. Then, ‘ask students to read the sentences and match the jobs with the things that people do. Encourage students to focus on the verb-noun combinations that come after each gap, e.. take pictures, as this is the key information that wil ell them which Jeb the sentence refers to. READING: A dancer's dream ‘TED TALK: The joy of surfing in ice-cold water. Chris Burkard talks about how doing something as unpleasant 28 surfing n ice-cold water helped him rediscover his, passion for his work. PRESENTATION SKILLS: Thanking the audience WRITING: Describing a dream job ‘= Students can compare their answers in pairs before you play the recording and have them check their answers. Extra activity Syllable stress in jobs vocabulary Draw students’ attention to the position of the syllable stress in each of the job names. Elicit the stress pattern in each multi-syllable word from students, or tell them what it Isif they're not sure, and then model and dil the syilable stress (photographer, journalist, dancer, teacher, scientist, ‘manager, waiter. Elicit or explain that in two-syllable job ‘names, the stress is always on the firs syllable. Students ccan then practise pronouncing the job names with the correct syllable stress. Answers 1 photographer 2 chef 3 journalist 4 dancer 5 teacher 6 scientist 7 manager 8 waiter 2 ‘© Ask students to think about both people who they know personally, e.g. family, friends, colleagues, neighbours, and people who are well-known, e.g. Stephen Hawking, and try to find a person who does each of the jobs in Exercise 1. If ‘students can't think of a person for any of the jobs, they could just say: | don't know anyone who's a... ‘+ Monitor students while they say their sentences and make ‘sure that they say the names of the jobs correctly LISTENING A fun job 3 ‘= [AEE Direct students to the Listening selectively box and, ‘ask them to read its contents. Elicit or explain that when you listen selectively, you isten out for specific words or pieces of, information that you need. ‘Tell students that they are going to listen to an interview with Richard Lenton. Direct students to the photo of Richard Lenton with David Beckham and ask them to speculate about what job he has. Then, tell students that he's actually a joumalist and TV presenter and ask them to read the options before they listen to the recording. Check the meaning of Challenge (something that someone finds dificult with students, ‘Play the recording and ask students to tick the correct options. Students then compare their answers in pairs before yu check answers in class. Play the recording more than once if necessary. Transcript, Interviewer, F= Richard Lenton I: So, Richard, can you tell us about your job? What do you do? BR: I'm a TV host and journalist. The TV hosting part of my career has always been in sport, usually soccer. I've presented live matches in the Premier League, European (Champions League, the FA Cup and World Cup, as well 1s international games. | What do you like about your job? IR: The best thing is that ’m working in sport ~ which is my life and passion. | realy enjoy going to work. Working on ive matches is realy exciting. I've also been able to ‘meet some famous people, including two of my biggest ‘sporting heroes, Lennox Lewis and lan Botham, and I've interviewed people like Usain Bolt and David Beckham, 4 Wow, cool! Is there anything you don't lke about your job? R: Wel, itis sometimes tiring, especially when I need to work in the middle of the night. For example, during the World (Cup in 2014, | went to work at 10pm and came home at {8am the following day. However, | would have to say that it was the best experience of my working life. ‘And what do you do in your free time, when you're not working? IR: | go to the gym nearly every day before | start work, and I play soccer at weekends. | would Ike to play more than fone game a week, but my body simply can’t hancile it! 1 also ike to travel as much as possible. There are so many interesting places to visit in this part of the world. Answers abd 4 ‘© [268 Tell students that they're going to listen again and ‘focus on the specific language that Richard Lenton uses in the interview. Elicit or explain that once is usually used when we want to say ‘one time’ and twice is used when we want to say ‘two times’. Explain that soccer is used in American English ‘and football is used in British English, but the two words refer to the same sport ‘© Before they listen again, ask students to predict what the correct options willbe, based on what they can remember from) the first time they listened and what they know about Richard Lenton. ‘© Play the recording and ask students to choose the correct, ‘options. Ask students to compare their answers in pairs before playing the recording a second time so that students can ‘check their answers. 3 atnight 4 once Pronunciation Word linking (1) 5a ‘(3B Toll students that t's normal for native speakers of English to link (or connect) some words when they speak. They 4o this because it enabes them to speak more quickly and it makes their speech tow’ better. + Ask students to read the sentence as they Iisten and notice how the speaker links the three words: tellus about. Play the recording again and then elicitor expan that the speaker says the three words without pausing in between them ~ tel-uza- bout - and the end of one word merges into the start ofthe next ‘+ Ask students to practise saying the sentence aloud, linking te three words. They can do tis in pairs. 5b + CHEE Before they listen tothe recording, ask students to practise saying the sentences aloud and try to hear where it ‘would be natural o link words as they say them, Then, play the recording and ask students to listen and mark the linked words. You may need to pay the recording more than once or stop it after each sentence. ‘© Check answers and confirm which words ar linked. Then, put students into pairs and ask them to take it in turns. to practise saying the sentences they've just listened to with the linked words. Circulate and monitor as students do this, offering assistance, e.g. modelling and driling any linked words that students are having problems saying, where necessary. ‘Answers 4 im_a TV host and journalist. 2 'm working_in spor, which_is my Ife and passion | 2 Iwas the best_experience_of my working ite. | 4 | would ike to play more than_one game_a week Jobs Connected speech Connected speech is the linking of adjacent words. Individual sounds change and new sounds. are added. Being aware of these changes helps students to understand native speakers and using them when they speak will help students to make their own speech sound more natural and fluent, You can, therefore, make sure that students think. ‘about linking short words like a, is, was, of and to ‘with longer content words that come before or after ‘them when they’te speaking. eC id ‘SPEAKING Talking about jobs 6 ‘= [BEE Ask students to read the conversation before they Ssten to it. Tell students to ignore the word choices on the fight for the moment. Check the meaning of barista (a person who makes hot drinks, especially coffee, for customers in a café or bar) ‘+ Play the recording and ask students to read and listen to the conversation. Tell students to decide whether Speaker B kes his new job. * Check answers and elicit that Speaker B likes his job ‘because it's ‘really fun! and he meets ‘a lat of cool people.” ‘+ Model the conversation that students have just listened ‘to aloud with a student. Then have students work in pairs to practise the conversation together. Make sure they alternate between A and B roles. ‘+ Have students practise the conversation again using the words on the right instead of the words in bold in the ‘conversation. + Optional step. If you want to give some students some ‘more practice with using connected speech, ask them to read, ‘the conversation again and undertine the words which they think are linked together (because they're blocks of words that people say together as if they were one word). They can then Concentrate on linking these words while they're practising the conversation. 8 Use communication for a range of purposes (e.g. to form, struct motivate end persuade) Bsc sega ts crooes ach wich ier tl Samm tie lat tain unease the TL Model an example exchange wih a tucert.n order oul the 21a CENTURY OUTCOMES, students red tobe abe to tak quesions which enable hemo ddce wc ob thee Berets choen, ‘+ Optional step. Model a possible follow-up question from the frst speaker about the job that the second speaker has said that he/she does, e.g. possible folow-up questions to the response Yes! | am a chef at China Bistro. could be: Do you like your job? / What food do you cook? / Do you like Chinese food? | Where's China Bistro? Then ask students to ask each ‘ther similar follow-up questions and keep the conversation ‘going for as long as they can. * Circulate and monitor students while they're talking to ‘each other and give them feedback when they've finished. a Set Workbook pages 20 and 21 for homework. E24 What’s your job like? GRAMMAR ike and would like 1 * [EE Optional step. Engage students withthe topic of

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