New Opportunities Intermediate Teacher's Book with Internet activities by Jarek Krajka Michael Harris David Mower Anna Sikorzyriska New Edition Learning Diary How Lessons Work Teaching Help Student's Book Contents Teacher's Notes: Learning to Learn 1 Adventure 2 Stories 3 Travel 4 The Media 5 Advertising 6 People 7 Learning Contents 2 8 Careers 6 9 Culture Shock 7 10 Civilisation 12 Literature Spots 14 Tapescripts Assessment Guide 18 Tests (photocopiable) 21 Internet activities teaching notes 33 Internet student activities 45 Language Powerbook Answer Key 57 Tests Answer Key 69 81 93 105 117 129 141 145 150 152 162 163 167 174New Edition ‘The aim of this edition is to update and refresh a coursebook series which has proved extremely popular with secondary teachers around the world. We have also been able to take into account extensive feedback from teachers ‘about ways in which the course could be improved. Module structure This edition has ten modules, as opposed to eight in the first edition. The modules build up to communicative tasks (Communication Workshops) and are followed by Language Problem Solving, Culture Comer and Review sons. As in the first edition, there is a clear structure to the ‘material so that both teachers and students can see where they are going. Module Warm-ups provide an introduction to the topic and a focus on key vocabulary related to the topic. Module Objective boxes (In this module you will give students clear signposts as to what they will be studying in the module. Each module has three main lessons. The first focuses on reading skills and vocabulary. ‘The second lesson introduces new grammar within the context of the theme. The third develops oral skills. The Communication Workshops enable students to use the strategies and language that they have acquired in the module. The Review lesson then contains revision of the main language. Thematic content The basic premise of Opportunites is that secondary students learn Engtish best when they are dealing with ‘interesting and meaningful context. Because of this, an effort has been made to refresh the content of New Opportunities Intermediate. Many ofthe lesson topics are new and the other content has been thoroughly updated. Here are some examples of the new content: 1 topics related to students’ own world (eg. Lesson 21: Generations) '» cross-currcular themes (e.g. Lesson 39: Civitsed2) ‘= cultural input (e.g. Culture Cormer 7: Education in the UK and USA) « literature focus (e.g. Lesson 5: an H.G. Wells story). The basic approach to skills development remains the same. ‘There is an explicit focus on the process of communication that helps students deal with communication in English ‘and, at the same time, increases awareness of their own language. Communication strategies are focused on systematically in Strategies boxes which focus expicitiy on different aspects of communication and provide students with step-by-step procedures for dealing with them. After that, students have opportunities to use the Strategies while carying out a communicative task. Communicative tasks are also clearly staged to provide students with support, to improve task achievement and to build confidence. In New Opportunities, communicative tasks reflect the performance objectives in the Council of Europe Framework for Foreign Languages. 1 Reading ‘There is a wide variety of different text types (e.9. magazine articles, websites, advertisements) and of task o} types, such as multiple-choice, true/false, matching and sentence gaps. Reading Strategies include those that develop general reading (e.g. working out meaning of words ‘n context) and those that help students to-do specific tasks (e.g. multiple-choice questions). 2 Listening ‘Students are given plenty of opportunities to develop a wide range of listening skills both in terms of text types (e.g. radio programmes, dialogues, lectures) and task types (eg. checking predictions, table and note completion). Listening Strategies develop general listening (e. prediction) and help students to do specific tasks (¢.9. answering multiple-choice questions). The Listening Workshops in the Communication Workshops lessons aim to Give students more extended practice of tasks like matching, true/false and multiple-choice. 3 Writing There is a writing task in each Communication Workshop lesson. In Writing Workshops, model texts provide an. ‘opportunity to focus on linking words and text organisation. The tasks are also carefully staged and writing strategies are developed at different stages (e.9. brainstorming ideas/paragraph planning) even though there are no explicit strategy boxes. At the end of each task, the Talkback stage gives students a chance to read, use and react to each other's writing. Students are helped to do writing tasks by the Writing Help section at the back of the book which gives examples and help in terms of layout, useful vocabulary, inking and checking. ‘The writing in the Student’s Book is backed up by the Focus on Writing section in the Language Powerbook, ‘which systematically works on punctuation and spelling as well as giving guided writing practice. 4 Speaking There are speaking activities in every lesson of New Opportunities Intermediate. The grammar lessons have guided drills that lead on to more open oral practice. The Skis lessons all have communicative activities. Those in oral skills lessons have guided and open practice of the functions which appear in the Function File. The Speaking Workshops have fully-fledged oral tasks, either in pits or groups, which are carefully staged to give students time for preparation and rehearsal before performance. The Talkback Stage then allows students to report to the whole class or reflect on their own performance. ‘Speaking Strategies are looked at either in the oral skills lesson or in the Speaking Workshops. These include general communication strategies (e.0. preparing for discussions/telephoning) or strategies useful for specific tasks (e.g. describing and discussing photos, and discussion based on stimulating material and topic presentations /discussions). Discovery approach to grammar New Opportunities uses an approach to learning grammar in which students can discover grammar themselves and work cut rules of form and usage. There is one Grammar Focus lesson in each module. First, in the Before You Start section of the lesson, students do listening and reading activities related to the ‘topic of the lesson. At this stage they only concentrate ondntrodastion the meaning of the text. In the Presentation stage students’ attention is focused on the target grammar items inthe text. Firstly, they are directed to the form of the grammatical structure Then, students use examples of the grammar and the context provided by the text to work out and formulate rules of usage in a guided way. Grammar presentation is followed by extensive practice. Practice activities are carefully graded and get students to apply the rules they have just discovered. They first use the target structure in a very guided way and then move on to freer oral and written grammar practice. Further consolidation of target grammar is provided in the Review lesson and in the Language Powerbook which contains graded grammar tasks at three levels of dificuity ( . There are also ten Language Problem Solving spots in the book. These deal with problem structures for learners (e.g. articles, modal verbs). Vocabulary First, New Opportunities helps students deal with new lexis in context. Reading Strategies help students work out the meaning of words and the Mini-dictionary includes all the important words used in the Student's Book. The choice of examples in the Mini-dictionary shows students vocabulary ina different context to extend thelr knowledge and draws attention to typical collocation. The Mini-dictionary plays an important roe as it gives students greater confidence vehen approaching texts and increases their independence when reading in or out of class. Secondly, the topic and sub-topics of each module provide an ‘anchor for the learning of new lexis. Key lexical areas are presented explicitly through Key Words boxes in the warm-ups and the main lessons. The Vocabulary sections in skills lessons illustrate lexical Features systematically (e.. word building). In this edition there is also a systematic focus on Multi-part Verbs in every oral skils lesson. Pronunciation Pronunciation is dealt with systematically in Pronunciation spots both at the level of individual sounds (In the Review lessons) and at suprasegmental level (in grammar and skills lessons). Work is done on word stress and sounds that are difficult for students. There is also a focus on contractions, intonation and prominence (stressed words in extended speech). Golture ‘The input on culture is even greater in New Opportunities than in the first edition. Input about English-speaking cultures appears in ten Culture Corner lessons. Five of ‘these lessons provide input through a reading text about ‘an aspect of culture (e.g. visiting Britain). This is followed by a Comparing Cultures section where students are ‘encouraged to find out information about an aspect of their (or another) culture and then have a discussion about it in groups. In the other five Culture Corners students listen to Songs from English-speaking cultures and read background information about them. ‘Throughout the material there are also Your Cutture spots which help students reflect on the differences between the ‘target culture and their own and thus strengthen their own cultural identity. In addition, there are Quote ... unquote spots which provide interesting cultural insights. Background information on the quotes is provided in the Teacher's Book, plus suggestions for exploitation. Learner development In New Opportunites students are encouraged to develop as independent and active learners. Three introductory Learning to Learn lessons prepare students for using the course. Then, throughout the course, students are made aware of what they ate doing by signposting (e.g. In this ‘module you wil... The Strategies boxes help students handle communication on their own and there ae various elements in the course that help students to be more ‘independent: the Writing Help, the Mini-dictionary, the Mini-Grammar (in the Language Powerbook). There ts also ‘a photocopiable Learning Diary on page 6 of this Teacher's Book. We recommend that you photocopy this atthe end of each module and give a copy to each student to complete. The Language Powerbook also encourages learner independence. Grammar exercises are graded in terms of difficulty (one, two or three stars) and allow students to, check their learning and identify problem areas. Finally, the Exam Zones help students to develop awareness and strategies for doing exams.(ntrodustion New and the Coundil of Eu P ‘Opportunities of Europe The Council of Europe Framework is not prescriptive in any way. However, its descriptors do suggest a communicative, task-based and learer-centred model of language and language learning. New Opportunites reflects the spirit as well as the word of the framework in the following ways: 1Tt presents and practises new language within 2 task and topic-based framework. Students can use language to carry out real-world communicative tasks. 2 It has clear objectives and outcomes for communicative tasks. The tasks are carefully staged so that learners can activate their various competences and develop communicative strategies to carry out the tasks. 3 Tt helps students deal with both interactive ‘communication and spoken production. 4 It systematically develops learners’ communication strategies in both productive and receptive sills. 5 It looks at both explicit and implicit aspects of the target culture systematically. At higher levels, it focuses ‘on style and register in communication. 6 It encourages learner autonomy through self-study features (e.g. Writing Help, Mini-ictionary, Powerbook graded exercises). It also provides opportunities for self- assessment of students’ performance and progress and makes them aware of opportunities for learning outside the classroom. ‘New Opportunities Intermediate covers virtually all of the specifications of the framework from level A2+ to Bis. However, it must be remembered that, while students cover functional and strategic objectives in material, it usually takes longer to interalise and use functional language and strategies. See the website for a full analysis of New Opportunities Intermediate and the Council of Europe Framework. Learning Diary The photocopiable chart on page 6 is for use with New Opportunities Intermediate. Itis a learning diary for students to record their personal learning, progress and cultural contacts. The Learning Diary will encourage students to reflect on their learning and learning process. ‘The Learning Diary can form part of the learner's European Language Biography. How to use the Learning Diary ‘At the end of each module, give each student a photocopy of the Learning Diary on page 6. Gude the students in their completion of their Learning Diary as follows: «= First, students fill in the module number, title and learning aims (from In this module you will ... on the opening page of the module). 1 Then, beside each leaming aim, students mark how well ‘they achieved the aim. «= Students then: = comment on their interest in the topic = choose and comment on their favourite lesson in the ‘module = note new vocabulary they learnt during lessons inthis module oO = note new areas of grammar note new ideas they have learnt from the topic material = note new skills strategies they have learnt ~ record materials they have selected for their European Language Dossier = comment on their feelings about their progress. They should feel free to express their private feelings about their progress = comment on any learning problems as well as the problems they have solved ~ comment on their contacts with the English language outside school and what they have learnt about English language culture. ‘New Opportunities and Testing New Opportunites is a general English course written for upper secondary students to develop their communicative competence and provide them with the language for lif. ‘New Opportunitiess also trains students to deal with most ‘exam task types used around the world. ies exploit photos in order to develop s to describe, interpret and predict possible situations in the photos and to talk about their own lives. Useful functional language is presented for picture description and discussion (Lessons 2, 7, 11, 16, 21, 24, 37); information roleplays (Lessons 1, 10, 11, 17, 28, 31, 36); narrative roleplays (Lessons 7, 8, 13); negotiation roleplays (Lessons 4, 27, 32). Writing ‘The Writing Workshops include a discursive essay (Lesson 28); informal letters (Lessons 4, 36); formal letters (sss 20,32; a narative (eon 8) report (Lesson a review (Lesson 16). Reading There are exercises for multiple choice (Lessons 1, 2, 26); matching (Lessons 2, 4,13, 17,29); true/false sentences (Lessons 6, 13, 21, 33, 37). Listening ‘There are exercises for multiple choice (Lessons 3, 4, 8, 16, 27, 32, 38); true/false sentences (Lessons 15, 23); matching (Lessons 1, 7, 11, 15, 19, 20, 24,38). The Language Powerbook In the Languoge Perak thers Sls Corners ia ‘every module, focusing on one skill type and task. After very four modes, tei an Exam Zane with Use of English, Reading stoning, Speoing ond Win tats designed to ge students tips and practice fn typeal eam, takes:Using the Internet The Internet is an extremely powerful resource, which teachers are using increasingly to develop lessons forthe classroom and as a basis for homework. It can be used in a umber of ways as a tool for teaching English: += asa rich resource for self-study work, with language- learning materials freely available at no cost += 25 an infinite library of interconnected texts, recordings, pictures and films on any topic + 2 a reference library, providing dictionaries, encyclopedias and databases += 25a channel of communication, using email, for example. The Internet activities provided here on pages 163-166 follow up and extend what has been studied in New Opportunities Intermediate Students’ Book and will also give ‘teachers ideas for finding their own ways of incorporating the Internet into their teaching. Teaching notes for the activities are on page 162. Depending on equipment and time available, teachers can use the activities exclusively in the classroom or use class time to prepare students to work on their own in the school computer room or at home. The activities are divided into three stages: introduction, cntne and follow-up. The first stage ofthe lesson usually focuses on speaking, with the introduction of the topic, 2ctivation of already known structures and pre-teaching of ‘new vocabulary preparing students for the main online phase. This involves students searching the Net, reading 2d writing, taking notes, extracting information and filing in information in the photocopiable worksheets. Finally, in ‘the follow-up stage, students have the opportunity to share and discuss what they have found during the online phase. ‘Students require basic computer skills and need to know how to search the Web using one of many portals or search engines, type in a URL (website address), follow links and copy and paste text or pictures into a word document. All websites referred to inthe activities are expected to remain stable and be permanent; updated information on ‘any changes is provided on the New Opportunities website 2¢ welongman.com/newopportunities (ntrodnstionLearning Diary Module No. Module Title Learning aims Completed well Completed Completed badly Not completed 1 2 3 4 5 6 Topic Very interesting Interesting Not interesting Favourite lesson ~ Why? New vocabulary New grammar New idea New skills New materials for the Dossier My learning progress My problems Problems I have solved My contacts with English outside school What I have learnt about English culture and language Q © Pearson Education Limited 2006 PhotocopiableHow Lessons Work Module warm-up page introduces topic and motivates students. Module Objectives tell students what they are going to do Activities get students thinking about the topic. Key Words present and activate vocabulary for the topic There are gist listening activities. Before you start exercises The first Skills Focus lesson introduce the topic and give th reading and Strategies build reading skills. | students an opportunity to speak. eZ ‘ = ced > 17 Persuasion fewesenc = Vocabulary spots focus on lexical features of English. Students read a variety of motivating text types.Grammar Focus is the Other presentation exercises reading or listening activities second lesson of each help students discover how to give context for language. module. language is used. ‘onAmman Focus 14 Breoking News Initial presentation exercises focus on form, Practice provides controlled and freer grammar exercises. Before you start activities introduce vocabulary, give students an opportunity to speak, or prepare students for listening. This section systematically focuses on Multi- part Verbs, Function File presents everyday spoken language. Pronunciation activities focus on features like stressed words. Quote ... unquote are famous quotations related to the topic.(ntrodustion Culture Comer lessons focus on songs or an aspect of Engtish- speaking cultures. Getting Around Britain Comparing Cultures gets students to talk ‘about their culture. Review lessons come after every module. These activities revise grammar from the ‘module. These activities revise vocabulary from the module. Pronunciation activities focus on word stress or problem sounds. ‘Students think about th progress and what they need to reviThere are Writing Helps at the end of the book that support theTeaching Help Here are some practical suggestions to help you use New Opportunities. Planning 1 Choose the route through the material which suits ‘your teaching situation. )You are short of time. 1 Use the Routes through the material in the Teachers Book to find what exercises can be left out. «= Set activites from the Student’s Book for students to do at home: = reading exercises (for grammar and skills lessons) ~ written grammar practice exercises ~ vocabulary practice activities (e.g. Multi-part verbs) ~ preparation for speaking activities (e.g. photo discussion) - get students to write notes for homework ~ Writing Workshops - students do some or all of the stages at home ~ revision activities (grammar and vocabulary). b)You have plenty of time. ‘As well as covering all of the material in the Student's Book, you can do the following: 1 Use the Options in the Teacher's Book lessons. 1 Use the Internet student activities at the end of the Teacher's Book. «= Use the Comparing Cultures sections in the Cutture Focus lessons for project work. After finding out ‘information, students can then produce projects on the topic individually of in pats. 1 Use a level 4 Penguin Reader with the Student's Book. See the latest Longman Penguin Readers catalogue for the titles available at this level assroom management 2 Get students used to the instructions you give and those in the Students Book. 3 Introduce groupwork gradually. If your students are not used to working in groups, start off doing the group activities in pairs. When they have got used to pairwork, students will then be able to move on to working in ‘groups. Grammar 4 Encourage students to make their own grammar notes. See the teacher's notes for Lesson C. 5 Get students to work out grammar rules themselves. Give students plenty of time to do the presentation ‘exercises in the Grammar Focus. When they have finished or when they have problems, refer them to the relevant Mini- ‘grammar in the Language Powerbook. Finally, you can go ‘over the rules with the whole class. 6 Respond to students who say ‘We've done it before!” Make stronger students aware that, even though they may have studied a grammar point before and know the form, they often have problems with use of it. @ 7 Make sure students understand the grading system in tthe Language Powerbook. This system allows students to see how they are progressing when they are working on their own. Vocabulary 8 Encourage students to select new words. Get students to choose those words which are most important for them as individuals (depending on their level, personal interests, etc). 9 Make time in class for vocabulary books. Give students time to add new words and organise their vocabulary books. Help them out with any problems. 10 Use vocabulary books as fillers. During those spare five minutes at the end of a lesson, students can test each ‘others vocabulary, pronunciation of make up their own word games. Reading 411 Encourage students to try to guess the meaning of words. Rather than relying on you (the teacher) for the meaning of words, get students to use the contest to work cout meaning. If they still have problems, get them to check the meaning in the Mini-dictionary. 12 Help students use the Mini-dictionary. Build on the activities in the Learning to Learn module and play dictionary games, e.g. use the example sentences in the Mini-dictionary to guess the right meaning of a word. 13 Only focus on key words in texts. Remember that the aim of reading texts is to develop reading skils, not to present vocabulary. Do not go overall the new words in the text, focus on the key words that are needed for doing the tasks. 14 Encourage students to read outside the class. As well as simplified readers (see the Longman Graded Readers fcheme), encourage students to readin English about things they ae interested in (e.g. magazines about motorbikes). Writing 15 Make sure students use the Writing Help section. At the beginning of the course, get students to read through ‘it and put the sections in the order they think will be most Useful (Layout/Useful Vocabulary/Linking/Checking). 16 Try out some written tasks in pairs/groups. Group writing can be fun, can increase awareness of the writing process and can make your assessment load more reasonable. 17 Make assessment criteria clear. Tell students what criteria you will be using to assess the writing before students start the task (see the section on criteria in the ‘Assessment Guide). When they are used to this, try discussing and negotiating the criteria with them, e.g. What are the most important qualities of a good letter?dntvadustion 38 Emphasise the importance of the planning stage. Comment on students’ notes and paragraph plans (e.9. vrithout full sentences). By doing this, you will encourage students to spend more time on planning, as well as help them to develop note-writing skils. 19 Make sure students check their writing. Refer them to the Checking section of the Writing Help. Remind them ‘hat to improve their writing they must eliminate careless mistakes before they give their work to the teacher. Encourage students to check each other's writings for mistakes. This can increase awareness of common, problems. 20 Make sure that it is read. Ensure that not only you read what students have written, Use the Talkback activities to get other students to read and react to the content of what has been written. 21 Use correction codes. Rather than write corrections on Students! work, undertine mistakes and use a code to ‘dicate what kind of mistake it is, e.g. WO (word order), T (tenses) V (vocabulary), S (spelling), P (punctuation), 2 (preposition) Afterward, give students time to corect the mistakes using the codes. listening 22 Reduce ‘tape fear. It is important to prepare students fr listening to tapes or CDs to compensate for the fact ‘that they can't see the people speaking which makes it snore difficult to understand. Always play the cassette or CD again if students find it really dificult to understand. 23 Be aware of hearing difficulties. If any student has Dearing problems, put the cassette as near to him/her as possible. If your machine isnot very good quality, try to Borrow a better one. 24 Concentrate on task achievement. Always focus on shat students have managed to achieve despite a difficult task, 25 Evaluate the text. Make sure students are aware of the ‘act that different exercises vary in difficulty according to: speed, number of people talking, clarity of speech, regional o national variety, context, topic of conversation, etc. 26 Don't only use the cassette or CD. Try out other sources of listening in class like stories and video; do some of the story telling ideas in the Options section of the ‘teacher's notes; read out a reading text with deliberate mistakes for students to identify and correct. Speaking 27 Allow preparation time. Before freer speaking activities (like roleplays or guided discussions), make sure ‘hat students have time to get their ideas clear, look at Function Files, Key Word boxes and useful vocabulary. But sake sure that students don't write down everything they ae going to say. 28 Always reward effort and participation in speaking activities. Remember that shy students need extra praise and support. 29 Give marks for oral performance to emphasise th ‘importance of speaking practice. (See Assessment Guide, pages 150-151.) 30 Only correct afterwards not during oral ‘communication activities. Write down mistakes and afterwards write them up on the board and get students to correct them. Learner development 31 See learner development as investment. Time spent at the start of a course to organise vocabulary books, getting students used to the self-study features of the ‘Student’s Book or increasing student awareness of reading ‘or writing will pay dividends throughout the year as leamers become more effective students. 32 Self-study features. Remind students of all of the self- ‘study features in New Opportunities and encourage them to use the Mini-Grammar, Writing Help and Mini-dictonary. 33 Get students to keep learner diaries. Give students time to think about what they have done. See the Learning Diary on page 6. gStudents’ Book Contents Exam skills and tasks inthe lessons are highlighted in blue Learning to Learn (p.6-5) Grammar focus 2 Travellers’ Tales (p.12-13) |3 Extreme Sports (p.14-15) ‘Grammar: Present Simple, Present | Vocabulary: extreme sports: cognates: (Continuous, Present Perfect multi-part verbs (1) polar expedition (true/false Reading: biodata about travellers | Functions: preferences questions). (tultiple choice questions, Pronunciation: intonation of questions Reading strategies: multiple | matching) Listening: TV programme; interviews tedbchiog? | choice questions Listening strategies: preparation | Speaking: about photos: Speaking: describing and talking about ‘information gap photos; interviewing partner eee Mecca Warm-up (p.21) |5 The Chase (p.22-23) |6 A Memory (p.24-25) 7 Films (p.26-27) Vocabulary: stories | Vocabulary: key words for text; | Grammar: Past Perfect ‘Vocabulary: film genres; film jargon Speaking: | modifiers, Reading: autobiography extract | Functions: giving opinions about films describing photos | Reading: short story by H.G. Wells (tue/false questions) Vocabulary: multi-part verbs (2) Reading strategies: paragraph Listening: recorded phone message: | gaps logues about films (matching) {See iting ‘Speaking: talking about a photo; talkin about films Ceres '9 Problems (.34-35) 10 Fear of Flying ‘11. On the Move (p.38-39) Vocabulary: transport problems; | (p.36-37). Vocabulary: travel words; multipart verbs collocation Grammar: Present Perfect Simple | Functions travel situations ‘Speaking: discussing means of it Pronunciation: stess affecting meanin Vocabulary: Speaking: talking about a photo; rlepl Readings travel literature extract Listening: airport announcements by Bill Bryson (matching) Listening Strategies: matching inforat and dialogues 413 What's inthe Papers? [16 Breaking News 15 The Price of Fame (p.50-51) Vocabulary: Te (p.46-47) (p-48-49) Vocabulary media words: mult-pa Mea (WV, Vocabulary: compound adjectives | Vocabulary: disasters Pronunciation: contractions and mea fo magazines, Reading: newspaper extracts | Grammar the Passive Function: discussion (expressing opino Iewspapers the | (matching true/false questions) | (sentence transformations) Listening: racio programme: a discussion Internet) Reading Strategies: dealing with | Reading: Internet news about TV (matching) Listening: TV cultural references Programme extracts Speaking: news story F {oatching) | Speaking: discussion (topics fr a | presentation) The Media rrerers Warm-vp (p:57) 17 Persuasion (p.58-59) | 18 Classified Ads (p.60-61) _|19 Taking it Back (p.62-63) Vocabulary opinion Vocabulary: advertising Vocabulary: types of classified ads Vocabulary: mult-part verbs (5): actives expressions (2) idiomatic Grammar: the Future: (wil, shopping problems aévertsing expressions ‘may/might, Present Continuous, | Function: shopping problems fxpressions (2) Reading: magazine adverts Present Simple, 6 going fo) _ Pronunciation: intonation Listening: radio Reading Strategies: dealing with Reading: classified ads | Speaking: discussing a questionaire: adverts (matching) diomatie expressions (matching) | shop roleplay Speaking: information gap _Ustening: dialogues in shops (matching (Gsking for and giving information) remeee rai)4 Communication Workshops. (p.16-17) ‘Vocabulary: opinions (adjectives & collocations) Pronunciation: showing interest Linking: informa linkers including sentence adverbs, (actualy, luckily) Reading: adverts (matching) Speaking: choosing 2 holiday Speaking strategies: interaction Writing: 2 personal letter (1) Listening: radio programme 8 Communication Workshops (0.28-29) Linking: Sequence linkers, (aftr by the time, suddenly, just then, et.) Function: telling stories Speaking: teling a film plot ‘Speaking strategies: dealing with mistakes Listening: a film plot Listening strategh important words Weiting: an adventure story (naratve) listening for 12 Communication Workshops (p.40-41) Linking: addition and contrast, (in aakttion, lus, although, howe, onthe ether hand) Function tourist situations Wetting: a report ening taut poder, camping Speaking: tourist problems (rlepays) Speaking Strategies: preparing for lays 16 Communication Workshops (0-52-53) interrupting contrasting ideas (nevertheless, however, inspite of, although, despite) Writing: a review ofa film or a TV Listening: a TV debate Speaking Strategies: preparing for Short of class: give some of the grammar exercises for homework. > Plenty of time: do the Options. A Getting Organised Exercise 1 KEY WORDS ‘Adventure, Stories, Travel, Media, Advertising, People, Learning, Careers, Culture Shock, Civilisation + Read through the topics in the Key Words with the class. «= Students then work individually, reading the definitions and matching them with the topics. If you wish, students can compare their answers in pairs before checking answers a5 a class. 1 When checking students’ answer, ask them to make Sentences with the definitions, e.g. Learning is getting knowledge about something ora ski. ‘Answers Learning b Careers c Travel. d Culture Shock ¢ Stories fF People g Adventure h Media i Advertising j Civilisation + Encourage students to suggest what each module might contain. + Students then work individually isting the three modules ‘they think will be most interesting. If you wish, the whole cass can then vote forthe three most interesting modules. After the class has finished the Students’ Book, ‘they can come back to this exercise and see if their predictions were correct. Exerdse 2 ‘= Read through the descriptions with the class and check comprehension of important words, e.g. quotations, articles. 1 Students work individually or in pairs, looking through the Students’ Book and matching the descriptions with the features. @ “Answers bb key Words Quote ... Unquote d Literature Spot Mint dictionary f Reading Strategies: Prediction Review 1 Function File 1 In this module you will... j Language Problem Solving _k Writing Help t Culture Comer 1 Exercise 3 '= Read through the ways of organising vocabulary with the students. Elicit which ways they find most helpful and any other ways they use. Ask students which topics they have a lot of English vocabulary for, e.g. the home, sports. Ask them which topics are difficult to talk about ‘n English because they haven't got enough words. «= Discuss what information students include about new Words. Take a word from the Key Words, e.g. adventure and go through the four types of information with the class. Ask students if they can remember any of the phonetic symbols for the sounds in adventure /odvenfo/. If students can remember some of the Phonetic symbols, ask individuals to write them on the board. If students cannot remember all the symbols, they can look them up in the Phonetic Chart in the Min- dictionary. s Students work in small groups, organising the new words from this lesson. Go round and check the entries in the students’ vocabulary books. ‘= The groups tell the class which words they have recorded {in their vocabulary books and see if they have chosen ‘the same words. ‘= Elicit sentences containing some of the new words from the class. 1 Tell students to listen to the words you say and write down the correct number (16) for each word. Make sure you keep a note of the order of the words you ‘say, €.g. 1 shop (6), 2 cheap (3), 3 chip (4), 4 ship (1), 5 sheep (2), 6 chop (5). = Check answers by asking individuals to say the ‘number of each word and pronounce the word.Learning to Learn B Word Power Exercise 1 «= Students work individually, reading and trying to answer the questions in the English Quiz. They can then compare their guesses as a whole class and see how many diferent answers the class has got. «= Students read the text quickly (if you wish, give them a time limit of two minutes) to check their guesses. Remind students not to worry about understanding every word but jut to find the answers to the questions. ‘Answers ia 2¢ 3b 4b Exercise 2 ‘= Read through the Strategies with the class and refer students to the Mini-dictionary. ‘= Bicit the names of the main parts of speech from the lass (noun, verb, adjective, adverb, preposition, article). ‘sk students to give examples of each part of speech. Altematively, write a sentence on the board for students ‘t» analyse, e.g. John quickly put his book in the green ‘cupboard. ‘= Read aloud the instructions and check that students understand what to do. Students may find it helpful to read through the first paragraph as a whole class, sundertning the new words in the text and circting the ‘ones that are very important in order to understand the ‘text. Students then continue, working individually or in pairs. Monitor, helping if necessary and checking students’ answers. ‘= As a whole clas, students compare the words they looked wp in the Mini-dictionary. Exercise 3 ‘= Read aloud the complete text for students to gain a ‘general understanding. ‘= Students can work in pairs, if you wish, working out the parts of speech and the meanings. Remind students to ‘se the Mini-dictionary to help them. sswers 2 adjective 3 adverb 4 preposition 5 noun 6 adverb Ted 8 verb 9 noun 10 preposition _ Sifoet earings of each wor nthe i __ to make sentences containing them, e.g.: lo ring / to ring 2 a book / to book 3.0 train / to trainLearning to Learn C Doctor Grammar Exercise 1 «= Read through the words in the box with the class and check that students understand them all. 1 Ask one of the students to read aloud the example sentence. Explain that students must make sentences using only the words in the box. «= Give students five minutes to work in pairs, discussing and writing their sentences. Exercise 2 ‘= Read through the names of the structures with the clas. In turn, students read aloud one of their sentences and ‘write it on the board. The class then identifies the structure of the sentence. «= Ask students to give other example sentences for the structures they did not use in their sentences, e.g. The ‘crocodile is bigger than Mary. The crocodile is/was watching Mary. Mary wil study the animals tomorrow. ‘Mary goes home tomorrow. Has Mary left the 200 and gone home? Mary has to study tomorrow. Exerdse 3 «= Note that Culture Comer 5 is about Wales. Tell students they will find out more about Wales when they read Culture Corner 5. 1» Students read the text silently to get the general idea. 1 Read through the articles, prepositions and quantity ‘expressions with the class. Students then read the text again and complete it with the words in the table. 1» Check students’ answers by asking individuals to read out their answers. “Answers 1a 2the 3some 4the Sof 6from 7to Bin Dthe 10the T1the 12a 13the 16 of 15 some 16 the 17a Ball Exercise 4 ‘= Read through the structures with the class. Elicit an ‘example or two of each structure to check that students remember them. «= Students work individually, using the scale to show how well they think they can use each structure. += Do a quick class survey (by asking students to put up their hands) to see which structures are the easiest and which are the most difficult, or ones that students do not understand. ‘= If appropriate, do some remedial work with the structures ‘that students don’t understand. Exercise 5 1» Look at the suggested ways of organising grammar notes with the class. Ask students which ways they use and if they use any other procedures to organise their grammar notes. «= Students work in pairs, selecting a grammar area from Exercise 4 and organising some notes for it. Monitor and help if necessary. + In groups, students look at each others grammar notes. Go round and look at the notes yourself and select two or three to be written on the board for the whole class to see (and copy into their notebooks, if they wish). Exercise 6 ‘= Look back at the text about Welsh with the class and elicit ideas about the history and development of the students’ own language. You may wish to give students time to find out information about their own language for homework. «= Elicit suggestions for the content of the paragraphs, e.g. 1 origins and earty years of the language; 2 the development of the language, e.g. written language and literature; 3 the present situation, e.g. number of speakers, use on the internet; 4 predictions for the future. Write important words and expressions on the board for students to use as cues when writing their ‘compositions. «= Tell students that you will be focusing on correct verb forms when marking their compositions. They should write between six and eight sentences. Students plan and draft their composition in class for you to check and Point out any errors to be corrected. They can then write ‘out the fair copy in class or at home. ‘other's compositions conto, same or different.( Adventure KEY WORDS: Aovoruae Explore: a desert, a desert island, another planet, a rainforest Visit: cities around the world, famous museums, a volcano Go: canoeing, diving, fiying, parachuting, sailing, skiing Go on: a cruise, a round-the-world trip, a safari, a trek «= Ask students to look at the photos and match them to two of the Key Words (a desert, canoeing). 1 Check comprehension of the Key Words by asking students to translate the words into their own language. All the words can be found in the Mini-dictionary. « Students discuss which activities they would describe as ‘adventure’, giving reasons. « Students add the words to the Key Words. Students ‘compare answers in pairs before checking answers as a class. Encourage students to use full sentences when giving their answers, e.g. Ancient buildings goes with/ belongs to ‘vist’ or We say to visit ancient buildings. ‘answers Visit ancient buildings, go climbing, explore a polar region, go fn a scientific expedition 1 Give students time to write the Key Words in their own vocabulary books so that they can learn and test themselves on new vocabulary throughout the course. Suggest that they have sections in their vocabulary books with the heading of each topic of Key Words, e. ‘Adventure, Suggest that students write the translation next: to the Key Word as well as a sentence using the word in context. Allow time in class in the first few lessons for students to record the Key Words in their vocabulary books and then ask them to do this for homework. Check their vocabulary books regularly and encourage them to test each other on new vocabulary. fling to ie ean ‘The pairs then read out their descriptions for the rest of the class to guess the activity, O) Exercise 2 «= Students read the example answer as they listen to the recording of the first speaker. ‘= Continue playing the recording for students to make a note of what the other three speakers would like to do. 1 Check students’ answers as they listen to the recording a second time. ‘Answers 2 fly solo in a plane 3 visit capital cities 4 canoe down the ‘Amazon, ‘Tapescript 1 Te been interested in ancient Egypt since I was. small, There's something fascinating about the civilisation, you know. Tve got lots of books on Egypt and a couple of Videos. OF couse, I really love to go there. I've always reamed of seeing the Pyramids. They look realy spectacular ‘in photos, and there's something mysterious and magical about them. 2 T just love aeroplanes. I dont know why but for me theyre ‘really amazing. Tve been on planes loads of times and it always fels great, especially when you take off But itd be ‘great to be able to fly one, really exciting. That's my dream — to fly solo! 3 1 really like watching travel documentaries on television. I think they'e interesting and educational atthe same time. There was a good series on last year. The presenter went round the world visiting all the major capitals. Td you know, goto place tke Cairo, New ng. be a great experience. And I think I would learn alot about hhow other people live. 4 Te always loved water, you know. The frst time got into 2 canoe was when I was about eight. But my dream isto do ‘something really challenging, ke going down the Amazon in a canoe. It wouldit be easy, I know, but I think itd be a real challenge. But just think of all the things you'd see ~ the rainforest, the wildlife, smal villages. 1fd be a great experience. «= Ask students if any of them would like to do any of these four things. Encourage students to say why they would or wouldn't want to do them. CO Exercise 3 «= Read through the descriptive adjectives and check students’ understanding. 1 Play the recording again for students to match the speakers with the way they describe their dreams. “answers 1b 2e 3d ba ‘spectocular and mysterious as ting. 1 Write the words on the board and ask students to. ‘make their own sentences using some of the words. Exercise 4 «= Read aloud the questions and the example sentences. Give students time to think about their ‘dreams’ and ask yyou for any vocabulary they need. «= Students then work in pairs, talking about their ‘dreams. Go round and monitor the activity but do not interrupt. Remedial work can be done after the pairwork. ‘= Some of the students tell the whole class about their “dreams,Motile 1 1 Explorers Before you start Exercise 1 1 Students look atthe photos. Elicit answers to the {questions from the whole class and encourage students to give reasons for their guesses. + Students then read the text to check their guesses. Encourage them to read the text quickly, scanning it for the answers to the questions, and not to worry about. unknown vocabulary at this stage. Reading Exerdse 2 # Students work individually, reading the text again more Carefully and marking the statements true or false. «= If you wish, students can compare their answers in pairs before checking answers as a class. Ask them to read out the section of the text which gives the answer. Students correct the false statements. “Answers 1T 2F 31 4F SF 6T Exercise 3 1» Read through the Strategies with the class and discuss the suggestions. Encourage students to say which of the Strategies they already use and which work wel for them. ‘= Work through the first multiple-choice question with the class. Students then complete the exercise working individually. ‘= When checking answers, encourage students to say how they used the Strategies to work out their answers. “answers 1a 2e 3b 4b 5b 1» Students read the text again. In small groups, students discuss the questions. Point out that question 4 asks for their own opinion and feelings. ‘= Check students’ answers by asking the groups to report their answers to the class. If you wish, ask students to ‘write up their answers for homework. ‘Suggested answers 1 Amundsen succeeded because he made rapid progress - he had teams of dogs pulling the sledges and his men were on skis, Scott filed because he and his men had to push the sledges themselves when the motor sledges broke down, and the ponies had diffcuties withthe snow and the cold. 2 They reached the Pole even though they didn’t win the race and they became heroes because oftheir bravery. They collected rocks that proved Antarctica had once been covered by plants. 3 They became heroes because, although they died on the smu journey, they showed emaralecomage athe Exercise 5 1 Elicit the names of explorers, climbers and travellers from the students’ country and write them on the board. In small groups, students choose some of the people and pool what they know about them and what they have done. Monitor but do not interrupt students’ fluency. Make a note of any serious language problems to go over at the end of the activity. Skitts Focus-Adventure «= Each group tells the class about one of the people they discussed. oe sf, 6d Vocabulary: Wordbuildng Exercise 6 '= Work through the sentences with the whole class and check that students understand the grammar terms. ‘Answers adjective 2 verb 3 adverb 4 noun ‘= Point out that not all the nouns can be made into adjectives, verbs and adverbs. Look at the example ‘answer with the class. ‘= IF you wish, draw a table on the board (see Answers) for students to copy and. complete with their words. Remind students to use the Mini-dictionary to help them. “= Check students’ answers by asking them to complete the SE eta Tg ciation. Point out that, although deathly ends in Fy. isan adjective oot an adver. cexhausted/-ing eplorer/-ation explored ‘esanisation/-er organised/-ing organise stness sad acs successful successfully succeed Eamrcise 8 “= Students can refer back to the text if they wish as they ‘ze doing the exercise. ‘= Check students’ answers by asking individuals to read ‘loud the sentences. “EPreparations 2 darkness 3 death 4 sastrous, exploration 5 bravery, dfculty Exercise 9 1» Two students read aloud the example sentences. Elicit ‘wo more sentences using other words from Exercises 7 and 8, e.g. dificult, dark. 1 Students then work in pairs, taking turns to say sentences about the two expeditions. Monitor and help the pairs of students to correct any serious errors in the se of the vocabulary. 1» Some of the pairs say their sentences to the class. Exerdse 10 s Divide the clas into Student A/B pairs. If you have an ‘odd numberof students, have two weaker students work together as Student A. 1 Each member of the pair reads a different text. Student A tums to page 129 and Student B tums to page 130. «= Read aloud the two example questions. Check that students can form all the questions correctly. 1 Students then workin pairs, taking turns to ask and answer the questions. = Check students answers by asking them to report their ‘information to the whole clas. QUOTE ... OXQUOTE, «= This quote follows on naturally after Exercise 10. Read the quote and ask students what it tells us about Kamifiskis character. Does he like preparing for ‘expeditions? Is he a patient man? Is he an active person?Motale 2 Travellers’ Tales —— '« To revise the Present Simple, Present Continuous and Present Perfect verb forms. ‘« To read non-fiction texts for specific information. ‘= To use cues to write a travel questionnaire and then ‘ask and answer the questions. ‘= To distinguish the pronunciation of ’s in contractions fn sentences such as He's gone and Mike's a nice ‘man. Resources used Cassette/CD. Srammar In this lesson we revise the following present tenses and their uses: Present Simple: 1 routines/habits/activites that ‘happen regularly; 2 permanent situations and states Present Perfect: 1 things that started in the past and ‘continue up till now; 2 past events that have clear results in the present; 3 events that happened in the past but it doesn't matter when Present Continuous: 1 activities happening now, at the time of speaking: 2 activities happening only during a limited period of time around the present. ‘Troubleshooting: Continuous form for activities that happen regularly. Encourage students to self-correct and peer-corect. Benedict Allen is one of Britain's most prominent explorers. He isthe author of six books which recount his solo expeditions to some of the remotest parts of ‘the world including the Amazon, New Guinea, Australia > Short of time: give some exercises for homework, ‘eg. Exercises 1 and 2 and/or Exercises 5 and 6. > Plenty of time: do the Options. > 2 classes for this lesson: break after Exercise 4, Before you stot Exercise 1 + Students look a the pictues and read the questions. Ten, students scan the texts quickly to find the answers to the questions. g GRAMMAR Focus ‘answers 1b 2a 3¢ Exercise 2 f= Students refer back to the texts to find which person. would give each answer ‘Answers 1B 2C 3¢ 4c 5C discuss the differences in meaning, 9 ‘ssues as how often ‘outsiders’ have visited the area, ‘the difficulty ofthe journey and terrain. «Ask students if they have travelled in any of the same ways as Christina and Benedict. Which of these ways ‘would they lke to travel? Which of the countries. would they like to visit? Encourage them to give reasons. Presentation Exercise 3 ‘= Students work individually or in pairs if you wish. First, ‘students identify the tenses in the undertined sentences jn the text. Check these answers before students match them with the uses (a-g). “answers ‘2. she often makes... b Benedict doesnt tke... ¢ She has been a traveller ..d His TV programmes and books have made ....e He has crossed... F He's waiting for me .. 1 She is now working .. 1 Students then look back at the texts to find more ‘examples of the three tenses and identify their uses. Tell them to make a note of the examples they find. f= In tum, students read out an example to the class, say which verb form it is and identify the use. Practice Exercise 4 + Point out that the instructions ask which people could not say the sentences and why they could not say them. 1 Students can discuss the answers in small groups of three (or four or alternatively do the exercise as a whole-class activity. 1 When checking answers, elicit suggestions for what the people could say instead ofthe given sentence. ‘Answers la 2a 3c Exercise 5 «= Advise students to read through the whole text quickly first before they start filling in the gaps. Encourage them to guess the meaning of new words, e.g. botanist, orchid, rare, rheumatism, properties, and to check the meaning in the Mini-dictionary. ‘= Check students’ answers by asking them to read the text aloud.Adventure ~ PRESENT SIMPLE, PRESENT CONTINUOUS AND PRESENT PERFECT “Answers ‘Lhave worked 2 teach 3 spend 4 have had 5 have just Aiscovered 6 am studying 7 uses 8 am collecting 9 have examined 10 believe Exercise 6 + Read the first set of notes and the example sentences with the class. + IF you are short of time, divide the cass into four groups and ask each group to write sentences for one of the remaining four verbs. Encourage students to check the ‘meaning and pronunciation of new words, .9. ethnographer, in the Min-dictionary. += The groups then read their sentences to the class. Answers 2 Tima traveller and a scientist. Tve been interested in ‘Australia all my life. 43 Te worked asa scientist since 1991. I work at Lancaster University as an ethnographer. Im working on a book about ‘Australian food and drink. 4 Te written more than twenty articles about Australia. Ive written books on Australian customs. I'm wrting/Tve written a book onthe life of Australian Aborigines. 5 Tlive in Lancaster. I've lived in the UK for twenty years. I'm living among Australian Aborigines in order to do research forthe book. «= Give students tine to tink of and wrt their own, sentences. Monitor and help students correct any errors. ‘= In small groups or as a whole class, students read out ‘their sentences. Exercise 7 «= Students work individually to write the questions. Tell them to add one or two more questions if they wish, e. Have you ever travelled by camel? = Check the question forms before students go on to ask and answer the questions. ‘Answers 11 Have you ever travelled abroad? 2 Have you eve lived abroad? 53 How many countries have you been to? 4 Do you tke travelling? 5 Ave you planning a trip ora holiday anyahere at the ‘moment? 6 How many languages do/can you speak? 7 What languages ae you learning at the moment? 8 Are you interested in any country/culture? «= Students work in pairs, asking and answering the questions and making a nate of their partner's answers. Tel students they need not tell the truth ~ they can ‘invent information about themselves and their tives. «= Students then tell the class about their partner. Exercise 8 1» Read the example text with the class. Check ‘comprehension and check pronunciation of archaeology /‘akivledsi/. «= Each student thinks of a person and writes four or five sentences about the person, using the three verb forms (Present Simple, Present Continuous and Present Perfect). Monitor and point out any serious language errors for students to correct. «= Students then read their sentences to their partner. ‘= Some of the students can read their texts to the class. Pronunciation: Contractions O Exercise 9 «= Ask students when ‘sis used and elicit examples from them, e.g. John’s book (possession), He's here (contraction). 1 Students study sentences 1-6 and decide if's stands for has or is. 1 Check students’ answers by asking them to read out the sentences with the full ve form. Answers thas 2has 3is Shas Sis 6is «= Students look at the phonetic symbols and say the two sounds. 1 If some students have problems discriminating between the two sounds, they may find it helpful to think of the unvoiced /s/ as sounding like a snake and the voiced /2/ as sounding like a bee. Choose a pair of words (e. ‘bus/buzz of Sue/zo0) and say the two words in a random sequence for students to listen and identify the sounds. 1 Play the recording two or three times for students to listen to the pronunciation of’. ‘Answers Apl 2hf 3/ef is 51/69 1 Students then listen to the recording again and repeat the sentences.Motatet 3 Extreme Sports Objectives: 1 To use the vocabulary of extreme sports, 1 To practise listening strategies for preparing to listen toa text. «= To listen to a TV programme for specific information. 1 To practise expressing preferences. 1 To use multi-part verbs. 1 To practise using correct intonation in questions. Resource used Cassette/C0. ‘Troubleshooting Some students may not know much about extreme sports and so have less knowledge to use when preparing forthe listening text. ‘Some students may have difficulty distinguishing ‘intonation patterns (see Exercise 9). Short, regular practice exercises should help, e.g. after recording- based exercises, play a short section ofthe recording to ‘identify falling and rising intonation patterns. Eackprousd Extreme sports have grown rapidly in importance in the last few years and the Extreme Games attract growing ‘numbers of participants. Other extreme sports include: street lugeing (going down a street very fast on a board with wheels), underwater hockey (played underwater in a swimming pool). ‘Bungee jumping originated from the Vanuatu group of ‘islands in the Pacific. The men in the tribe built wooden towers hundreds of feet high and jumped off, ‘with jungle vines around their ankles. You may find the following websites useful (but it is. advisable to check that the website is still current and ‘that the content is appropriate for your students): http:// com, htp://www.extremists,com.au, :/ www. xtsports.com ‘The quote is by G. K. Chesterton (1874-1936), an English essayist, novelist and poet, who also wrote studies of Charles Dickens and Robert Browning. ‘Routes through the material > Short of time: give some exercises for homework, e.g. Exercises 7 and 8, omit Exercise 6. > Plenty of time: do the Options. > 2 classes for this lesson: break after Exercise 6. ‘KEY WORDS: Erne Sroms igee jumping, extreme mountain biking, extreme skiing, ice-canyoning, ice diving, skysurfing, snowboarding, snowrafting, white water rafting 1» Read through the Key Words with students and give them time to check the meaning and pronunciation in the Mini-dictionary. Students identify the sports in the photos (skysurfing; extreme skiing; white water rafting; ice diving). 1 Students answer questions 1 and 2, saying what is Skitts Focus. happening in each photo and how they think the people feel (e.g. excited, happy, nervous). «= In small groups, students discuss questions 3, 4 and 5. Monitor but do not interrupt students’ fluency. The {groups then report back to the class. f= Students say whether any of the Key Words are simitar in their language. Listening Exorise 2 «Read through the Strategies withthe class. 1 Ask students what clues they get about the content of the next listening text from the ttle ofthis lesson, the pictures and their own knowledge of the world O Exercise 3 ‘= Students read through the questions and guess the answers, using the Strategies. «= Play the recording for students to listen and check their auesses. IF necessary, play the recording a second time. “Answers a 2b 3¢ 4a Sb 6b 7c Bc Tapescript Presenter: .. and now we're going to take 2 look at extreme sports. More and more people are taking them up, but what ‘exactly are they? How dangerous are they? What makes people Fisk ther lives to do them? Michelle is going to tellus all, about them. Michelle: Speed, excitement, danger. You can find all these in the various extreme sports that have become popular in the last ten years or so. Take bungee jumping. You jump off a high bridge, tke this one Tm standing on now, and you fall and fall and then, just before you hit the ground or water, an elastic rope pulls you back. No way! There's no way T' go ‘through with that, Tm teling you! And other extreme sports appear just as crazy. Look at this vdeo. In shysurfing you Jump out of an aeroplane and use a board to ‘su’ the air, ‘doing gymnastics in mid-air Amazing, int it? And extreme Sports on land can be just as dangerous. Winter sports have always had an element of danger. I'm into skiing myself and Te had a couple of nasty falls. But new sports Uke ‘snowboarding, extreme skiing are much more dangerous. Probably the most dangerous of the new winter sports is snowraftng. It's difficult to get across just how dangerous it ‘is but imagine ~ you sit in a rubber boat and ‘sail down a mountain at great speed ~ and you cant control the boat! Cran, ist 2 OF course, water sports have always been fun, | {In white water rafting you st in a small inflatable raft and go | down a river at great speed. Fst flowing mountain rivers are the best. Then there are sports lke ice-canyoning and ice diving for those people who are absolutely crazy. Ice diving is not easy to set up because you need good diving equipment land a froze lake. First you break the ie and then you get ‘nto the wate. Sounds fun, doesn't it? And, if that’ not ‘enough, you then try to walk upside down on the ice! Mm, I feel cold just watching it ~ at a ‘to listen for Michelle's description of ‘thei’ sport and her opinion of it. Play the recording two or three times if necessary. f= In tum, each group reports back to the class.Adventure ) Exercise 4 + Read the entries in the table with the class. Check that students understand that would like to means that the person has not yet done the sport. + Play the recording for students to complete the table, * Check students’ answers by asking them to make sentences about Carol and Jonathan. [Answers | cael Jonathan | bungee jumping ‘ting and snowboarding | eon sailing | stysurting fee diving | ssowrating bungee jumping | Tepescript Interviewer: So tell me, Carol, what sort of extreme sports do you do? Carol tke bungee jumping. Its great, realy exciting. Interviewer: But what makes you do bungee jumping? Carol: Well {get nervous, you know. But when T'm jumping, [feel great. If lke being a bird. Interviewer: Really? What about other extreme sports? Carl nov tot ssi, Butts very expersie, you know, Interviewer: Right. Are there any sports you wouldn't try? Carol: Im pretty adventurous but even I wouldnt lke to do snowrafting, There\ve been some terible accidents. I hate Plenty of time: do the Options. > 2 classes for this lesson: break after Speaking Talkback. Speaking Before you start Exercise 1 1 Read through the questions with the class. Students scan the adverts to find the answers. “Answers 1 White Water Experience 2 Patagonian /partsgaunion/ Adventure 3 Eco-tourism /ekouituorizam/ in Sr Lanka sr enko/ 4 Wildlife Safari © Bxercise 2 « Students read the questions. Tell them not to worry about understanding every word as they listen to the recording. [At this stage they only need to listen for the answers to the question. If necessary, play the recording twice. g ‘answer 1 White Water Experience 2 good weather, quest houses, visit Istanbul ‘Tapescript Girt: Which holiday would you like to go on, Ricky? Boy: I dot know they ll ook interesting .. andthe prices are reasonable, avert they? Er. T dot know 7 {hink Td Uke to go on the wildlife safe. Sie: Realy? Boy: Yeah I prefer hot places, you know. South Africa sounds 20d. Sirs Mm. ink the trp to Patagonia sounds the most exciting, hough. Boy: Yes? You do? Gir 1 mean, you can really explore somewhere, you know, ‘which ist fl of tourists, 18 be great, cause you can 90 Sing and mountaineering as wel. Boy. Tue ‘ir 1 woud ike to go onthe safari, actualy. You know, ‘sitting around watching giraffes. (laughs) You can see them in the z00, cant you? Boy: Yeah, but isn’t the weather bad in Patagonia? It’s really windy, fart 2 Ts wore than the weather here! ‘its Yeah, that’ tre. Boy: And that Patagonia trip sounds abi, you know, uncomfortable. Girl: Maybe. But they give you everything you need. Tents, fourenhee-dive cars «18 bea Tel adventure, would i Boy: Wo, not realy. Nat for me don the cold places. Td really prefer to goto Afi ie Well not me Lets have a lok a one ofthe others. ‘What about rafting in Northern Turkey? That sounds quite good. does im right. But I would’ tke to go rafting. think ies really dangerous. Giz Oh, come on, Ricky. Youd Love it in Tey. 1’ ot there ‘inthe summer aswel. You can’t complain abou that toy: No, T suppose not. And atleast theyve got guesthouses hate camping Git: Yeah T know! Boy: And maybe I should try rafting, Gi: Right ret, And we could go to Istanbul on the way Back. Tve heard its an amazing place + ight ets go there! answers, ask students what ‘impressions they have got of Ricky and Shulah. nowers Str Ricky ies ot weather: Shh oer want to it Fagen: iy tadweathe, enconforal; Shah Fetagonia: Ricky = “ Shula - ‘cng atentire, sing, owntaineeing O Exercise 3 ‘= Students listen to the extracts from the dialogue. Draw their attention to the intonation of the expressions.Adventure 1 Students listen again and repeat the words and sounds. Choosing o Holiday Sioge 1 KEYWORDS: Orane boring, changeable, cold, comfortable, dangerous, dificult, educational, exciting, expensive, good value for money, interesting, lots of variety, uri, no privacy, rainy, reasonably price, safe, sunny, tiring, uncomfortable «= Give students time to read through the Key Words and check meaning and pronunciation in the Mini-dictionary. «= Go through the example notes with the class. s Students make their own notes about a trip they ike to {go on and one they wouldn't. Remind them not to write in full sentences. Help with vocabulary if necessary. Stage 2 1» Look back at the Function File on page 15 with the class and elicit some example sentences from the students. 1» Students rehearse privately what they are going to say. Monitor and help where necessary. Sioge 3 ‘= Read through the Strategies and look back at Exercise 3 with the class. = Elicit what Student A and Student 8 could say as they suggest different holidays and try to agree. «= Students work in pairs, using their notes and making conversations to choose a holiday. Monitor and make a note of any general language difcuites to go over Afterwards withthe clas. Takback «= The pairs report back to the class and students find out which are the most popular and least popular holidays. Listening Before you stort Exerdise 1 1 As a whole class, students discuss how polar expeditions now are different from those in Captain Scotts time. Students might suggest the following answers: ~ clothing is better (warmer, lighter, more protective) ~ equipment is more sophisticated (better tents, cooking equipment) ~ transport is more modern, unless the explorer chooses to use more traditional means (snow scooters, motorised sledges) ~ communication has improved (radios, screen contact) ~ more possibilities of escue (helicopters). A Rotio Programme D Exercise 2 + Read through the questions withthe class. Encourage students to guess the answers. '» Students then listen to the recording and answer the questions. 1 Check students’ answers by playing the recording again and pausing after each answer. Answers 1b 2¢ 3a 4c 5b “Tapescript See page 145. ‘Students work in small groups, discussing the statements, Encourage them to think of examples to illustrate the statements, e.g. people from history and the present day, famous people and ordinary people known to the student(s) ‘who have overcome disabilities or setbacks in arly life to Achieve their ambitions and dreams. ee Exercise 1 ‘= Read through the topics (a-f) with the class. Ask students to predict which topic will be first and which will be last in the letter. «= Students read the letter and match the parts with the topics. Answers ib 2f 3e 4c 5a 64 Exerdse 2 ‘= As a whole-class activity, go through the letter and elicit examples of informal sty. «= Ask students what similar expressions they use in their ‘own language when writing informally toa friend. A Persona etter (1) Stages 1-3 «= Read through the three stages with the class so that students understand what to do. «= Elicit suggestions of adventure holidays from the class and write alist on the board for students to refer to. If you wish, weaker students can work in pairs rather than individually. 1 Students make notes about their holiday using the headings in Stage 1. «= Refer students to Writing Help 1 on page 140 and read through it with the class if you have time, s Students plan their paragraphs and draft their letter. Remind them to use informal style in greetings, goodbyes, linking words at the beginnings of sentences and contractions. Monitor and check the draft letters before students write their final letters. s Students check their letters, paying particular attention to style and verb tenses. Talkback t= Students work in groups, reading each other's letters and discussing which holiday sounds the most interesting. Encourage them to use peer correction and help each other correct any mistakes in the letters, @Language Problem Solving 1 Exercise 1 1 Students read the advert and say if they would like to 90 on the hotiday, giving their reasons. 1 Encourage students to guess the meaning of any new ‘words from the context and to refer to the Mini- dictionary. Exercise 2 «= Read the instructions. Use the example verbs in the table (reatise, cary) to check students’ understanding of ‘states/feetngs’ and ‘activities. «= Ifyou wish, do the First verb in the advert (understand) with the class. «= Students then work individually or in pairs, completing the table. = When checking students’ answers, build up the complete table on the board. See Grammar notes above about verbs which fit both columns of the table. ‘Answers States/felings: understand, know, taste, mean, dont want, ike, prefer ‘Activites: prepare, costs State and activity verbs ‘Answer activity verbs = Students then complete the rule “answer Exercise 4 ‘= As a whole class, students translate the verbs in blue in the sentences and discuss if the verb means the same in both sentences. Exerdse 5 1» Students work in pairs, discussing whether the sentences can be changed into the Present Continuous. ‘= When checking answers, ask students to say the sentences (b, e) which can be used in the Present Continuous and to explain the difference in meaning. aod Exercise 6 «= Advise students to read the complete text quickly before filling in the gaps. «= Students compare their answers in pairs and practise reading the dialogue aloud before checking answers as a class. “answers 410 you like 2 love 3 enjoy 4 do you think 5 come 6 don't know 7 want 8 am working 9 understand 10 are enjoying 11 means 12 do the tourists difer 13 smell T6-eat 15 don't dress 16 drink 17 doesnt taste 1B love Exercise 7 «= Students put the expressions into two lists: expressions that can be used in both the Present Continuous and ‘Simple; expressions that can be used only in the Present Simple. «= Tn pairs, students add more vetbs from the text to each ‘column. 1 Students then feed back to the class and add verbs to the table on the board. For example: states/feelings ~ feel, think, have; activities - dream, come, organise. Exercise 3 «= Read aloud the instructions and check that students. understand what to do. Students read the postcard to find which verbs are used in the continuous tenses. 1 When checking answers, ask students to read aloud ‘examples of the verbs in continuous tenses. Explain that look can be either a state (Mount Everest looks stunning) ‘or an activity (Im looking at Mount Everest), depending ‘on the meaning. “Answers Present Continuous and Simple: play footbal. think about, lok ‘nf, look at, have a shower Present Simple: want, have a pet, like «= Read the example pair of sentences with the class and elicit two sentences for one of the other expressions, e think about. «= Students then work in pairs, using the verbs to write sentences. Monitor and help where necessary. = Some of the students read aloud their sentences to the class.~ Culture Corner 1 O Exercise 3 «= Give students time to read through the events and guess the sequence of some of them. «= Play the recording for students to order the events. «= Students compare answers with their neighbours before checking answers asa class. «= After checking answers, ask individuals to read aloud the ‘events in the correct order. “Answers 1d 2h 3b 4e 5a 6F 7c 86 Tapescript See page 145. O Brerdise 4 ‘a Read thirsagh the topics with the class, Eilett wake making techniques from the students, e.g. omitting (O Beerdse 1 . 2 unimportant words, noting key words, using headings, « Give students time to read through the information about abbreviations, symbols and personal ‘short hand. Remind Canada and use the Mini-dctionary to check vocabulary. students that their notes are for their own use. The most Encourage students to guess some of the missing ‘important thing isto select the correct information and ‘information. be able to use their notes to retrieve the information. + Pay the recording for students to listen and complete «= Play the recording, several times if necessary, for the information. If necessary, play the recording again. students to listen and make notes. 1 Check answers by playing the recording and pausing after «= Students compare notes with a partner and see if they ‘each answer. Check that students write the long numbers hhave selected the same information. correctly. Students can see if their guesses were correct. «= Students feed back to the class and give information about each topic. 10ttana 232 3 french 4 the UK 5 one 6 4,200 76,000, Competing Cabates Read through the instructions with the class and elicit suggestions of travellers and explorers for students to research, «= Allow time in class and/or at home for the pairs to find cut their information, make notes and prepare their tals. Encourage them to use visuals to illustrate their talks. Help students with vocabulary and pronunciation where necessary. s Students work in groups giving thei talks. Monitor the activity but do not interrupt. Make a note of any general language difficulties to go over with the clas afterwards. Tapescript See page 145. Exercise 2 «= Students work in pairs, looking at the photos and discussing their answers to the questions. 1 The groups then feed back to the class.Review 1 sachet PEE a oo ea = iy lds mont 1 To practise pronunciation of consonant sounds. ae Cassette/(D. ‘Background Antarctica (area 14,200,000 sa km) contains 90 per cent of the world’s ice. It has the severest climate in the world, with the Lowest recorded temperature ‘(-87.8°C). ‘Reutes through the materiel Sata ee Wem WUE Siar oc homework. Grammar Exercise 1 1 Advise students to read through the text quickly before filing in the gaps. 1 Students work individually and then compare their answers in pairs before checking answers as a class. “answers lives 2 work 3 are beginning 4 has grown 5 have become 6 cost 7-need Bare going 9 has not done 10 are now destroying 11 are going down 12 believe «= Students listen to the recording and undertine the words they hear. Tapescript and answers ‘Ife Zten 3sink clothes 5 dity S worse 7 van Bsank 9 mouth 10 bread 11 debt 12 sick 13 toes 16 dare 15 fought «= Students listen again and repeat the pairs of words. First, ask the whole class to repeat the pairs of words after the recording. Then, play the recording again and ask individuals to repeat them. 1 In turn the pairs say their sentences and write them ‘on the board for the rest ofthe class to say. Correct any serious pronunciation errors. Excise 6 1» Students work in pairs, using the Phonetic Chart in the Mini-dictionary to work out the proverb. gained, Exercise 2 t= Read aloud the rules of the ‘verb tennis’ game. Ask individual students to read aloud the sequence of sentences in the example. If you wish, give students time to look back in the module and note down verbs that can be used in both the Present Simple and the Present Continuous. « Divide the class into groups of two pairs. The groups play the game according to the rules. Monitor the game but do not interrupt. Make a note of any general problems to go over with the class afterwards. Exercise 3 ‘= When checking students’ answers, also check spelling of the adjectives. « Students discuss what the proverb means. Ask them why it s a good proverb for this ‘Adventure’ Module. Encourage students to suagest othe situations where the proverb could apply, e.g. entering a competition/exam, applying for a job, asking someone for a date, taking a business risk. heck Your Progress ‘Students look back at the Module Objectives and, in groups, ‘iscuss their answers to the questions. The groups then report back to the class and find out which activities most ‘of them enjoyed, which they had problems with and which grammar areas they need to practise more, Tell the class which activities you thought they did well and if you also felt they had problems with some of the activities. Tf there is time, students can repeat the activity they found ‘Answers 1 ambitious 2 challenging 3 comfortable 4 dangerous 5 disastrous 6 enjoyable 7 exhausted 8 txurious Exercise 4 1» Check students’ answers by asking individuals to read out the sentences. ‘Answers Tout 2actoss 3with 4 into Sup 6 up Pronunciation: Consonant Sounds © Exercise 5 1 Students look at the pars of words. Ask them to rehearse them privately, then ask individuals to say the pairs aloud. g ifficult and see if they have fewer problems this time. Give remedial grammar practice if necessary, using the ‘Language Powerbook and the exercises in the Students’ Book.2 Stoniee Exerdse 1 « Give students time to read the questions, look at the photos and discuss their answers in pairs. «= Students discuss their answers as a class, describing the people in the photos and saying what they know about the stories and the characters. If appropriate, introduce some of the Key Words. © Exercise 2 ‘= Complete the first answer (a) with the class. Students then work individually, matching the remaining information in the table. «= Play the recording for students to check their answers. [Answers ‘a Miguel de Cervantes; Spain; Sancho Panza, Don Quivote b Tolstoy; Russia; Anna Karenina, Vronsky € Emily Bronté; England, Cathy, Heathlitt | Tapescript Wal Pm stung Spanish tate nay spare tin ad | ioc my oor sors on ate ws wie by inet Covertes nd ws the fet novel ea ny Langage have rea in pa to ic, but Terres bs Enh Tv seen te, with sues in En of couse! tote a fntaste cater hes Toman an ther Cy He tavels ound sient centay Sain th servant Sache Poa, having adver Seo them are ely fry. expel he one when he acs se wil bese eth at tay oe | Seen wat he sot ut ht Tiny fru tony aa tne hast be Aiea Kren, the novel by Tolstoy. It's set in St Petersburg, Russia in the Piteeth ery Is ong ook, ait nine unde page T Cin, mst sesame pas ret oat, Dit stoi fants Teal love te man crc thats Aaa Shes ard to th ely land Brng man and then she meets Vronsky, this really good-looking man. I won't tell you any more. It's definitely a ‘must read’! 3 Personally, I think one of the best novels ever is Wuthering Heights, The story's set in the North of England in the nineteenth century and it was written by one of the Bronté Sisters" Ey. tesa cain of th hee Oberon nd Lrence Ovi el the sto about both tov an fate ot the tpl mari hovel, Neti on cxphon tn taken yo eon frasson es Ni ‘but he and the daughter, Cathy, fallin love. But Cathy marries. someone else and Heathcliff goes away. When he comes back a Oot wel pect te dete Day eal a ot iy Kinds of story: adventure, crime, detective, ghost, historical, horror, love, science fiction, spy, travel ‘Adjectives: boring, complicated, educational, exciting, fantastic, fascinating, funny, hilarious, imaginative, interesting, outstanding, romantic, scary ‘= Students read through the questions and the Key Words. Remind them to check the meaning and pronunciation of the Key words in the Mini-dictionary. Students may find ‘it helpful to think of an example or two of each type of story. «= Give students time to think of their answers to the questions. ‘= Students then work in pairs, taking turns to talk about ‘their answers to the questions, Monitor and check the use of the Key Words. «= Tf you wish, the class can vote for their favourite writer, ‘the best book and the best film or play.Modale 2 5 The Chase ‘KEY WORDS ‘Nouns: cab, laboratory, microscope, side, slippers, test tube, top hat Verbs: get out of, hold, look at, wave goodbye 1 Students read through and check the meaning of the Key Words in the Mini-dictionary. They then use the Key Words to describe what is happening in the pictures. Encourage students to guess where and when the story takes place. Exercise 2 «= Read through the Strategies with the class. Point out tat in order to fit in the missing paragraphs, students need to understand the gist of the story but are not ‘expected to understand every word. They should pay particular attention to linkers and reference words. ‘Students may find it helpful to revise the functions of ‘some common linking words, e.g. just then, suddenly, when, by this time. « Give students time to read through paragraphs 1-5. If you wish, read the first section of the story and complete the fist. gap (A) with the class, checking that students ‘are aware of the linkers (Just then, When) and reference ‘words (he, his wife, his visitor). «= Students then work individually, reading the rest of the story and fitting in the missing paragraphs. Students can compare answers in pairs before checking answers. ‘= When checking answers, ask students to explain the reasons for their choice of paragraphs. @ SKILLS Focu « Give students time to read the questions, refer back to the story and think about how to express their answers in their own words. «= Point out that there are different ways of expressing ead answer. Ask two or three students to answer each ‘question. answers 1 fe wanted to find out the cenit had got any choles acl. He planned to steal 2 told him abou the hore effects of cholera but said the bottled clea was sae in his laboratan. Because he realised the young man had stolen the bacteria test tube. 4 She thought prove that her husband was cas. when he ted to steady Hine in the ab He it because he rete be coulda cary ot Nis ‘viginal panto poison London's water supply he wanted to be the fist to die from cholera. 6 Because the anarchist had taken the wrong test tbe and ‘hat would happen was that he woul tur Bue. Open ‘rowers encourage stent to speculate about what happened tothe young man and how the story might continue.Vocabulary: Modifiers ‘Enercise 4 = Look at the first four items with the class for students to say if the modifying adverbs modify adjectives or adverbs. + Students then complete the exercise. When checking answers, point out that fast can be an adjective or an adverb, Answers All modify adjective, except 4 (vey violenty) and 9 (cxtremely fast). «= Students put the words in two groups: those that make words stronger and those that make them weaker. ‘Answers stronger: completely, very, absolutely, totally, extremely, realy, incredibly weaker: bit, rather, quite, not very pind "any serious pronunciation errs Exerise 5 ‘= Read through the explanation and examples with the class. Point out that the meaning of very strong adjectives like fantastic, excellent, fatal cannot be made any stronger. Exorise 6 «= Ask one of the students to read out the example sentences. Elicit two or three more sentences about things your students did last week, eg. food they ate, films they saw, places they visited, people they met. « Students write five sentences containing modifying ‘adverbs. Monitor and point out any errors to be conrected. «= Students form small groups and read each other's sentences. «= Fach student can then read out one of ther sentences to the class. Exercise 7 ‘= Read aloud the instructions. Explain that students get a point if the sentence is correct grammatically and if the content is correct. «= Ask three students to read aloud the example sentences. Elicit suggestions for the next sentence from the class. « Give students 30 seconds to read through the story. «= Students close their books. In groups, students retell the story, Monitor but do not interrupt fluency. «= Students then retell the story as a whole class. Help them to correct any serious errors. «= Students may like to look at the text again to check that. they have not omitted any important stage of the story.Motale 2 6 A Memory Objectives: ‘= To read an extract from an autobiography and choose ‘a suitable title for it ‘To practise using the Past Perfect and Past tenses. f= Totell a funny story. Grammar In this lesson, we present the Past Perfect tense used to talk about past events that happened before other past events that have already been mentioned in the ‘conversation or story. We try to teach the Past Perfect ‘n a way that makes students understand why and in ‘what contexts the Past Perfect is needed, rather than make them rely on adverbs lke after, as soon as and ‘before, which are often used with this tense. ‘tis worth noting that with after and before the Fast Perfect is often unnecessary because the linking word makes the sequence of activities obvious, and using the Past Perfect would only mean repeating the same ‘As soon as requires the use of a Perfect tense, in this lesson the Past Perfect (compare time clauses referring to the future when the Present Perfect fs a natural ‘Background Groucho Marx (1890-1977) was one of a family of ‘American comedians, known as The Marx Brothers (Groucho, Harpo, Chico and Zeppo). They appeared in ‘own arithmetic in this story, He has twenty cents for four tram tickets. However, after buying two tram tickets to get to the cinema and spending ten cents on candy, he still has enough money for one tram ticket to get home! Routes through the material > Short of time: give some of the exercises for homework, e.g. Exercises 2, 8 and 9. > Plenty of time: do the Options. > 2 classes for this lesson: break after Exercise 6. Before you stort Exercise 1 «Give students time to read the questions and think about one of their frst memories. If you wish, tell the class about one of your own memories, true or invented, eg. 1 remember when I was very young, I bought a bar of Chocolate for my mum's birthday. But I couldn’ wart to eat it and I gave her only haffo bar! I el realy guity. «= Students workin pairs, talking about ther First ‘memories. Monitor the activity and help with vocabulary if necessary. 1 Some ofthe students tell the class about ther earliest memories. GRAMMAR Focus Exercise 2 1» Ask students if they know anything about Groucho /'gravtfou/ Marx. Do they recognise the man in the Photograph? Have they seen any of his films? ‘= Read through the titles. Students read the extract fairly ‘quickly for gist understanding and to choose the best title, 1 Students could put forward a persuasive argument for ‘each title, although perhaps ‘My First Date’ is the most likely, time check the meaning of other words in the story. €.g. 0 variety show, tram, charming, (candy) vendor, Exercise 3 « Students work individually or and marking the sentences tn to correct the false sentences. pairs, reading the text or false. Remind students Answers ‘LF He waited for some time because he had to save up his. pocket money. 2 F— Lucy asked for some candy. 31 4 F- Groucho went home by tram. 5 T (We assume this is why she never spoke to him again.) Presentation Exercise 4 «= Give students time to study the table. Then work through’ it with the whole class. If you wish, write the table on ‘the board for students to see how the sentences are completed. “Answers Tsnowed eaten 3 hadn't hadnt 5 planned 6 saved Thad Exercise 5 «= Students work individually or in pairs, putting the activities in the correct order and identifying the tenses. Tf you wish, do the fist two activities with the class. ‘= When checking answers, ask students to read aloud the sentences in the story that refer to the activities a-h. “Answers 11d Past Perfect (I hadn't planned) 2 h Past Simple (L invited Lucy) 3¢ Past Perfect (It hod snowed) 4 g Past Simple (we took) 5b Fast Simple (I bought) 6 c Past Simple (Lucy ate) Ta Past Simple (Iwas) 8 f Past Simple (I realised I only had ‘enough money) Exercise 6 ‘= Students read the sentences and match them to the descriptions (a-c). “Answers 1c 2a 3b> PAST PERFECT Practice Exercise 7 «= Students look at the pictures and decide which sentence Short of time: shorten the discussion in Exercises 1 ‘and 2; give some of the exercises for homework, e.g. Exercises 10 and 11. > Plenty of time: do the Options. > 2 classes for this lesson: break after Exercise 6. Before you stort ‘= Read through the Key Words with the students and ask them if they can give an example of each type of film, ‘eg. Mickey Mouse cartoon film (Walt Disney). «= Students tell the class what kinds of films they like best. Exercise 2 « Give students time to read through the questions. If you wish, students can discuss their answers in pairs before discussing them as a class. Encourage students to give reasons for their answers to questions 2 and 3. Tell students the answers are in the next exercise. If some students know a lot about this film, the rest of the class can ask them questions about the actors and the story. g SkiLLs Focus © Exercise 3 « Give students time to look through the cinema information. «= Play the recording so students can complete the information. If necessary, play the recording twice. ‘Answers 123-217.30 316.00 41645 £6.75 6 £5.00 7£3.50 8 directed 9 staring 10 nine Tapescript This isa recorded message for the Picture House Cinema, Telford. Programme for November the twenty-third to November the thirtieth, The Fims showing at the moment are the following: Screen 1: Loe Actualy, at 12.30, 15.00, 17.30 ‘and 20.00; Screen 2: The Incredibles, at 14.00. 16.00 and 18.00; Seren 3: The Aviator, at 12.30, 14.45, 17.00 and 419.15. The price for all films is six pounds seventy-five, except late shows five pounds. Students and old age pensioners, three pounds fifty. Here is some information about the films showing atthe ‘moment. Love Actually is a romantic comedy, written and liected by Richard Cuts and starring, amongst others, Hugh Grant, Emma Thompson and Liam Neeson. The film is set ‘mainly in London six weeks before Christmas and there are nine different storylines ~ all about love and romance. ‘= In pairs, students write down the dates, film title and the times of another film of their choice, 1 In turn, the pais dictate their information to the class. Check answers after each pair have dictated their information. Exercise 4 KEY WORDS actor, actress, character, costumes, dialogues, musi part, photography, plot, scene, situation, special effects ‘= Students read the Key Words and check the meaning and) pronunciation in the Mini-Dictionary. Students say which words are similar in their language. ‘= Read through the questions with the class before students listen to the recording to find the answers. 1 Play the recording twice for students to answer the questions. «= After checking answers, ask students if they have seen Love Actually. If so, what did they think of the story the actors? ‘Answers 1 Christine 2 Malcolm 3 Christine 4 Malcolm 5 Christine 6 ChristineTapescript Malcolm: So, Christine, what dd you think ofthe film? CChlstines I thought it was absolutely brillant. And you? Malcolm: Mm, some of it was quite funny, I suppose. But the plat was nathing special, was it? My only favourite character nas that old rock singer. I thought he was just great. ‘Christine: Yeah, he was good. And the whole film was rally great, I thought: I mean, the dialogues were very clever. Especially the ones with the rock singer. Malcolm: Thats true, there were some good dialogues. But the plot was sil. Like the bit about the writer and the Portuguese maid who start falling in love with but can't understand each ‘thet. Or the one with the young kid who wants to go cut with that American gi. I thought that was awful! Christine: Oh, did you? Malcolm: Yeah, I did. And the whole thing about love got boring, Tt was terrible when they all meet by chance in the airport atthe end, And anyway there are lots of films about ‘ove’, aren't there? Thats not very original, isi? Christine: That's not the point, Malcolm. Some of the stores, vere really funny. For example, the one with the rime Minister who falls for his secretary. And I thought Emma Thompson was absolutly fantastic as the sister who was nearly breaking up with her husband. You know, she does that scene with her husband brilianty. She's just an amazing actress, dont you think? Malcolm: Yeah, I suppose so. But Hugh Grant. he always acts himself, doesnt he? dont know what people see in him. T think he's terble! Christine: Do you? Malcolm: Yes Ido. Christine: Come on! He was really good inthis one! And {920¢-oking too! Malcolm: Wel, I suppose he was quite good in one scene ~ when he went looking for her in that street Christine: Yeah, that was great, really funny Malcolm: So what scenes did you like best? Christine: I really loved the ones with Liam Neeson and his. son, It was o touching! You know, when. Beards 6 « Give students time to read through the Function File before they listen to the recording again. Encourage them to guess some of the missing words. ‘= Play the recording twice for students to fill in the gaps. ‘= Check students’ answers by asking individuals to read the sentences in the Function File aloud. ‘Answers And you? 2T suppose 3 was it 4 I thought 5 Especially 6 That's tue 7 Like 8 did you 9 is it 410 the point 11 For example 12 you think 13 suppose so 14 Come on! 15 I suppose «= Ask students which tense is used to express opinions about films (Past Simple). + Students find and read out words we use to give examples (Especial, Like, For example). Exercise 7 «= Do the first dialogue with the class. Students then work ‘individually or in pairs, completing the dialogues with ‘expressions from the Function File, «= Check students’ answers by asking pairs of students to read aloud the dialogues. “Answers ‘suppose so 2 did 3 thought, suppose 4 don't, suppose Exercise 8 ‘= Ask one of the students to read aloud the example sentences. « Give students time to look again at the Function File, the Key Words in Exercise 4 and the modifiers in Exercise 4 on page 23. «= Students work individually, writing five sentences giving their opinions about films and film stars. Monitor and point out any serious errors for students to correct. 1 Students read their sentences to the clas. They can see if they share the same opinions. Speaking Exercise 9 = Ask two students to read aloud the example dialogue. Elicit suggestions for how the conversation could continue. = In pairs, students choose two films they have both seen and discuss them, using some of the Key Words and ‘expressions from this lesson. Monitor but do not interrupt fluency. = If time, some of the pairs can tell the class about the films they have seen and ther opinions of them. Vocabulary: Multi-part Verbs (2) Exercise 10 ‘= Students may find it helpful to listen to the recording from Exercise 5 again and hear the multi-part verbs being used in context. 1» Students do the exercise working individually. They can Compare answers in pairs before checking answers as a class. “Answers 1b 2a 3b 4a 5a Exercise 11 «= Students write two or three real or imaginary sentences using the multi-part verbs in Exercise 10, Monitor and check that students use the multi-part verbs correctly. 1 In pairs or small groups, students read each others sentences and say if they think each sentence is true or false. QUOTE... UNQOOTE = Read the quote with the class and ask them what sort of ‘ull bits’ of life are left out of drama, e.g. daily routines such as getting up, going to work/school, shopping, catching a bus. gModile 2 8 Communication Workshops Objectives: ‘= To use strategies for listening for important words. «= To use strategies for deating with mistakes while ‘speaking English. = To practise telting a film plot. ‘= To match the paragraphs of a story with headings. ‘= To write an adventure story. «= To practise using narrative linking words. Resources used Cassette/CD, Writing Help 2. ‘Troubleshooting If some students find it difficult to create a story that needs a certain degree of imagination, they may find it helpful to work in pairs to write the adventure story. oe ‘The film Mississippi Burning (1988) was based on the ‘murder of three young civil rights activists by the racist {and white supremacist) group, the Ku Klux Klan, in 11964 in Neshoba County, USA. It was directed by Alan Parker and stars Gene Hackman, Willem Dafoe and Frances McDormand. ‘Routes through the material > Short of time: give some of the for sien Writing Workshop > Plenty of time: do the Options. > 2 classes for ths lesson: break after Speaking Talkback. Listening Belore you stat Exercise 1 s Read through 1-4 with the dass Students use the Mini dictionary to check the meaning of the words. ‘® Students then look at the photos. In pairs, students say who they can see in the photos and then discuss their Snswers a5 2 whole class. ‘Answers ‘AX Klux Klan B FBI agents. C the civil rights movement Exercise 2 «= Read through the Strategies with the class and check that students understand the term stressed words, as ‘opposed to stressed syllables within a word. ‘= Ask students to look at the sentence in the Strategies box and decide which words are important (I saw o great film (ast night on telly). Elicit what sort of words are usually important, e.g. nouns, verbs, adjectives. Ask ‘individual students to say the sentence, stressing the ‘important words. Point out that there are different ways ‘of emphasising certain words in the sentence depending ‘on the context. «= Give students time to read through the questions and. multiple-choice answers in Exercise 3 and to underline ‘important words. Students can unfamiliar words in the Mi A Film Plot QO) Beerdise 3 «= Play the recording twice for students to answer the questions, using the Strategies. a f= Asa class, students discuss whether they would like to see the film or not, giving reasons. “Answers 1b 2b 3¢ 4a Sc 6a 7b Bc Tapescrpt Helen: Hey Dan, I saw a great film lastnight on telly. Dan: Yeah. What was it? Helen: Weil t's quite an old film but is really brillant. 1s Called Wisisipi Burning. Dan: Oh? What's it about? ‘len: I takes place in the South ofthe USA in the early 605. = in Mississippi. Dan: Is it about the Ku Klux Klan? Helen: Yeah You see, the civil rights movement was tying to ‘get equal rights for black people. But the Ku Klux Klan was Laying to stop them and fighten the black population. Dan: Right. My dad was talking about it. o what happens? Helen: Wel it starts witha scene at night. These three young ivi rights activists ae diving along. Then they get stopped by the police and they ae ke, Dan: By the police? Helen: Yea, the local police. After that, these two FBI men ‘are sent to investigate, One isa young college boy from the North = thats Wiliam Dafoe. The others an older guy from the South - Gene Hackman. He's biliant. Dan: Hm, he's a great actor. Helen: Well, the town sheriff and the deputies give the FBI ‘guys no help at all. But then they find the young activists’ car {and they know it’s murder Dan: Wow ~ and what happens after that? Helen: After that, the Ku Klux Klan try to frighten the black population. They don't want them to talk. So they attack their church and bur it. Is rally horrible Dan: Yeah I can imagine, Sounds tebe! Helen: But the older guy. Gene Hackman, speaks tothe wife of one ofthe deputies. That's Frances MacDormand. She doesn tke the Ku Klux Klan 50 she gives information to the FBI about it. Dan: That's prety brave thing to do. Helen: Min. And inthe end, the information she gives them helps them find out all the people who are inthe Ku Klux flan ‘and win did the murder. Her husband is one of them. They them all and they get sent to prison. Dan: Right. Oh good! Helen: At one point you think that Frances MacDormand is going to go away with Gene Hackman, but she ends up Staying inthe town. Dan: Sounds interesting. Nalen: I thnk i's one ofthe best fs I've evr seen. The acting is briliant andi’ really exciting. Dan: Mm, Td ik to see it.‘Before you stort Exercise 1 1 Before reading the Strategies, ask students what they do if they think they have made a mistake when speaking English. Do they always know if they have made a mistake? Do they correct themselves? Do they carry on speaking? Exercise 2 «= Read through the Strategies with the class. Tell students to try and use these Strategies, if necessary, in the speaking activities they do. ‘eling «Film Plt Stage 1 + Read through the points withthe cass. «= Students write notes about the plot of a film they have seen recently. Help with vocabulary where necessary. ‘Stage 2 ‘= Read aloud the example sentences. Draw students’ attention to the use of the Present Simple and the Present Continuous. + Students work in pairs, telling each other about the plot of their film and using the Strategies, if necessary, to deal with mistakes. Monitor the activity and make a note ‘& any general mistakes that the majority of students are ‘making. 1» As 2 class, students discuss the most common mistakes they were aware of during their speaking activity. Encourage them to correct the mistakes themselves. If necessary, do some remedial work with the whole class at a later stage. Tlkbock + Students say which film their partner chose, then the class votes for the best film. ‘Writing Before you stort Exercise 1 «= ead through the headings withthe class and ask students to guess the order of them. + Students read the story quickly to match the paragraphs 2d the headings. — setting the scene 8 what happened to star with Esereioping the story D ending to the story See? “= tine, read through Writing Help 2 on page 140 with fe cass. “= Avice students to read through the story fist before ‘Sey start completing it with the linking words. Students ‘= compare answers in pairs before checking answers as acess, “= Deck answers by asking individuals to read aloud the seences. — before 2 by the time 3 when 4 Just then 5 later Suddenly 7.After 8 Luckily 9 Immediately 10 Somehow SSAct! 12 Inthe end 13 While ‘A Adventure Story Sioge 1 «Read through the instructions and the separate points with the class. Elicit suggestions for different plots to help students with ideas. 1» Students make notes about the story. Some students may find it helpful to work in pairs for this stage of the activity. Monitor and help with vocabulary if necessary. Sioge 2 « Students write their stories in four paragraphs, using linking words and then check the stories for mistakes. If you wish, students can work in pairs and help each other with the corrections. Monitor and point out any remaining serious errors for students to correct. Talkback 1 Students work in small groups, reading each others stories and deciding which story they like best. = The class then votes for the best story.Language Problem Solving 2 Exercise 1 1 Students read the text quickly to answer the question. ‘Answer his mother Exercise 2 «= Students read the text again and complete the table. ‘= Check students’ answers by asking individuals to read ‘aloud the sentences. “Answers used to 2would 3 use to 4wouldn't 5 use to 6 Would 1» Students read out more examples of used to and would from the text and answer the question. ‘Answer People di these thing regularly. Exordse 3 1» Students work in pairs, reading the sentences and ‘working out which verbs cannot follow would (state verbs). ‘= Students can check back in the text to confirm that ‘verbs following would are activity verbs. '= Check students’ answers by asking individuals to read the sentences aloud. “Answers ‘used to 2usedto/would 3 used to 4 would (the word order with used to is we avays used to sit) 5 used to/would Gididt use to 7 used to 8 would/used to Exercise 5 ‘= Read the example sentences about ‘a millionaire who has lost all her money’ with the class. Encourage students to suggest more sentences for this person. «= Students write two or three sentences for each of the ‘other people. Remind students to use both positive and negative sentences. Monitor the writing. «= Students then work in small groups, reading each other's sentences and seeing how many different ideas they had. @ used to and would Riantarh eqametor oni lamere) Exercise 6 t= Students look at the two pictures and read the example sentences, Elicit a description of each picture separately to check that students have sufficient vocabulary to ‘compare them. «= Students then work individually or in pairs, writing sentences about the pictures using used to and would. Monitor the writing. s= Each student reads a sentence to the class. The class can see how many different sentences they have made. partner.Culture Corner 2 ‘REY WORDS: Cure Werbs: arrest, get away, rob, shoot, steal ‘Nouns: gang, outlaw, victims Adjective: wanted s= Ask students if they know anything about Jesse /'dsesi/ James. Encourage them to say what they know and to ‘cok at the photos and guess what sort swhere and when he lived and what he did in his life. ‘= Students read the text about Jesse James. Tell them not ‘© worry about understanding every word at this stage. ‘= Read through the Key Words with the class. Students find ‘he Key Words in the text and guess the meaning. ‘Students then use the Mini-dictionary to check the meaning. Exerise 2 ‘= Read aloud the instruction. Ask students why the word ‘ber isin speech marks (because Jesse James was a ‘cial and so was not atypical ‘hero’. Read through ‘he reasons (a-f) with the class and check vocabulary. ‘Students then read the text again and choose reasons ‘why they think Jesse James became a ‘hero’ in Missouri. s= When checking answers, ask students to refer back to the ‘text and give reasons for their answers. ‘Sepgested answers eedf Exar 3 ‘= Students work individually or in pairs, reading the song ‘and checking new words in the Mini-ditionary. ‘= Students may like to guess the correct order of the verses ‘sefore they listen to the recording. ‘= Play the recording once for students to put the verses (A-£) in the correct order. If necessary, play the secording again, Answers © A (Chorus) EB (Chorus) D (Chorus twice) Eau 4 ‘= ead the example with the class. Ask students to find the swords in the song that give this information (verse D: For he ate ... in his grave). Ask students to look at the seg and find more new information about the murder of Jesse James (e.g. It was a Saturday night. He was at ‘ome with his wife and three children). ‘= Students workin pairs, reading the words of the song ‘2refully and making a note of new information about Jesse James and the verses that contain the information. ‘= Students feed back to the class and see how much new ‘formation they have about Jesse James, Exercise 5 1 Students work in small groups, discussing what they think the sentence means. 1» The groups exchange ideas as a whole class and see how ‘much general agreement there is. ‘Suggested answer { hand refers to his skill at shooting with a gun: a heart refers to his kindness to the poor; a brain refers to his intelligence and ability to plan successful robberies. Exercise 6 ‘= Elicit from the class the names of famous outlaws in their ‘country. Encourage students to pool what they know about each of the outlaws.Review 2 Objectives 1» To check and consolidate grammar studied in this ‘module: Past Simple, Past Continuous and Past Perfect; would and used to, 1» To revise multi-part verbs. ‘= To revise modifiers and adjectives. «= To practise pronunciation of contractions. ee ee ee Resource used Cassette/(0. Routes through the material > Short of time: give some of the Review exercises for homework. Grammar Exercise 1 1» Ask students to look at the picture and describe what is happening. Can students explain why the cow is flying? ‘= Students complete the text and see if their explanations. for the flying cow were correct. Pronunciation: Contractions ) Exercise 2 @ Students listen to the recording and check their answers. “Answers ‘was sailing 2 was raining 3 didnt feel 4 hadn't had S hadnt caught 6 heard. 7 was flying B hit 9 destroyed 10 got back 11 didit believe 12 showed 13 had told 14 was flying _15'd gone 16 had thrown «= Students listen again and write down the contractions they hear. feel, hadnt had, hadn't caught, did't believe, 1 After checking answers, students can practise reading the story aloud and using the contractions. QO) eerdse 3 «Students listen to the six sentences containing the contraction ‘d. After playing each sentence, pause the recording and ask students ifthe contraction replaces would or had. Exercise 4 «= Students read the notes about two famous people and write sentences using would, used to or the Past Simple. ‘Suggested answers (Wote: the sentences with would could also be used with used to) ‘She used to live ina pink house. Her rooms were painted pink. ‘She had pink furniture. She would always wear pink clothes. ‘She would drive everywhere in a pink cr. She would take her og for walks ~ the dog was pink too. ‘Alfed Hitchcock would always have small parts in his own ‘lms. He didn’t speak but appeared in some part of the Film. Sometimes he would be a man standing on a street corner. At other times, he would sit ona train or bus. In one film he appeared in a newspaper advertisement for losing weight. Vocabulary Exercise 5 = Advise students to read through the text quickly before they start completing the multi-part verbs. 1 Check anwers by tog Hlvduals to read‘alod the sonenet ‘Answers ‘for 2in (love) with 3 out with 4 in Exercise 6 = Read through the instructions and the titles of the stories with the class. Elicit more modifiers and adjectives from the students. « Give students time to look back at the stories and think about their evaluation of them. «= Students then discuss each story in tur, giving their opinion of the story. Pronunciation: Vowel Sounds (1) O) Exercise 7 «= Say the example words forthe two sounds and ask students to repeat them. Go through the example answer. « Students workin pairs, putting the sounds in the ‘regular verbs into two groups. 1» Students listen to the recording and check their answers. «= Students listen again and repeat the words. “Answers ‘Group 1: broke, chose, drove, rode, spoke, told, woke, wrote Group 2: bought, caught, sam, taught, thought, wore 1» After students have checked their answers, play the Exercise 8 recording again for them to listen and repeat the «= Students work in pairs, working out the words in the sentences. proverb. ‘Answers ‘answer would 2had 3 would Shad Shad 6 would There is no smoke without fire. Tapescript 1 When T was young, 14 walk to school with my older brother. 2 I went swimming after I finished my homework. 3 What you do if you saw a cow fying down from the sky? 4 She'd never been there before and she got lost. '5 When T came to this town, years ago, 'd never tived near the coast. {6 She'd always look at you strangely when you asked her 2 question. “« «= Students discuss the meaning of the proverb (If you hear ‘2 rumour, there is probably some truth in it) and whether they have a similar proverb in their language. ‘Check Your Progress 1 Students look back at the Module Objectives. In groups, students discuss the answers to the three questions. 1» The groups can then report back to the whole class and see if there is general agreement about the answers.3 Travel KEY WORDS: Tear | Verbs: go on foot; go by bus/train/plane; go on a | bus/train/ship/car/tram; go in alorry/taxi/car ‘Types: balloon, ferry, helicopter, hovercraft, lor, ship, | the underground, van, yacht | People: commuter, cyclist, lory driver, motorist, motorcyclist, passenger, pedestrian «= Students use the Mini-dictionary to check the meaning of the Key Word. Check students’ pronunciation of the Key Words. + Students look atthe photos and use the Key Words to ‘identify the types of transport (helicopter, yacht, motoreylist, hovercraft, balloon). ‘Exercise 2, ‘= Read through the instructions. Say an example sentence for each situation and point out the verb forms used, ‘ve been on a motorbike a couple of times. It was great! I get the bus to school every day. I'd like to go ‘on a yacht. Point out the verb forms used in the Sentences. Give students time to think of their own sentences. + Students workin pars, saying their sentences. Monitor and check the verb forms and use of the Key Words. Beerdse 3 «= Play the recording twice for students to identify the five ‘people in the Key Words in Exercise 1. ‘Answers ‘lony driver 2 pedestrian 3 cyclist 4 motorist 5 commuter 1 Well, T usually start work at about six in the morning. ort usually do long distances - the furthest I drive fs about 1 very stressful. know what I mean? Driving ‘all day, And the traffic really bad nowadays, much worse than when T stated, Traffic jams everywhere... || 2 Look at them: Cars parked everywhere. Crossing the road is really dangerous nowadays. People drive so fast. I was going across the tad the other day with my grandson and suddenly this big Lorry came along and nearly hit us. And the pollution, 2 hal ty Tm nado days it stu ve say Tm mad, ‘cos tose {going on my bike and actually its much quicker than the bus for even a car because the traffc's so bad these days. And it keeps me fit, doesnt it? ‘4 Tow Tuse it too much but the public transport is terble | where T live. We live out of town, you know, and I need to get in the car to go shopping, to go to work, to take the kids to school. 5 I try to get the 7.25 so I have to get up early and walk to the station. The problem is that the trains are so unreliable £ these days. They'e often late or cancelled. But I suppose it's better than driving At least I can read the newspaper on my ay to wok By the tine et fin London Tve read most of ~ after the ffth speaker, ask: How does the speaker ‘get to the station? What are the problems with the ‘trains? What does he do during the journey? Exercise 4 1» Students use the Mini-dictionary to check the differences {in meaning of the words. Ask students how they would, translate the words into their L1. «= Students work individually, completing the sentences. ‘= Check students’ answers by asking individuals to read aloud the sentences. “Answers travel 2 flight 3 trip 4 drive 5 journeyModule 8 9 Problems ‘KEY WORDS: Transrorr Prowtcns accidents, air pollution, dangerous driving, delays, lack ‘of motorways, narrow roads, overcrowding, queues, roadworks, ticket prices, traffic jams ‘= Read through the Key Words with the students. Give them ‘time to check the meaning and pronunciation in the Mini-dictionary. Ask individuals to say the words so that you can check pronunciation and word stress. «= In small groups, students discuss the questions using the Key Words. Monitor and help with extra vocabulary if necessary. 1» The groups feed back to the class and see how much general agreement there is. Reading Exorise 2 ‘= Read aloud the instructions. Explain that Bill Bryson (orason/ may have had several problems but students are asked to list two of them. Give students atime limit of 45 seconds to read the text quickly and list two problems. 1 Check students’ answers and see how many different problems they found. After checking answers, ask students if they or people they know use different names ‘on their passports or other documents, @ Skitts Focus- “Answers ‘Any two of these problems: he missed breakfast; he couldn't get a cab; he had problems cashing his travellers cheques; ‘there was a problem with his name on the reservation list at the station. Exercise 3 «= Read through the Strategies with the class. « Give students time to read the sentences (ag). Ask ‘students to find the first gap in the text. Work through the Strategies with the class to find the sentence that fits the first gap. 1 Students complete the exercise, working individually. They can compare answers in pairs before checking answers as a class. ‘= When checking answers, ask individual students to read aloud the sentence before the missing sentence, the missing sentence and the sentence after it. “Answers ib 2 3a 44 59 6c Erercise 4 1 Students work individually or in pars, reading the text and answering the questions. Remind them to check the meaning of vocabulary in the Mini-dictionary. Monitor and help if necessary. ‘= When checking answers, ask students to refer back to the text to support their answers, when necessary. i 1 to see the Norther Lights 2 Because he couldn't find a ‘ab. 3 Because the name on his passport wasn't the same as, the name on the travelle’s cheques. 4 Because the next bus was the next week. 5 He wanted the gil to give him a ticket forthe bus. 6 He asked if he could have Bernt Bjorson's seat if he did't arive. 7 He felt desperate/He was panicking while he was talking to the git (This isn't happening to me). He was relieved after he left the ticket counter (Why don't think ofthese things inthe first place). oe . “Yaar aha) oeTravel ‘= Read through the instructions on the role cards with the class and check that students understand the situations. Tell students that in each situation both people are polite. «= Give the pairs time to look back at the conversation in ‘the text and think about what they are going to say in ach situation. «= In pairs, students act out the conversations, taking tums to play each role. Monitor but do not interrupt students’ fiuency. Make a note of any general problems to go over with the class afterwards. «= Some of the pairs can act out one of the situations for the class. + Encourage students to evaluate the activity. Ask: Which role did you find easiest/most dificult? Did you have any ‘language problems? Which words and phrases were most useful? Vocabulary: Collocation ‘Exercise 6 ‘= Read through the example and the two lists of words with the class. « First, students match the words from the text. When checking answers, point out that both make and have can go with reservation. “Answers id 2a 3f 4b 5c 6¢ «= Students then work in pairs, using the Mini-dictionary to find the verbs and nouns that often go together. ‘answers | 2m hve ae — mo: ch - malt fc | 3 suggestion ~ make; time ~ make/have/s eepales ania se «Students work individually or in pais, writing five sentences using some of the expressions from Exercise 6. Nonitor and point out any errors for students to correct. + Each student then chooses one oftheir sentences to read aloud to the class.Modile 8 10 Fear of Flying ‘Objectives = To talk about air travel. ‘= To match questions and answers. ‘= To practise using the Present Perfect Simple and Continuous. Grammar In this lesson we present the difference between the Present Perfect Simple (used for single finished events ‘somehow relevant for the present) and the Present Perfect Continuous (used for activities which may have ‘not been finished and/or have been prolonged or repeated). ‘Troubleshooting: A tricky concept often used when ‘teaching the two tenses is ‘result’ as both tenses can ‘be used when results come into play. However, the Present Perfect Simple is used more to talk about ‘intended results of actions or achievements (I've had lunch - Tm not hungry; Ive read The Times’ -> I know ‘the news), while the Present Perfect Continuous is often used to explain side-effects of activities, when the focus is on the activity itself (She’s been eating chocolate > She's dirty or sick). eee > Short of time: shorten the discussion in Exercise 1; give some of the exercises for homework, e.g. Exercises 3, 5 and 10. > Plenty of time: do the Options. > 2 classes for this lesson: break after Exercise 6. Before you stort ‘Exercise 1 «= Students work in groups of three to four, looking at the photo and answering the questions. 1 Students then discuss their answers as @ whole class. Exercise 2 KEY WORDS: Ain Tava aisle, emergency exit, flight attendant, food tray, life Jacket, overhead locker, oxygen mask, pilot, seat belt. «= Give students time to read through the Key Words and ‘check the meaning and pronunciation in the Mini- dictionary. «= Students say which of the Key Words are related to safety. Check pronunciation and word stress in the Key Words. ‘Answers emergency exit, life jacket, oxygen mask, seat bet Exerise 3 «= Explain that a pilot is answering questions from magazine readers who are nervous about flyin. Read through the ‘instructions and point out that there is an extra answer. 1» Students work individually, reading and matching the questions and answers. Reassure students that they do not have to understand every word in the texts at this stage. Students can compare answers in pars before checking answers asa class. ‘Answers 1D 2 3A @ GRAMMAR Focus- ‘want to smoke?) With the class, build up the reader's letter on the board. ‘= Ask students if they think the answers to the other problems are good. Do they agree with the answers? Would they give different answers? Presentation Exercise 4 «= Ask three students to be the flight attendant, man and boy and read aloud the sentences in the cartoon. ‘= Students then complete the sentences in Exercise 4 ‘Answers 4 playing 2 been 3 haven't Exercise 5 t= Students can refer back to the texts as they complete the sentences with the correct forms of the tenses. * Check students’ answers by asking individuals to read aloud the sentences. ‘Answers 1 has been telling 2 have been doing 3 have been fying ‘has found 5 have done 6 have flown Exercise 6 = Read aloud the instructions and the questions (a-c). Give students time to read the sentences in Exercises 4 and 5 and to answer the questions. «= Students discuss the answer to each question as a whole class, referring to sentences in Exercises 4 and § to support their answers. ‘Answers a Present Perfect Simple _b Present Perfect Continuous Present Perfect Continuous Exercise 7 «= You may wish to revise how the negative and questions are formed in the Present Perfect Continuous before students do the exercise. «= Tell students to write short verb forms in their answers if they wish (e.g. he's been ...-ing instead of he has been ing). ‘= Check answers by asking individuals to read aloud the sentences. ‘Answers {Have you been driving 2s been cycting 3 hasnt been driving "4 Has he been selling 5 ‘ve been sittingTravel — PRESENT PERFECT SIMPLE AND CONTINUOUS Exercise 8 «= Read through the example sentences with the students, ‘= Do the second item with the class and elicit more ‘explanations from the students. «= Students then work individually or in pairs, completing the exercise. Monitor and help students correct any ‘erors. ‘= When checking answers, encourage students to give their ‘own explanations. [Answers 2 He's been looking fora ring. 3 She's been playing tennis. 2 A group of young people are leaving their friend's ‘house. It’s midnight. What do you think theyve been doing all evening? +3 Your brother's been in his bedroom all afternoon. ‘What do you think he’s been doing? Exercise 9 = Divide the class into A/B pairs. Student A turns to 129. Student 8 turns to page 130. Ask one pair of students to read aloud the example question and answer. = Give students time to read their cues and check vocabulary. + Students then workin pats, using the information on their cue cards to ask and answer questions. Monto, paying particular attention to the verb forms. + Check answers by asking pairs to act out the dialogues. Exercise 10 ‘= Students work in pairs, reading the situation and discussing which is the more appropriate sentence. 1 Check answers by asking pairs of students to read out the situation and sentence a or b. Answers ia 2b 3a Exercise 11 «= Advise students to read through the interview for general understanding before they start completing it with the verbs. «= Students work individually, completing the interview. 1» Check answers by asking individuals to read aloud the sentences. «= After checking answers, students can work in pa practising reading the interview aloud. Monitor and correct any serious pronunciation errors. Answers ‘has just been 2 have been waiting 3 Have you been switing. "ve been travelling 5 have you been 6 haven't been’ 7 haven't visited & ve been collecting 9've never ‘been 10 Have you met. 11 ve been living 12 ‘ve made 13 have helped 14 ve been planning 15 havent started 436 ve been thinking Exercise 12 «= Read aloud the instructions and the example sentences. «= Elicit suggestions of things that students started doing in the past and haven't yet finished, e.g. learning how to cook/play golf, painting my bedroom, collecting foreign coins. Elicit one or two pairs of sentences and write them on the board, e.g.: TTve been collecting foreign coins for thee years. I've got 63 50 far. TTve been leaming how to cook for some time. I've made pizza, pasta and omelette so for. 1 Students work individually, writing their sentences. Monitor and help where necessary. 1 In tum, students tell the class what they have been doing and what they have achieved.Metals 11 On the Move Objectives ‘= To practise using the vocabulary of travel. 1 To practise listening to airport announcements for specific information. To listeni to match To practise using tering strategies ‘= To practise using emphatic stress in sentences. 1 To practise using multi-part verbs. 1 To act out travel situations. ‘usually cheaper than trains. There are many different ‘train companies offering inter-city routes and prices an > Short of time: shorten the discussion in Exercise 1; ah some eerces for homework, eg. Erecses 2 2 > Plenty of time: do the Options. > 2 classes for this lesson: break after Exercise 5. Before you start Exercise 1 « Students look atthe photo. Elicit answers to question 1 from the class. If appropriate, use the photo to introduce some ofthe Key Words for Exercise 2, 1 In groups of three or four, students answer the remaining questions. 1 The groups report back tothe class, e.. Two of us have ‘been abroad. [Maria] went to England and [Teresa] went to Spain. Exercise 2 KEY WORDS: Tear baggage (luggage), boarding card, carriage, check-in, customs, flight, gate, information desk, passenger, passport control, platform, seat, ticket, ticket collector, trolley «= Students work in pairs, checking the meaning of the Key Words in the Mini-dictionary and putting them into the correct column in the table. “| Skitts Focus- * Check students’ answers by asking them to read out the words in each column so you can also check pronunciation. “Answers ‘Aeroplanes/Airports: check-in, customs, flight, gate, passport control Trans/Statons: platform, ticket collector Both: information desk, passenger, seat, ticket, trolley O Exercise 3 1 Give students time to read through the information and see what needs to be filled 1 Students listen to the recording once and see how much information they can fill in. If necessary, play the recording again before checking answers. “Answers Flight Destination ate AF 2146 oteame 2 BA 1462 Budapest 6 01473 London 23 1B 3418 Barcelona B 101598 Istanbul 8 04 1967 Zurich 9 Tapescript See page 145 1 When students have checked their answers, they can work ‘in pairs, taking tums to read out each tne, e.g. Fight AF 2146 to Ottawa departs from Gate 12. © Exercise 4 1 Read through the Strategies withthe class. Ask them to think of other situations and the sort of language they would expect to hear, e.g. ata bus station, in a restaurant, ina classroom, in a hospital. + Students then listen to the dialogues and use the Strategies to match the information (a-f) with them. Check answers with the whole class. ‘Answers az b3 ci d3 e1 f2 «= Play the recording again. Students listen and match the speakers with the moods. When checking answers, ask students to give reasons for their answers. ‘Answers Woman 2 bMan2 Woman 3 dMan 3 e Mani Woman 1 Tapescript 1 Woman: Hello. I tike a ticket to Newcastle, please. Manz Single or return, madam? Man: Smoking or non-smoking? Woman: Non-smoking, please. Man: Thatll be twenty-three pounds, please. Woman: Oh do I? Manz That's right madam. Get off at York and get on the 12.45 from London to Newcastie. But you'd better be quick. Tt goes off in three minutes. Woman: Oh realy? What platform does it go from? Man: Number 6, over there. Woman: Thanks very much.Travel 2 Woman: Good morning, sit. an: Can I check in here? ‘Woman: Yes you can. How much luggage have you got i? ‘Man: Te just got one case to checkin and 2 laptop for hand Sangage. That’ OF, isnt ‘Woman: of course. Did you pack your case yourself si? | Man: Yes, Tdi. ‘Woman: And could Isee your passport, lease? Great, thas fine. Man: The plane's going to take off lat, isnt i? ‘Woman: Yes si, but its only fifteen minates lat. Here i your eardng card. Go through passport control now. it. goes from cate number twenty-one. Han: OK. Thank you. Woman: Not at all sit. 3 Man: Excuse me? Ae you sue this is your seat? Woman: Yes, ofcourse 1am. Completely. Number tity ive. Man: But. eI think my wife has got that number. Woman: Are you sure? Man: Yes, Tam. Is here. Woman: Wel, you should ask the flghtatendant about it before the plane takes off: Tell students thatthe woman is polite inthis SCRE a we prin cv Sag it ‘check my ‘attendant. Pairs ‘students can then practise the polite version of the conversation. OD Exercise 5 «= Give students time to read through the dialogues and guess the missing words. + Then play the recording for students to complete the dialogues and check their guesses. ‘Answers ‘a ticket to 2 retum 3 Smoking 4 twenty-three 5 1.45, 612.45 7 three 8 platform 9 six 10 one case 11 passport 12 fifteen 13 passport control O Beards 6 « Give students time to read through the three sentences and the meanings. Read each sentence aloud for students to repeat ater you. ‘= Ask individual students to say one of the sentences (1-3). The rest of the class listen and say if it is Sentence 1, 2 oF 3. '» Give students time to read through the three situations and the meanings. Then play the recording for students to choose the correct meaning. + Check students’ answers by playing the recording again, ‘pausing after each sentence. Te 2b 3b Tapescript 1 Eric wants to go to Rome by train. 2 Td bike a single ticket for a moxning train in a non-smoking compartment. 13 Arman told me to go to gate number two at three o'clock. Vecclary ior Vs) oe aeena | through all the definitions (1-8) them with the verbs in the Lopes off 2 get on 3 get off 4 take off 5 go from 6 go through 7 get to 8 checkin «= Explain that students are going to prepare and act out ‘wo roleplays, one at a station and the other at an airport. Divide the class into A/B pairs. Student A turns to page 129. Student B turns to page 130. « Give students time to reed their role cards, check that they understand the vocabulary and look at the expressions in the Function File again. 1» Students may find it helpful to work through one roleplay as a whole class. They can then work in pairs, doing both roleplays. Monitor the activity but do not interrupt students’ fluency. Go over any general language problems with the class afterwards. ‘= Some pairs can do their roleplay forthe clas. Exercise 9 1 Students work individually, making notes about the flight they were on, what they have lost and the contents of their luggage, ‘= Demonstrate the activity with one ofthe students. Take the part ofthe lost luggage assistant yourself and ask ‘detailed questions about the flight and the lost item. 1 Students work in airs, taking turns to act out the situation at the lost luggage counter. Monitor but do not ‘nterupt students’ fluency. ‘= Some pairs can do ther dialogue for the class. ‘QUOTE... UNQUOTE 1 Read the quote to the class and ask why you travel ‘slower if you travel with other people. 1 Ask students if they prefer to do the following things alone or with someone else: going on holiday, shopping for clothes, visiting a museum, going to the cinema, listening to music, cooking, doing homework, watching a : ©Modile 3 12 Communication Workshops KEY WORDS accident, after-sun cream, a cold, a headache, mugging, museum, path, pedestrian crossing, sore throat, sunburn, tablets, theft, traffic lights, tube station, upset stomach 1» Ask students to look at the photos and say what they think is happening in each situation. « Give students time to read through the Key Words and eck the meaning and pronunciation in the Mini- dictionary. «= Students then work in pairs or small groups, discussing which Key Words they might use in each situation. Tourist Problems O Exercise 2 «= Read aloud the words (a-c). Play the recording of the fist dialogue as students look at the example answer. Continue playing the recording for students to match the remaining words with the tourists. = When checking answers, encourage students to give reasons for their answers, e.g. the speake’s intonation, use of language. Tourist 2.¢ Tourist 3a @ Man: Good morning. Well not so good, really. I lke to report a theft. Woman: Just a moment. What exactly was stolen? Manz My bag. It had my passport, mobile phone, travellers cheques, you name it, ‘Woman: Where and when di this happen? Man: Right outside the tube station. Tt happened about three blocks away. Tve been looking fora police officer for about half an hou! Woman: Right, sir, did you see who took it? ‘Man: Wel, I saw his back, running away! Ital happened so fast, you know. He was wearing a black woolly hat, jeans and trainers. Woman: Okay, sit, Il get an officer to see you and take a statement. 2 Man: Yes, can I help you? Woman: Hello. Can you give me something for an upset stomach, please? Tm on holiday, and I think it’s the change of water. ‘Man: Yes, e, these tablets should settle your stomach. You just take one tablet a day for three days. Woman: Just one a day. Man: Yes, and if you still feel bad, you should see a doctor. Woman: Thank you very much. Man: Anything else? Woman: Yes, can you give me something for sunburn? My title boy was out inthe park all day yesterday. ‘Man: This after-sun cream is good. But you should always put ‘on some cream before you go out in the sun as well ‘Woman: Yes, I know, But we didnt have any Tl take some of that, too. Man: Anything else? ‘Woman: No, thats al, thank you. Man: Okay, that be 3 Man: Excuse me? Tim trying to get to the Science Museum. ‘Woman: The Science Museum. Right, you arent far away, love. Now let me see, go along this path through the park. You'll See Kensington Palace on your right. Keep going until you get toa gate, Tun left on to Kensington Road. Go straight down this road, past the Royal Albert Hall, and take the first right atthe trafic ight. Manz First ight, okay. Woman: You go down that road until you come to a tube station, and the museum is just on the right. I¢s opposite the Victoria and Albert Museum, you can’t miss it. Manz Olay, so it's straight along here, go out of the park and, turn let, past the Albert Hall, and then First right, Thanks 2 lot. Woman: Youre welcome. ‘Man: Oh, one more thing. Do you know if there isa reduced price fr students? Woman: Well. love, I think its free nowadays. Man: Great. Thanks again, bye © Exercise 3 «= Give students time to read through the sentences for each dialogue before you play the recording again. 1 Play the recording, twice if necessary, for students to listen and complete the information. «= Check answers by asking individuals to read aloud the sentences. “Answers ‘La mabile phone 2 tube station 3 jeans, trainers ‘4an upset stomach 5 tablets 6 three days 7 sunburn ‘Science Museum 9 trafic lights 10 nothingTravel «= Students work individually, reading and completing the sentences. ‘= Check answers by asking individuals to read aloud the sentences. ‘Answers 1a 2b 3b 4a Sa 6a 7b 8a 9b O Exercise 2 «= Play the recording for students to listen and identify the polite questions. 1 When checking answers, point out that questions that ‘can be answered with Yes/No sound polite when they end with a rising intonation. If these questions have a flat ‘intonation, they can sound rude in English. Ask students ‘if this is the same in their L1. “answers Questions 1, 4 and 5 are polite. | Tepescript | 1 Can Thelp your 2 Can I help you? 3 Bese me? ‘Breuse me? | 5 can you give me something fora cold, please? 6 Can you give me something for a cold, please? + Students listen and repeat the polite questions. If necessary, write the questions on the board. Tourist Problems Stoge 1 «= Read through the Strategies with the class. Encourage students to discuss the advantages of practising saying expressions and key words privately before doing roleplays, giving talks, etc. + Read through the three rolepays with the class and check students’ understanding. Students use the Strategies to prepare for the rleplays. Sioge 2 ‘= Students work in pairs, taking turns to play each role in the situations. Tf Some pits finish before the rest ofthe class, suggest that they do one of the roleplays again, choosing one that they fet less satisfied with. Monitor but do not interrupt students’ fluency. Make a note of ‘amy language difficulties to go over in Talkback. Talkback ‘© As a whole class, students discuss which situation was ‘the most difficult for them and give reasons. If time, students may find it helpful to go through the ‘dificult roleplay again, building up the dialogue on the board. «= Encourage students to discuss which roleplay they felt they did best and say which Function File expressions they used. Exercise 1 «= Students work individually, reading the report and ‘ordering the sections. Check answers. ‘suggest more adjectives to add. Exercise 2 ‘= Students find the linking words in italics in the report and then, working in pairs, write the words in two sroups: a) to lst ideas; b) to contrast ideas. Answers a plus, and, too, in adition, also, as well as b although, on the one hand, on the other hand, however, but Report Stages 1-3 «= Read through Stages 1-3 with the clas and check that students understand what to do. = As a class, brainstorm the pros and cons for tourists visiting your area. Write key points on the board. # Advise students to write a draft of their report and check ft before they write the final version of the reprt. Remind students to use appropriate linking words and vocabulary from Writing Help 3. Talkback 1 In pairs, students read each others reports and compare the pros and cons they have mentioned. 2 aeLanguage Problem Solving 3 ~ myset yourset, themselves and eachother /one another myself, yourself, themselves, etc Exercise 1 + Check that students can identity the subject and object. of a sentence by asking them to say what is the subject. fed object inthe following sentence: (subject) ke them (object). ‘ Students work in pairs or small groups, studying the airs of sentences and deciding whether the pronouns in Tehany Ac colan stow tt the pao t Oo Sjoct of their own action. “answer pronouns in column A 1» Ask students to translate the pronouns in column A into their own language. Exercise 2 ‘= Read through the uses (a-c) with the class. Do the first two items with the whole class, discussing if the [pronouns mean with no help/alane. 1 Students then continue the exercise working in pairs. ‘Answers 1c 2a 3b 4a Se 6b Exercise 3 ‘= Check students’ answers by asking them to read out the sentences. “Answers themselves 2 himself/herself 3 herself 4 yourself S himself 6 myself 7 ourselves 8 herself Exercise 4 ‘= Students may find it helpful to look back at the pronouns in the pairs of sentences in Exercise 1 before doing this ‘exercise. Do the first two sentences with the class. ‘Students then complete the exercise, working individually. “Answers 1 yourself/yourselves 2 them 3 ourselves 4 her S myself 6 yourself 7 you 8 herself 9 ourselves 1» Students work in pairs, matching the pictures with the ‘captions. ‘answers 1b 2a are washing each other. Exercise 6 1 Students do the exercise working individually. They can ‘compare answers in pairs before checking answers as a class. “Answers ‘yourselves 2 each other 3 ourselves 4 each other Seach other 6 themselves 7 each other 8 themselvesCulture Corner 3 Exercise 1 + Ask students to look at and talk about the photos. Use the photos to introduce some of the vocabulary in the text (mountain bikes, canal, narow boat, steom train). If students are interested, tell them that the narrow boat is ‘on Llangollen Canal in Wales and the steam train is on the Severn Valley railway. ‘= Read through the questions with the class. Encourage students to predict some of the answers. Students work ‘individually, reading the text to find the answers. Tell. students not to worry about understanding every word at this stage but to focus on answering the questions. ‘= Check students’ answers. Ask students to refer back to the text and read out the sections that give the answers. Students can see if their predictions were correct. “answers 1 the knowledge that tax drivers have about all the streets in London 2 trafic jams on motorways and problems on the trains 3 There are alot of quiet country lanes, forest tracks and footpaths. 4 They're safe and relaxing, 5 Students’ own answers trees in the auturn? Is the writer being serious here? (introduce the idea that the writer is being sarcastic). Exercise 2 « Students may find it helpful to have more information about transport problems in Britain before they compare transport in Britain and their own country. Read aloud the following text so that students can make notes of ‘information they want to use later: In the last ten years, the numberof cars on the roads of. Britain has gone up 30% and there are now 25 million cars on the roads. This means that traffic congestion in the UK is endemic both on major motorways as well as the entries to major cities. The London ringroad, the M25, is particularly bad for traffic jams. ‘ne reason or the trafic problems in Britain's cites is the se of cars for short journeys that could be done on foot or by bicycle. Over 25% of car journeys are in fact under two miles. People are aso reluctant to use public transport, even though 40 people can travel in one bus while the same number occupy 30 cars. ‘One of the consequences of ths is that over 3,000 people die in Britain every year in road accidents. Cars also produce a large amount of the carbon monoxide that goes into the atmosphere (90% of that in London). Tt is calculated that 25,000 deaths are caused by air pollution ‘and one child in seven suffers from asthma /'sesmo/. Public transport in Britain does not have a good reputation ‘at the moment. Compared to other European public transport, it is both expensive and unreliable. The trains ‘have been particularly bad since they were privatised by the Conservative government ofthe early 1990s. Vast ‘amounts of money are needed to improve the transport infrastructure in Britain. jive students time to think of three differences and three similarities between transport in Britain and their own country. Students then discuss their ideas, working in sr0ups or as a whole class. Exercise 3 ‘= Read through the sentences and check that students understand the vocabulary. Students say which of the sentences they think are true. QO Beordse 4 '® Play the recording for students to listen and check their guesses to Exercise 3. “Answers true sentences = 2, 3, 4 Tapescript See page 146. « Read through the topics with the clas. If appropriate, sive students the web addresses suggested above. Give students time in class or at home to find out more ‘information and make notes about the topics that interest them. «= Students then work in groups, sharing their information| and discussing the three questions. Monitor but do not: interrupt students’ fluency. 1» If time, the groups can feed back to the class and see how much general agreement there isin the answers to the three questions.«= To revise collocations and multi-part verbs. 1 To practise pronunciation of different words that. sound the same. Resource used Cassette /C0. Routes the material > Short of time: give some of the Review exercises for homework. Grammar Exerdse 1 1» Advise students to read through the dialogue quickly for ‘general understanding before they start completing it. = Students complete the dialogue, working individually. They can compare answers in pairs before checking answers as a class. «= After checking answers, students can work in pairs, Practising reading the dialogue aloud. Monitor and ‘correct any serious pronunciation errors ‘answers 1 ve been waiting 2 haver't done 3 have you been doing 4've been going out 5 ‘ve been going 6 ‘ve seen 7 ve ‘been doing 8've been working 9 haven't finished 10 has been working 11 ve never seen 12 ve changed 13 ve been talking 14 've decided 15 ve been repairing 16 ve taken 17°S been waiting 18 ‘ve been taking Exercise 2 ‘= Check answers by asking individuals to read the sentences aloud. “answers Leach other 2me 3 himself 4 themselves 5 yourself Geach other 7 myself her 9 herself 10 each other Vocabulary Exercise 3 amid hicenes toed arial aokonss vs tty understand the situation before they complete the iota, ‘= Check answers by asking individuals to read aloud the sentences. ‘Answers Aimissed 2 got on 3 made, saved 4 have 5 cash Exercise 4 1 Tf you wish, students can do the exercise working in pairs ‘and practise reading aloud the advice to each other. “Answers {check in 2 go through 3 get to. 4 goes from 5 takes off 6 et off @ Pronunciation: Different words that sound the same O Exercise 5 1 Students look at and say the pairs of words, demonstrating that they sound the same, «= Play the recording for students to listen and undertine the words they hear. “Answers hour 2 weather 3 rode 4 know 5 buy 6 week Tapescript 1 The train was delayed by about an hour. 2 Solar cars workin cloudy weather. 3 He rode to school on his bike. ‘4 We don't know all the dangers of trafic pollution. 5 My parents want to buy a new car. 6 There are several fights every week, a (an aos is Bete n each pait, e.g. Our school is ‘= Write words on the board for students to different word that sounds the same, e.g.: ‘two (too/to) four (for) new (knew) see (sea/C) weight (wait) pair (pear) Exercise 6 t= Students work in pairs, working out the words in the proverb. They can use the Phonetic Chart in the Mini- dictionary to help them. ‘Answer Better tate than never. + Check that students understand the proverb. Ask them if ‘they have a similar saying in their L1. Ask: Is it sometimes better not to go at al than ative late? (@.9. arriving for a party/a lesson/an exam/an interview/a meal/a train) How ‘ate’ is acceptable in different situations? (10 minutes/half an hour/two houts2). heck Your Progress « Students look back at the Module Objectives. Give them ‘time to look through Module 3 and make a note of the activities they enjoyed most, those they had problems with and the area(s) of grammar they feel they need to practise more. ‘= Ask students how well they did the activities that were new for them e.g. reading and writing a report. 1 Tell the class which activities you thought they did well and where you feel they need to improve.S The Media Warm-up Exercise 1 ‘KEY WORDS: Twe Menta TV programmes: chat show, documentary, game show, reality show, soap opera, the news Magazines about: cars, computers, current affairs, fashion, films, music, sport Newspapers: local newspaper, popular newspaper, quality newspaper ‘The Internet: chatroom, newsletter, website Mobile phones: text updates (e.g. news/traffic), text voting (interactive TV) «= Students read through the Key Words and check the meaning in the Mini-dictionary. Students say what they can see on the page. ‘answers ‘quality newspaper, magazines about music and fashion, popular paper, text update, the news 1 Students say which things in the Key Words they have seen, read or used (in their L1 and/or in English). 5 What animals ish describing? (is). Exercise 3 ‘= Read through the questions with the class. ‘= Students work in pairs, answering the questions. ‘= Some of the students then tell the class about their partner. ‘= If you wish, students can find out the most popular television programme and the most popular magazine for their class. aeModale # 13 What's in the Papers? Before you stort Exercise 1 «= If you have brought in some newspapers and magazines from your own country, show them to the students and ask them what sort of newspaper or magazine each one is. 1 Ask one of the students to read aloud the example sentence. Then ask students to make similar sentences about newspapers and magazines they know. 1 Students work in groups, discussing which newspapers land magazines they like and giving reasons. 1 The groups then report back to the class. Students can see which are the most popular newspapers and ‘magazines for their class. SKILLS Focus- Reading Exercise 2 ‘= Read through the questions with the class. Check that students understand the vocabulary, e.g. play with words, formal punctuation. You may like to use the newspapers ‘rom your own country to demonstrate some of these language features. Elicit examples of ‘informal’ punctuation from the students, e.g. lots of exclamation marks, lots of dashes. 1 Encourage students to read the three articles fairly quickly. Advise them not to worry about understanding everything at this stage but to try and answer the questions. = When checking students’ answers, encourage them to explain the reasons for their answer and to give examples ‘rom the articles. Check that students understand the ‘word play of a cool idea in text C. bAB ct b cA be cB ba cA Exercise 3 ‘= Read through the Strategies with the class. ‘= Students may find it interesting to look at the newspapers you have brought in and find cultural references that would not be familiar to a British or ‘American reader. ‘= Tt will be helpful if students have access to some atlases, dictionaries and encyclopaedias for the following exercises. Exercise 4 «= Read through the list of things with the class. If you wish, look at the first paragraph of text A with the class and elicit examples of some of the things (a company ~ Cadbury Schweppes /Jweps/; sweets or chocolate ~ Dairy Milk, Creme Eggs; buildings ~ newsagents, corner shops. = Working in pairs or individually, students read the texts and make a note of the examples of the things in the list. “Answers an area of a city: Bevery Hills, town centre, Peel Square building: newsagents, comer shops, pubs, clubs, mansion, hous, ice rink, (Civic) Theatre ‘8 company: Cadbury Schweppes, Krystal a famous person: Brad Pitt, Jennifer Aniston, Morgan Freeman, Mel Gibson, Cindy Crawford, Amold Schwarzenegger sweets or chocolate: Oaty Milk, Creme Eggs 2 drink: 7Up, Doctor Pepper, champagne the title of a TV programme: Friends a town of city: BarnsleyExercise 5 ‘= Students can use reference books and the Mini-dictionary ‘to help them use the Strategies to answer these questions. ‘= When checking students’ answers, encourage them to ‘explain how they used the Strategies, e.g. what clues in ‘the context helped them? ‘Answers 1b 2a 3b 4a Sb 6b Exercise 6 ‘= As students are doing the exercise, ask them to make a note of the sentences in the texts that provide the answers. '= When checking answers, ask students to read aloud the sentences in the texts that support their answers and to comect the false statements. “answers IT 21 37 47 ST GF (Itisanall-weather ice rink) 21 (he pape hive ne pga oy streets, nt ie-stating.) Vocabulary: Compound Adjectives Exercise 7 « Students work in pairs, finding the compound adjectives in the texts. ‘= When checking answers, ask students to read out the sentence containing the compound adjective. + Point out that the words after numbers are singular and read aloud the example. Ask students to make expressions for a meeting that lasts three hours (0 three-hour ‘meeting) and a boy who is ten years old (a ten-year-old boy). Answers 1 phone top-up cards 2 pre-tax profits 3 Europe-wide sales | <2 four-year mariage 5 a 100-square-metre rink 6 an all- | weather ie rink Exercise 8 ‘= Read the example sentence with the class. «= Students do the exercise individually, then compare their answers in pairs before checking answers as a class. ‘= Check answers by asking individuals to read aloud the sentences, and write the compound adjectives on the board. ‘Answers 2 He broke the 10,000emetre (race) record. 3 She went for an ‘early-moming walk. 4 saw a documentary about a 120- year-old man. 5 He went on a 3,000-mile journey. 6 She bought a milion-pound house. a cereres mae ‘= Read through the list of things and the example questions with the class. «= Write on the board: What? Who? When? Where? Why? Comment Use the question prompts on the board to elicit ideas for a real or imaginary news story about a rock concert. «= Students then work on their own stories, answering the (questions. Weaker students or students who find ‘imaginative work difficult may prefer to use the rock concert idea from the board Tell students to write notes, not full sentences. « Students work in pairs, asking and answering questions about their stores. Monitor but do not interrupt students’ fluency. Make a note of any general language difficulties to go over with the class afterwards. QUOTE... UXQUOTE, 1 Read the quote with the class. Ask students what the difference can be between facts and truth. Can they think of examples where facts could get in the way of ‘ruth? For example: 1 Facts: Mr X is @ milionaire. He has six cars, three ‘yachts and seven houses. ‘The truth: He is a bank robber and has never been caught. 2 Facts: John is wearing an expensive leather jacket. The “jacket cost £500. John looks very smart in it. The truth: The jacket belongs to John's brother. John ‘has borrowed it.Mobile ¢ 14 Breaking News ‘Objectives: ‘= To understand the main facts and discuss a newspaper article about earthquakes. 1 To practise using the passive. 1 To talk about what isin the news. Resources used World map (Before you stat), a selection ofthe day's newspapers (in students’ own language). Grammar In this lesson we present the passive of all tenses students have already met: Present Simple, Past Simple, Present Continuous, Past Continuous, Present Perfect, Past Perfect, will can, be going to. We teach the following reasons for using the passive: 1 to omit the agent when the agent is unknown or ‘unimportant eg... much higher figures ore being 2 to omit the agent when the agent fs obvious, e.g. ‘thousands more have been injured (we know from the first paregraph in the text that the agent was an earthquake). 3 to put special emphasis on the agent, using the ‘by- phrase’ at the end of the sentence, e.g. ... whole villages were destroyed by the hugh waves. ‘Troubleshooting Some students may be less interested in and know less about current affairs than others. Bear this in mind ‘when grouping students for Exercises 11 and 12. Routes through the material > Short of time: shorten the discussion in Exercise 1; dive some of the exercises for homework, e.g. Exercises 8, 9 and 10. > Plenty of time: do the Options. > 2 classes for this lesson: break after Exercise 6. Belore you stot Exercise 1 = Find out how many students use the Internet for news and ask them which websites they find useful. Ask students what news stores they have found recently on the Internet. If several students in your class do not use the Internet for news, encourage them to talk about the sources of news they use Exercise 2 KEY WORDS: Disses aid, casualties, earthquake, homeless, rescue teams, ruins, tsunami, wave « Give students time to read through the Key Words and ‘check the meaning and pronunciation in the Mini- dictionary. ‘= Read aloud the headline and the caption for the photo. Students use the Key Words to answer the ‘questions and talk about the photo. Accept all plausible answers GRAMMAR Focus- Exercise 3 «= Read through the questions with the students and check that they understand the vocabulary. 1» Students read the article quickly to answer the questions. ‘Students can compare their answers in pairs before checking answers as a class. «= If you have a wall map of the world, display itso that students can see where Sumatra and the Bay of Bengal area are. “Answers 1 There was an earthquake, 2 It registered 8.9 on the Richter scale. 3 They are going to send aid and rescue teams. Presentation Exercise 4 ‘= Read through the first sentence in the table (Present ‘Simple) with the class and do the next two sentences (Past Simple, Present Continuous) with the whole class, ‘= Students then work individually, referring to the text and ‘completing the sentences. ‘= Check students’ answers by asking them to read the sentences aloud. ‘Answers were 3 are being 4 were being 5 have been 6 had been 7 is going to be 8 willbe 9 cart be Exercise 5 «= Ask students why the ‘doer is not given in each sentence {in sentence 1, we know that a surgeon performed the operation but his/her name is not really important to us = the most important thing is that the patient had the operation; in sentence 2, we do not know who the thief was). 1 Students match the sentences with the uses of the passive. ‘Answers ia 2b «= Students then find similar examples of the passive in the text and read them aloud. Exercise 6 «= Students read the two sentences and then complete the rule. ‘Answer Practice Exercise 7 «= Do the first item with the whole class. Then students work in pairs, identifying the tenses used and the uses of the passive. ‘Answers ‘wil + be + 3rd form (the ‘doer is important) 2 Present Continuous (the ‘doer, the police, is obvious) 13 Present Simple (we don't know who the ‘doer is) 4 Present Perfect (the ‘eer is obvious) 5 Past Simple (the ‘doer is important)The Media > THE PASSIVE Emre 8 = Stadents do the exercise individually, then compare their answers in pairs before checking answers as a class. ‘= Check answers by asking students to read the sentences aloud. "Aeswers | Ths just been offered 2 Was the Oscar ceremony reported 3 wil be replaced 4 was voted 5 Will his next book be published 6 not be watched, be shown 7 are being watched The pairs then read thelr sentence tothe rest of the class, who have to guess the title of the film, TV series or musical. Exercise 9 '* Before students do the exercise, remind them that the ‘doer’ may be omitted in some passive sentences. = Check answers. If students use the by + noun phrase in number 5, point out that nobody changes to anybody in ‘the passive sentence. ‘Suggested answers 1 The driver was fined for speeding. 2 She has been sent lots of birthday cards. 3 The meal was being served when the lights went out. 4 The prime minister was asked alot of Short of time: give some of the exercises for hhomework, e.g. Exercises 7 and 8. > Plenty of time: do the Options. > 2 classes for this lesson: break after Exercise 6. Before you sort Exercise 1 = As a whole class, students say what they know about the lives of the people in the photos. If students disagree about any facts, ask some of the students to check the ‘information in reference books or onthe Internet for homework. 1 Students discuss whether they would ike to be famous. Encourage them to think ofthe pros and cons. Teach any new vocabulary they need. @ SKILLS Focus: Exercise 2 KEY WORDS: Mini woxos ) celebrity, fame, fan, mass hysteria, mass media, the press, stress 1 Tel students to try and match the words and definitions without referring to the Mini-dicionary. They can then use the Mini-ictionay to check their answers. Remind students that there is one extra Key Word. 1 Ask individuals to give the definition in complete Sentences, e.g. A celebrity is a famous person. After checking answers, ask students to look up mass hysteria. in the Mini-dictionary and read out the definition. ‘Answers ‘fan 2 celebrity 3 mass media 4 stress 5 fame 6 the press Listening O Exercise 3 ‘= Read through the Strategies with the class. Ask students to suggest situations in which they listen for specific information, e.g. announcements ata station or aiport about ther train/plane. 1» Ask students which of the Strategies they use when Listening in their own language and which in English, ‘= Students read through the sentences and guess if they are true or fase. Encourage students to use their own general knowledge to help them. (Don’t tell students any of the answers.) = Play the recording once for students to listen and mark the sentences true or false. Check how many answers students have got and, if necessary, play the recording again. ‘= Check students’ answer by playing the recording again, pausing it appropriately to check each statement. Ask Students to correct the false statements. ‘Answers LF (They appeared in the 1920s.) 21 31 4 (Doing adverts isnot pat oftheir contracts.) 576 F (He was ‘murdered by a fan outside his New York apartment.) 7T 87 ‘Tapescript See page 146. ionsin sentence 2 ‘in sentence 3 ( O) Exercise 4 1 Play the recording for students to listen and list the advantages and disadvantages of far 1 Check students’ answers and write the ‘advantages’ and ‘disadvantages’ in two columns on the board. “Answers advantages: get a lot of money, demand huge contacts and ‘eam a fortune from advertising disadvantages: difficult to get away from the press (paparazzi) and from fans: people expect you to be successful all the time ‘and that is stressful: the fast lifestyle puts celebrities at ‘greater risk and many die youngThe Media s+ Excourage students to suggest more advantages and Gsadvantages. Add their points to the two lists on the ‘board. Students can then see which list is longer. Ask ‘em to decide on the most important advantage and the ‘most serious disadvantage. taarcise 5 = Look at the example sentence with the class and demonstrate how the contraction counts as two words, «= Fay the recording of the five sentences, pausing for students to count the words in each sentence. ‘= When checking students’ answers, play the recording again and ask individual students to write the sentences tn the board, using contracted forms where appropiate. + After checking answers, you may wish to play the sentences again for students to repeat them. ‘Answers 2s words 3 ten words 4 ten words 5 seven words Tapescript 1 Tonight we're going to look at fame! 2 Youve just written a book. 3 Well of course, fame’s not just a modern thing. 4 But celebrities've become much bigger with today’s mass medi, 'S And what'e the advantages of fame? Eaarcse 6 ‘= Give students time to read through the sentences before stoning to the recording. 1= Pay the recording twice for students to match the cpinions to the speakers. Point out that in some cases ‘Se same opinion could be shared by both speakers. soewers nk 23 38 4858 Tapescript ay: Hey, Jamie, have you heard about this? James: What? ‘kay: You know Janice Jones, the film star? James: Yeah Akay: Well, photographers ae following her all the time, It's semble, isnt it? James: Personally, I think it’ her problem. I mean, if you ‘eent to be famous, you have to accept lots of attention from Se media, Kays Oh, I disagree, Everyone's got aright to privacy, don't yoo shink? James: That's true, but if you sell your story tothe papers, yes cant really complain, can you? Aan: Well I dont think it fair Nobody/s got the right to ‘lion people everywhere. I mean, there are photographers cutsde Janice Jones's house all the time. Just because she set marred for the third time, James: You may be right, but I think she tikes all the zerton, Xaty: Wel, in my opinion, this shows thatthe papers ae setting worse and worse. They're 50 bad. James: Yeah, I agree. You right, there's a lot of rubbish in ‘Se papers nowadays Kans | think they should control the papers. Ie all gossip, wed sex. James: I totally agree. It's not very nce. But people seem to sant that kind of thing. Im against too much control ‘Kap: Yeah, not too much, but Tm in favour of some control. James: Mm, but how can you stop Exercise 7 «= Do the first two or three expressions with the whole class. Students then work individually or in paits, reading and classifying the expressions. '= When checking answers, ask individuals to read aloud the sentences. ‘Answers 1d 2a 3e 44 5c 6d 7a Bc 9a 10b 116 ‘= Students read through the statements and the example notes. Point out that students need to give reasons for their opinions. Remind them of note-making techniques, e.g, omitting short words like prepositions, verbs, articles; using abbreviations, .g. gov (government). ‘= Students make notes for the statements. Monitor and help with vocabulary if necessary, Exerdse 9 «= Read the example sentences with the class. s Students use their notes from Exercise 8 to prepare their presentations. Encourage them to ‘rehearse’ silently what they are going to say. 1 In small groups, students present their opinions in turn. Monitor the activity but do not interupt students’ fiuency. Make a note of any general language points to 0 over with the class afterwards. = Encourage students to say what they fet they did well in their presentations and if they had any difficulty expressing in English what they wanted to say. Vocabulary: Mult-part Verbs (4) Exercise 10 = Check students’ answers by asking individuals to read the tuestions aloud “Answers Lon, off 2 over 3away Sup Sup, off 6to Exercise 11 «= Students work in pairs, interviewing each other using the ‘questions from Exercise 10. Monitor the activity, paying particular attention to the use of multi-part verbs. «= Some of the students report their results to the class. QUOTE... UNQUOTE, ‘= Ask students to look up the verb bug in a dictionary, and then discuss what the quotation means. 1» Ask students if they have ever seen or met a famous person. Who? Where? What did they do? Did they ask for ‘the person's autograph/take a photo/ask questions? Did they leave the person alone?Motate ¢ 16 Communication Workshops ‘Objectives, ‘© To read and understand a TV review. ‘= To write a review of a film or TV drama series. «= To listen to a TV debate, understand the speakers ‘opinions and identify whether they are polite or rude. «= To use strategies to prepare for questions based on stimulating material. 1» To participate in a discussion based on stimulating material. Resources used Cassette/CD, Writing Help 4. ee Those students who are shy or naturally reticent and quiet may feel uncomfortable participating in discussions in English. In group discussion activities, ask all members of the group to be aware of students who need to be encouraged and given time to join in. Routes through the material > Short of time: give some of the Writing Workshop for homework: shorten the Talkback activities. > Plenty of time: do the Options. > 2 classes for this lesson: break after Writing Talkback. Before you stort Exerdse 1 1 Students look at and talk about the photo, describing Henry VIII's appearance and speculating about what sort ‘of petson he was. Encourage them to say if they know anything about him. « Students then read the review silently to find out more. Tell them not to worry about understanding everything but to focus on key words that are important and to try ‘and. guess the meaning from the context or look them up in the Mini-dictionary. 1 Ask the class to pool what they have learned about Henry VII from the review. If necessary, ask questions, e.g. When did he lve? How many wives did he have? What ‘happened to some of his wives? (check that students Understand the meaning of executed) What are the good things about the TV episode? What are the weoknesses? (Note: phonetic translations: Boleyn /balin/, Winstone ‘/rvinsian/, Bonham /bonam/, Arundel /atandal/. Exercise 2 + Look at the first one or two linking words with the class for students to decide whether the linkers contrast ideas. Students then complete the exercise. Answers despite, Nevertheless, in spite of, but, although, However «= After checking answers, ask students what functions the ‘other linkers have (in order to ~ giving a reason; for ‘example, such as ~ giving examples: to sum up ~ concluding). @ ‘innocent angry calculating caring Toyal brave imaginative violent historical affectionate beautiful «= After checking answers, students can workin pits, writing five or six sentences using some of the nouns and adjectives. Monitor the writing and point out any errors to be corrected. ATeview Siages 1-3 ‘ Read through the three Stages withthe class and check that students understand what to do. = Give students a few days so that they have time to choose and watch suitable programme on TV and make notes. 1 Read through the four paragraph headings, and Useful Vocabulary in Writing Help 4, with the class. Advise students to write a draft of their review and check it before they write the Final version of the report. Remind them to use appropriate linking words and adjectives. Talkback ‘= Students work in groups, reading each others reviews, and discussing the programmes. ‘= If there is space in your classroom, students may like to make a display of the reviews to read at their leisure, Listening ATV Debate O) Exercise 1 ‘= Give students time to read through the sentences and options. Play the recording, twice if necessary, for Students to complete the sentences, 1» Check students’ answers by playing the recording again, pausing it after each item. Answers 1b 2a 3¢ 4b Se ‘Tapescript Presenter: Good evening, and welcome to this week's Media Watch, the programme where you can give your views about the media in this country. And on tonights programme we've got the newspaper journalist and columnist Jenny Lawson, and | the TV newsreader and presenter Bil Tuner ..and thei be. giving us their views as well. Let's start with an article from this weeks Independent. There's a report about how we are | becoming a nation of couch potatoes. ‘Woman: Yes, ths is about the amount of time that we spend. | ‘in front of the TV and on the Net. According to that article, | ‘on average we spend twenty-five hours a week in front of the box. Twenty-five hours! I think i’ terible, myself. And some young people are Internet addict. Its not surprising that‘bods got time to do exercise or read books. At this rate = ‘Rex onsene! Just because people watch TV it does mean ‘Sir vhey dot read as wel. Lookat how popular books tke seer Patera. Ts complete rubbish to say that Ts the Sa Fall our probes. A lot of programmes are very, ‘Sectional. Think of al the documentaries on TV about fe, science history. They really ar, ‘Wesans fcure me Cn Tsay something? Ran Tey really are very. et Jwenan: Im sony Bil. Té ke to say something. 1s not true Say that most programmes are edcatinal. Most TV is full sane shows and realty shows and theres ot of Seteoce on TV. ust tun ft on and see for yoursel 1's Seeing worse and worse This very womyng. Thee was an Sect in The Guodian this week about how some young Seve copy the violence they see onthe television. ‘Pesonally, I'm totally against ... ‘Man: You're wrong, Jenny. You just can't say that everything ‘hat happens is the fault of the TV programmes people watch. eave seen that report but ut jst because {watch 8 ‘conboy killing someone in a fiim, T'm not going to go out and ‘el someone, am I? And what about the newspapers? This ssi in the popular papers there have been lots of stores ‘Sour tht computer hacker Manchester. He's used the ‘ecret to steal money, he's a cimial but the newspapers ‘ore psd ats of money for his stony that responsible ‘orl = gving money to criminals? .. But T believe that Sn ae eee ‘22 goverment contol what we watch or read: In my opinion, mndto ‘ena: te toy tat we ned ohn abot tow |TV dnd newspaper affect people. Especially yo | young peopl Coremnent have eapnsy conor Bote ae sess. And we should try to stop young people watching so mech. | Sa: fubbsh venybdy should be able to chose todo what Sova | Preteter: Can nterapt a momen? Habe we coud get ‘rom the stile audience now? Ys, the man ‘= Read aloud the instructions. Ask students if they can semember which guest interrupts the other rudely and bow he or she interrupts. «= Play the recording for students to check who interrupts sadely (the man). Then play the recording again for students to listen for the words and phrases the man ses (Nonsense! You're wrong. Rubbish!) ‘Speaking ‘Before you start ‘Exercise 1 = Students work in pairs, reading the expressions in the Fencton Fle and deciding which are polite and which are rade. = pote: ase me Can {sy something? Tm ory thet Sy scting a ut lhe tay an Ete a! [te Nonsense ote wong. Rubbish © Exercise 2 «= Play the recording several times fr students to listen and repeat the polite expressions. Encourage students to ‘copy the speaker's intonation. ae based on simulating material «Give students time to look at the photos and extracts. Check comprehension of vocabulary, e.g. couch (potato), copycat (violence), young offender. «= Read through the Strategies with the cass. Students may find it helpful to take one of the items (e.g. the ‘couch potatoes’ text) and work together, applying the Strategies to the text. Sage 2 « Students work individually, looking atthe photos and the ‘texts and using the Strategies to think about them. Stoge 3 ‘+ Read through the questions with the class. «= Students work in pairs or groups, discussing the questions and using polite expressions to interrupt and ive opinions. Remind students of the expressions for agreeing and disagreeing from Lesson 15. Monitor the activity but do not interrupt students’ fluency. Make a note of any general language points to go over with the class afterwards. Talkback «= In turn, each pair or group tell the class one thing they agreed on. Students can see how much general agreement there is in their class.Language Problem Solving 4 EL Exercise 1 «= Students work in pairs, reading the speech bubbles and matching the people with the adverts. ‘= When checking students’ answers, ask them to read the ‘adverts aloud to check pronunciation and understanding of abbreviations, e.g. St, Tel “Answers 1b 2d 3a 6c Exercise 2 «= Students look back at Exercise 1 and complete the sentences in the box. ‘= Check students’ answers by asking them to read the sentences aloud. “Answers Thad 2 done 3've had 4 serviced 5 get 6 repaired T-get 8 uparaded 1» Students discuss who did/will do the activities and then complete the rule. “Answers b someone else/an expert rule: b we ask someone/an expert todo it for us Exercise 3. « Students do the exercise individually, then compare answers in pairs before checking answers as a class. ‘Answers Ta 2b 3a 4b 5b 6a Exercise 4 1» Read through the example item with the class. « In pairs, students discuss what they can have done by each service. 1 Students give their answers in complete sentences, as in the example. ‘Suggested answers 2 Tan have my clothes cleaned there. 3 1 can have my shoes repaired there. 4 I can have a dess/clothes made there. 5 can have my eyes tested there. 6 I can have my teeth checked there. Q Causatives: to have/get something done Exercise 5 ‘= Read through the example item with the class. If you wish, do item 2 together. Students then complete the exercise, rewriting the sentences. = When checking answers, ask students to read out both sentences. Answers 2 Will you have/aet the kitchen painted? 3 Tve had/got the ‘at washed. 4 Tm having/getting my motorbike serviced. 5 Where can I have/get these photos developed? 6 She's not ‘going to have/get her ears pierced. 7 I got/had the broken window replaced, 8 We shoud have/et the washing machine Exercise 6 ‘= Read through the words and check that students. understand them. Ask two students to read aloud the ‘example exchange. Do the second item with the whole class and point out that the question can be Where (con ‘get it pumped up)? or How (can T get it pumped up)? «= Students then work in pairs, asking for and giving advice. Monitor and help students correct any errors. 1» Check students’ answers by asking pairs of students to say their exchanges. 2 A: How/Where can I get it pumped up? 8: You need to find a good garage. 3 A: How/Where can T get it fixed? B: You need to find a good jeweller’. 4 A: How Where can T get them shortened? | 8B: You need to find a good tailor. | 5 A: How/Where can T get another one cut? 8B: You need to find a good ronmonger'. How/Where can I get it renewed? 8B: You need to go to the Passport Office. How can they get it connected? B: They need to find a good plumber. 7“= Ask students to look at the photo and say what they ‘teow about Elton John. Ask them if they know any of his ‘songs and, io, to tell the class about them. ‘= esd through the instructions and the sentences (a-e) seth the class, ‘= Stetents work individually, reading the background ‘efornation silently and completing the gaps with the sentences. ‘Soo ia ttn onde Short of time: give some of the Review exercises for homework. Grammar QO) Exercise 1 s Do the first item with the clas. s Students then complete the exercise working individually. Remind them to think about the correct verb tense to "use when rewriting the sentences. Students can compare answers in airs before checking answers in the next exercise. s Students listen to the recording and check their answers. Tapescript and answers 1 The first newspaper was published by the Romans in 59 BC. 2 The British Royal family are followed by photographers, ceverynhere 3 Radio communication was invented by Marconi in 1894 4 The Times has been published in London since 1788, 5 The media are being changed by digital technology. 6 The Internet is used by over eighty milion people around the world. 71s too much violence shown on television? 1 Ane drama series hast been pnd by Chane for O Beerdse 2 « Students listen again and underline the part of the passive verb that i stressed. = Check students’ answers by asking individuals to read aloud the sentences and stress the correct pat ofthe passive verbs. Answers The stressed part ofeach passive vet is undertined inthe tapescrpt above. Exercise 3 «= Read through the list of verbs and the example sentence with the class. «= Students do the exercise working individually. ‘= Check answers by asking individuals to read aloud the sentences. “Answers 2 have/aet it serviced 3 have/get it cut 4 have/get my ears pierced "5 have/get it photocopied 6 have/get it Fixed Exercise 4 s Students match the words with the definitions. Answers 1d Ze 3b 4c 5a @ «= Students work individually or in pairs, finding three more words from the module and writing definitions and example sentences. Allow students to refer to the Mini- dictionary (or another good dictionary) to help them with the definitions. Monitor the activity and help where necessary. ‘= In groups or as a whole class, students read aloud their words, the definitions and the example sentences. «= Give students time to copy the words, definitions and example sentences into their vocabulary books. Exercise 5 «= Students write the compound adjectives. ‘= When checking students’ answers, ask individuals to write the compound adjectives on the board so that you can check punctuation and spelling. “Answers 2 a long-haired boy 3 an eight-week summer holiday ‘4 twoshour journey 5 an all-night party 6 hand-made Jewellery Pronunciation: Word Stress O Exercise 6 «Students work in pairs, marking the main stress in the words before they listen to the recording. «= Students then listen to the recording and check their answers. Check that students have identified the stress correctly by asking individuals to write the words on the board and to undertine the main stress. «= Play the recording several times for students to listen, and repeat the words. Tapescript and answers Tadver/adyertisement 2 pagular/popularty 3 Galebrate/celerity "4 muske/ musician 5 ahotosraph/photoarapher 6 arganise/organisation 7 publish publicity Exercise 7 «= Students work , working out the proverb. “Answer No news is good news. ‘= As a whole class, students discuss what they think the proverb means (Bad news travels fast so, if you haven't had any news, it probably means that everything is fine and nothing is wrong). Ask students if there isa similar saying in their own language. Check Your Progress In groups, students discuss the answers to the three questions, + The groups can then report back to the whole class and see if there is general agreement about the answers.- evartesing {KEY WORDS: Ornaow aovecrves amusing, attractive, awful, boring, brilliant, clever, colourful, dull, offensive, ridiculous, serious, sexist, shocking, ily succes, tata erie unuua, 1» Give students time to read through the Key Words and check the meaning in the Mini-dictionary. Check pronunciation and word stress by asking individuals to say the words. ‘= Students took at the adverts and, working in pairs or small groups, discuss which Key Words they could use to describe them. «= Students discuss their opinions as a class and see if most of the class have chosen the same adjectives. Encourage students to give reasons for their choice of adjectives. = As a class, students discuss the messages of the adverts, iving their reasons. Tel students there is no single ‘correct opinion or interpretation of the adverts. Exercise 2 ‘= Read through the questions with the class. Give students ‘time to think about their answers and ask you for any. vocabulary they need. «In small groups, students discuss the questions. Ask each group to make a note of their answers and conclusions. ‘= The groups report back to the class, summarising their answers and giving thei reasons. Exercise 3 KEY WORDS: Aovernsin Exrrssions (1) absolutely delicious, bargain prices, cool, distinctive, | durable, fantastic value for money, good flavour, | guaranteed, high/top quality, something special, stylish, tasty, totally reliable, unique, waterproof ‘= Read through the Key Words with the class and give students time to check the meaning in the Mini- dictionary. «= Students list the expressions that show good value and those that show good quality. Tell students that there ‘may be some words that do not fit in either category. 1 After checking students’ answers, ask them to suggest a category for the words that are left (e.g. cool, stylish = fashionable). Suggested answers 2 bargain pices, fantasic value for money D absolutely delicous, entinctive, durable, good favour, ‘uaranted,hgh/top quality, something Special ay, totally fell, unigue, waterproof Suggested category for the remaining words (cool ssh) ould be tstonable O Exercise 4 ‘= Read through the descriptions (a-f) with the class. Encourage students to predict what sort of products could match the descriptions. «= Play the recording once for students to match the adverts with the descriptions and to see if any of their predictions were correct. 1 Check answers by playing the recording again, pausing it after each advert to check the answer. = After checking answers, ask students to suggest a product for the extra description (healthy and natural), e.g. a breakfast cereal, fruit juice, a shampoo. ‘answers le 2c 3a 4b Sf Tapescript 1 If yu cool, if you're no fool, come to our new shop, Bonzo Tshirts, in the High Street. Cool designs... top quality, materials. And everything at fantastic value. Real bargains! Don't miss your chance, Bonzo .. the coolest place for T-shirts intown. 2 Its Saint Valentine's Day next week .. and still nothing to ‘give your partner? Get something special for her at Scotts the Jewellers. Fantastic rings with stylish design .. and at prices you'd never dreamed were possible. Make her dream come true {at Scotts in the Albion Centre. 13 Feeling a bit peckish? Fancy something tasty? Mm, yummy. ‘Absolutely, mm, delicious. Why not try some Old Cheshire Crisps yourself? Fantastic flavour .. at a fantastic price. Old Cheshire Crisps. “4 February sales at Browns! Fifty per cent off all bags ~ yes, ‘fy per cent! Top quality leather designer bags. The latest, stylish designs from London, Paris and Milan. Fantastic value {for your money at Browns in Mill Stret, next to the cinema, 5 Our new selection of Marine Watches is out now. Marine Watches are extremely durable, they'e waterproof and totally reliable. All watches are guaranteed for three years. With Marine Watches you get guaranteed quality at bargain prices. Marine Watches, St Andrews Street. ‘Browns? (in Mill Street, next to the cinema) 5 How logis the quaanes for? (hee yer) Where is Marine Watches? (St Andrew's Street) gMobile F 17 Persuasion ‘KEY WORDS: Aoversin Exressions (2) ‘compact shape, debut performance, dreamy melodies, exclusive resorts, five-star restaurants, flat screen, full of fun, permanent Internet connection, luxurious suites, ‘masculine scent, natural ingredients, sensual and refreshing 1 Students read through the Key Words and check the ‘meaning and pronounciation in the Mini-dictionary. ‘= In pairs or small groups, students discuss which of the products they think the Key Words refer to. 1 The groups then feed back to the class. If students disagree, encourage them to give reasons for their answers. Students check their answers in Exercise 2. Reading Exerdse 2 1 Ask students to look at the pictures in the adverts and to say what they think each picture is advertising. 1 Tell students to read the advert fairy quickly to find the advertising expressions from Exercise 1 and to check their answers. Reassure students that they do not need to understand every word in the adverts at this stage. 1 Ask individual students to read aloud the sentences containing the expressions. Correct any serious pronunciation erors. (oO) SkiLLs Focus- ‘Answers a debut performance, dreamy melodies b exclusive resorts, five-star restaurants, fll of fun, luxurious « masculine scent, natural ingredients, sensual and refreshing 4 compact shape, lat screen, permanent Internet connection Exercise 3 ‘= Read through the expressions (1-6) with the class and check that students understand the vocabulary, e.g. come ‘ut (come on to the market). 1 Students do the exercise working individually. ‘= When checking answers, ask students to read aloud the ‘expression in the advert that gives the answer. Encourage students to guess the meaning of Its 0 piece of cake in advert 1 from the context and tell them they will have more practice with phrases like this in Exercise 5. ‘Answers 1D (the ‘rites’ recommend it) 2 mobile phone (Fee 5 mobile phone (it has the edge over al other models) / holidays (best holidays in the world) 6 mobile phone (14-day money back guarantee) 1» Read through the questions with the class and check that students understand the vocabulary (e.g. tempted, | exaggeration). «Students work in groups, discussing the questions. Remind students to use the Opinion adjectives on page 57. Tell the groups to make a note of their answers. Monitor but do not interrupt students’ fluency. 1 The groups report back to the class and see how much general agreement there is. 1 Encourage students to evaluate what was good or successful in their group discussion and what they found most difficult, e.g. Did they use opinion adjectives? Was it difficult to express their reasons for their opinions? Give the class your own evaluation and, if necessary, go ‘over any general language problems you noted when ‘monitoring the group discussions.Advertiong earse 5 s= Check that students understand the phrase idiomatic ‘expressions. Students may find it helpful to think of two ox three examples from their own language. + Read through the Strategies with the class and then use ‘the Strategies to work through the example (smooth as fone). Ask students if there isa similar expression in ‘heir own language. Advise students to make a separate section in their natebooks or vocabulary books for iciomatic expressions. Vocabulary: Idiomatic Expressions Exercise 6 1 Students do the exercise working individually or in pairs. ‘= Wen checking students’ answers, encourage them to ‘explain how they used the Strategies, e.g, What image does the expression create? What clues in the context were helpful? ‘Answers ic 2e 3a 4b 5i 6d 7f Bh 99 Exercise 7 ‘= Check students’ answers by asking individuals to read ‘aloud the sentences. 1 piece of cake 2 have the edge over 3 sit back 4 warm welcome 5 not tobe sniffed at _6 breath of fresh air Exerdse 8 ‘= Read through the instructions with the class. + Divide the class into A/B pairs. Student A reads about ‘Handycomt on page 129 and Student B reads about ‘Musicman’ on page 130. Help individual students if they have problems understanding any new words in their texts. «= Students work in pais, taking turns to ask and answer ‘questions. Monitor but do not interrupt students’ fluency. + Some of the pais can say one of their dialogues for the class to hear. Go over any general language difficulties with the class. 1 Ask students which product they think is most useful. Would they like (one of) these things? Exerise 9 «= Read through the instructions. Elicit suggestions for more products from the class. «= Ask one of the students to read aloud the example sentences. Elicit suggestions for other good things to say about the CD, e.g. type of music, any brand new music, the singer, the band, recommended by other people, price. Ask the class to suggest good things to say about different (non-music) products, e.g. guaranteed, free extras, style and colour, size, natural easy to use, reliable, durable. « Students work individually, making notes about their product. Remind students not to write complete sentences but just lst the main points they want to say. Monitor and help with vocabulary and pronunciation where necessary, Students may like to draw a picture of their product to show the class when they are talking about it. «= In turn, students tell the class about the product and, ‘mention the five good things about it. Encourage the rest of the class to ask questions at the end of the presentation if they wish. QUOTE ... UXQUOTE 1 Read the quote with the class. Ask students to give some ‘examples of ‘art forms’ (music, art, literature, dance, sculpture, film, photography). Ask students if they think advertising is an art form (giving their reasons). Do they think advertising is the ‘greatest’ art form of the last century? What new art forms do students think there will be in the twenty-first century? (text-messaging? computer graphics?)Models § 18 Classified Ads «= To practise using the vocabulary of classified ads. «To ‘verb forms to talk Te practise ing appropriate | Optional: some examples of the ‘classified ads’ sections from newspapers/magazines in the students’ country. In this lesson we revise and extend ways of expressing {n most cases the choice between them does not just depend on the context but on the speaker's subjective accommodation, birthday greetings, births, courses and. tuition, deaths, for sale/to swap, lonely hearts, lost and found, marriages, wanted ‘= Read through the Key Words with the students and give them time to check the meaning in the Mini-dictionary. « Students discuss which kinds of classified ads they find in newspapers in their country. If you have some ‘examples of classified ad sections from newspapers/ ‘magazines, show them to the class and ask them to classify the adverts using some of the Key Words. Exercise 2 « Tell students to read the adverts for general understanding and make a note of the sections in the Key Words that match them. «= Students can compare their answers in pairs before ‘checking answers as a class. @ GRAMMAR Focus ‘answers ‘courses and tuition B birthday greetings courses and tuition D births E courses and tuition F lot and found Gor sale H lonely hearts Exercise 3 «= Students read the adverts again and say which they would not trust much and why not. Suggested answers 'A Mr Universe in five days (It srt possible for anyone to build their body to become a Mr Universe in five days, | especially with no gym and no exercise needed. Also, you have | to send £100.) E Dog Talk (Dogs cannot talk!) O Exercise 4 «= Play the recording once and see if students can match the dialogues with three of the adverts. Point out that the first of the three dialogues is printed in Exercise 5. IF necessary, play the recording again ‘Answers 1C 28 3A | peace ] Sues Tm gong to take my driving test. Think it might help | ime get Job. Pat: Have you had any lessons yet? ‘Sue: No, Im having my first one tomorrow afternoon, Pat: What time? | ‘Sue: I finish classes at three oclock and I'm seeing my instructor afterwards. Pat: Oh, I may come and watch! No, onty joking! Who's your instructor? ‘Sue: Someone my mum knows. My mum thinks shell be good. ‘She's gt a hundred per cent pass rate. Pat: You should be allright, then. Pity about the weather. Look at those clouds. ‘Sue: Yeah, is going to rain, Tm sure. Pat: Listen, I think Il take this road, It’s quicker, And iL drop you off at the lights. Is that ok? ‘Sue: That's fine. 2 ‘Jane: Mandys having a party on Saturday? Are you going? Kate: Yeah, course I am. Tm going with Sue. Mandy always has good partis. Im sure it be really good fun. ‘Jane: Oh, do you think $0? Kate: OF course - you must come! I just know youl ove it! ‘Jane: Yeah. Will you have your mums car? Kate: Yeah .. don't wor. TU give you a lift Tl pick you up at your place, if you tke. Jane: Will you? Are you sure that’s olay? It starts at about mine ocock, you know. Kate: No problem. And I wont forget. Promise! 3 Mark: Look at ths. I think IU ty this couse. It looks interesting. It might help me get into the rugby team. deff: Let's have a look. A, you don't believe all that stu do you? Mark: Well, okay. I may not become Mr Universe, but it might be a good way of getting fitThe Future Atvertiong “Be Oh yeah. Te says you can doit without any exercise. Oh, ‘mari: Ha, I was only joking. You believed me, didn't you? «= Read through the instructions with the class and check that students understand what to do. Students work ‘individually, matching the examples (1-10) with the tenses and verb forms. Students can compare answers in pairs before checking answers as a class. ‘answers a8 b3,5 ch 47,910 e26 Exercise 6 += Read through the uses (a-g) with the class and check ‘that students understand them. Students may find it helpful to translate the ‘uses’ into their Li. ‘= When checking answers, encourage students to say what they think is the speakers attitude. Point out that the speaker's own opinion influences the verb form he or she chooses to talk about the future event or plan. ‘Answers a7 bi c8 d3 e4 £9,10 926 Exercise 7 ‘= When checking answers, ask students if they can remember which dialogue (in Exercise 4) each sentence ‘comes from (Sentences 1, 3 and 4 are from ‘Mandy/s, party dialogue: Sentence 2 is from ‘Mr Universe’ ialogue). “answers a1,2_b3,6 Exercise 8 ‘Answers Sentence 2 (wil is more certain to happen. Practice Exercise 9 1 Before students do the exercise, check that they remember the uses of wil and going to from Exercise 6. + Check answers by asking individuals to read aloud the complete sentences and to identify the speakers attitude ‘and the function of the verb form, e.g. will for spontaneous decision. “Answers Lwill/I enjoy 2 isnt going to bring/wont bring 3's going to have 4 willl get 5 isn't going to be {6’'m going to study 7 are going to spend Exercise 10 « Advise students to read through each exchange before deciding which verb form to use. 1 Check students’ answers by asking pairs of students to read aloud the exchanges. ‘Answers may/might go 2 te going 3 visit_ 4m going to/m tig 5's ing to Bel eves 8 may/might Exercise 11 «= Students work in pairs or small groups, reading the ads ‘and completing the people's reactions. Encourage Students to guess the meaning of any new words in the ‘ads from the context or to look them up in the dictionary. 1» When checking students’ answers, ask them to describe the attitude of the speaker in each situation, e.g. in 1, the speaker decides to phone as soon as he or she reads the advert. ‘Answers ‘T'ileall 2 stats 3° go/might go,‘m going 4" keep /m going to keep, need/may need 5m going to learn learn Exercise 12 1 Read aloud the instruction and point out that. students should use the five different verb forms (a-e in Exercise 5) for their appropriate uses. ASk one of the students to read aloud the example sentences. If you wish, elicit one cor two example sentences for each of the five verb forms. « Students work individually writing their sentences. Monitor and help as necessary. 1 Ask two students to read aloud the example conversation. Eticit one or two reactions to the sentence I may not ‘pass my driving test, e.g. I'm sure you'l pass /When are ‘you going to take it? «= Students work in pais, taking turns to say their sentences and to react to their partners sentences. Monitor and help students correct any errors. «= The pairs can then say some of their sentences for the class to hear.Motte F 19 Taking it Back Vocabulary: Mut:-part Verbs (5) Before you start Exerdise 1 1 Check that students understand shopping vocabulary such 3 conumer protctionoxonsaton, product cet ‘quarante, conditions, packaging. «Read through the lst of meanings with the lass and check that students understand get rd of and deceived. 1 Students work individually, reading the questionnaire and matching the undertined verbs with the meanings. Students can use the Mini-dctionary to check their answers. 1 Check answers by asking individuals to read aloud the questions and replace the undertined verb with the alternative expression. Skitts Focus: Exercise 3 ‘KEY WORDS: Snore Pron have buttons missing, fade in the wash, make a funny noise, not big enough in the sleeves, not work properly, ‘not work at al, shrink in the wash, too big/small, too tight around the collar 1 Students read through the Key Words and check the meaning and pronunciation in the Mini-dictionary. 1 Students decide which of the problems they could have with the products, Tell them some of the problems may go with more than one product. Students can compare their answers in pairs before checking answers as a class. ‘Suggested answers ‘have buttons missing: shirt fade in the wash: jeans, track suit, shit make a funny noise: DD, portable CD player, video, computer ‘game not big enough in the sleeves: track suit, shirt not work propery: computer game, portable CD player, video not work at all: computer game, portable CD player, video ‘shrink in the wash: jeans, track suit, shirt ‘00 big/small: jeans, shirt, track suit too tight around the collar: shit QO Beerdse 4 ‘= Read aloud the instruction and situations a-d. Check that. students understand what to listen for. = Play the recording once and see if students can match ‘the customers and situations. If necessary, play the recording again. '« After checking students’ answers, ask them when a customer might ask to see the manager, e.g. if ‘the sales assistant says they cannot give a refund or cannot exchange the faulty item. “answers “Answers ‘Tcompare products and prices 2 convinced/deceived ib 2d 3a 3 get rid of 4 see if something fits 5 study 6 retum 7 approach, begin 8 phoned, give advice about ae Exorcse 2 1 In pairs, students take turns to ask and answer the {questions in the questionnaire, and make a note of their partner's answers. '= The pairs then check each others answers on page 130. 1» As a class, students discuss whether they agree with the ‘answers’ and if they consider themselves to be good consumers. Q i Customer: Excuse me? Tve got a problem with this shirt. ‘Shop assistant: Oh dear. Well, what's the problem with it? Customer: Well, is too tight around the collar. And i's not big enough in the sleeves, ether. ‘Shop assistant: Mm, I see. Customer: And, er, there area couple of buttons missing, too. ‘Shop assistant: Oh dear, you are unlucky. Have you got @ receipt, love? Customer: No, Tm afraid T havent. You see, it was a birthday present from my sisterAhvertong SShop assistant: Wel, Tm afraid T cant refund your money seout a receipt. Ask your sister forthe receipt and there mo problem. ‘Gestomer: Okay. Thanks very much. 2 ‘Shop assistant: Can I help you, madam? ‘Castomer: I hope so. Ive got a bit of a problem. This track suit faded and shrank in the fst wash. ‘Shop assistant: Did you put it in the washing machine? ‘customer: Yes, I did. With the other clothes. It says on the label that its machine washable. ‘Shop assistant: Mn, but you have to use a special programme ‘nthe machine. Look. It says here. On the label. (Customer: Ah, I didn't see that. ‘Shop assistant: Well, Im really sony, but we can't refund your ‘money. ‘Customer: Well, is my fault, I suppose. But thanks anyway. ‘Shop assistant: Not at al. 3 ‘Customer: Morning. Ive got a problem with this CD player. ‘Shop assistant: Right, sir. what exactlys wrong with it? Customer: Well, I bought it ast week. The fist time I used it, ‘t dida’t work propery. It made a funny noise, you know, | sort of buzzing. And then the second time, it dd the same and then just stopped. Now it doesnt work ata. And it was expensive, too. Shop assistant: Have you got the receipt and the box it came Customer: Yes, Ihave. Here they ae. | shop assistant: Tank you, ight can either get you another one or I can refund your money. (customer: I think I'l take the refund. ‘Shop assistant: Did you pay by creditcard or by cash? Customer: By cash. Shop assistant: OK, here you are. Customer: Thank you. | Shop assistant: Not at al. Exercise 5 « Give students time to read through the Function File and quess some of the missing words. «= Play the recording two or three times if necessary for students to complete the Function File and see if their guesses were correct. «= Check students’ answers by asking individuals to read aloud the sentences, ‘answers 1 Excuse me 2 too tight 3 big enough 4 missing S.aveceipt 6 refund 7 shrank 8 the label 9 really sony +10 my fault 11 wrong 12 work properly 13 work at all 1 the box 15 another one 16 the refund 17 credit card Exerdse 6 «= Read aloud the questions. Give students time to discuss them in small groups before discussing them as a class. Point out that madam and sir are the usual ways of addressing (adult) customers. Terms like (ove and dear are ‘more informal, occur more frequently in specific geographical regions and may be regarded as less politically correct. Encourage students to give examples and discuss what is said in their own language in shopping and other service situations. Point out that the appropriate use of some of the expressions may depend ‘on the formality ofthe situation, the gender and age of the speakers, etc. QO Brercise 7 1 Play the recording several times for students to listen and repeat the expressions as a whole class. Encourage students to copy the stress and intonation patterns of ‘the speakers. ‘= Then ask pairs of students in turn to listen and repeat an exchange. ‘Tapescript See page 146. «= Read through the instruction and example notes with the class. Remind students of some of the techniques for ‘making notes, e.g. omitting unimportant words, using symbols (ticks and crosses). «If you wish, work through another example with the class, e.g. problems with a pair of jeans or trainers, and write notes on the board. 1 Students work individually, choosing a product and writing notes about the problems. Monitor and help with vocabulary if necessary. Encourage students to silently, rehearse what they are going to say to the shop assistant. Exercise 9 1 Ask two students to read aloud the example dialogue. Eticit suggestions for continuing the dialogue using the ‘example notes from Exercise 8. 1 In pairs, students take turns to act out the situations, using their notes from Exercise 8. Monitor but do not interupt students’ fluency Ifyou feel students need extra practice, change the pairs so students can act out the situations again with a different partner. 1 Some of the pairs can act out one of their dialogues for the class. = Go over any common language problems with the class. Encourage students to say how successfully they felt they were able to communicate in English in the situations.Mobile 5 20 Communication Workshops clothes shop; the model in the Carat is Gaul Sher the Mims han er model; the boots advert is an advert for Italian leather ‘boots which plays on the shape of Italy. > Short of time: give and 3 ofthe Speaking ‘Workshop for ‘give some of the Writing ‘Workshop for homework; shorten the Talkback activities, Exercise 1 «= Ask students to look at the adverts and give their first reactions to them. Encourage students to use some of the Opinion adjectives from page 57. «= Read through the Strategies with the class and explain that students can practise using them in Exercise 2. ania O) Exercise 2 1 Work through the Strategies with the students for this exercise. Fist, students read the opinions (1-9) and Lndetine opinion and other important words. In pais or small groups, students can compare the words they have undertined. 1 Play the recording once for students to get a general idea cof each speaker's opinion and to listen for words they have underlined (or paraphrases of them). Ask students: how many answers they have got after listening to the recording once. «= Play the recording again for students to check and complete the answers + When checking the answer to number 9, remind students, of the discussion they had about the Quote on page 59 (Advertising is the greatest art form of the twentieth century). “answers iL 2P 3P 48 51 6B 7P BL 9P Tapescript Phil: Hey, Liz. Have a Look at this. Uz: Mm? Phils I’s an amazing car, isnt it? Td really love one. Uz Oh, T cant stand adverts ike that. Thee really sexist. Why does there need to be a woman? Look at her. Phil: Mm? Ui T hate the way women are used in advertising. I mean, ‘ts ridiculous. T bet the person who... Phils Can Tsay something? ‘ize Al right. Phils I agree with you, isa bit sexist. Liz Abit sexist! It’s awful! Loads of adverts ae the same. You know that one on TV for washing powder, with the mother and the grandmather? Phil: Yeah. I think is quite funy really, because you think ‘is going to be the typical washing powder ad, right until the end. 1 ike humour in advert. Li So do I. But not that one. And it’s got a woman doing the washing-up at home. I want to know why it's always 2 woman. ‘The advert obviously is saying that only women should do the housework. Phil: Well, that Li... Personally, I think thatthe government should do Something about these adverts. It’ ike all those advert for ‘toys at Christmas. I mean they/re realy terible for kids. They make kids want more and more toys. Pil: Can I interupt a moment? I agree about those toy adverts, But about the men and women thing, there are other adverts with men doing the housework. Liz: Rubbisht Thats not true. Phil: Well, I dike adverts where women look attractive. What's wrong with that? There ae lots of adverts with good-looking i: You're wrong. Tm against all adverts that use sex to get ‘people to buy things. That's just manipulating people in my .. Phil... just like to say that I think it doesnt matter, if adverts look good. I mean, some ads ae really beautiful and clever, like works of art. You know, lik that one for coffee with that woman waking up withthe sun coming up over the Liz: Art? Since when has manipulating people been an art form? Just look at this magazine here oe 1 Divide the class into two groups. ‘again for each group to listen for the expressions either Phil or Liz use to interupt each other. 1 Elicit the expressions from the students and write them on the board: Phil (polite): Can I say something? Can I interupt a ‘moment? Td just tke to say iz (not polite): Rubbish! You're wrong! Nonsense! Before you stort ' Read through the Strategies with the cass. Give students time to study and comment on the example flowchart. ‘Ask students if they have used flowcharts to prepare for presentations, perhaps in other school subjects and, if 50, to discuss their experiences. Encourage students to share any other techniques they have found helpful when preparing presentations. ‘A Class Presentation Stage 1 ‘= Students choose two adverts, one they like and one they don't like, from this lesson oF from their own magazines. If you wish, bring some magazines to the lesson for students to look through and cut out adverts to use.tvertcing | Sage? = Advise students to refer to the example flowchart (in the ‘Seategies) as a model when they are writing their own ‘Sowchart. Remind them not to write full sentences. Sap ‘= fead through the expressions in the Function File with | Se class. Remind students to look at the Opinion _sSectives on page 87. “= Give students time to practise giving their presentation “z= home. If practical, students may like to practise giving ‘Seir presentation to a friend. Ibo ‘= In tum, students show their adverts to the class and talk bout them, using their flowchart notes if they wish. ‘Before you start Exerise 1 ‘= Read through the descriptions of the parts withthe class ‘and ask students to guess their order in the email. '= Students work individually, reading the email and matching the pats with the descriptions. “Answers ‘reason for writing 2 initial questions 3 more questions 4 final question 5 ending Exercise 2 1 Students refer to the email to find the expressions followed by to + infinitive, '= Check answers by asking individuals to read aloud the sentences containing the expressions. Answers abed «= Read through the example notes with the class. Elicit sentences for the email and, if you wish, build up the email on the board with the class. «= Tell students to choose an advert from Lesson 17 or from cone of their own magazines. Students write notes for their questions about the product. ‘Stage 2 «= Refer students to Writing Help 5 on page 142 and, if you hhave time, read through the sections with the class. Point out that, although we usually write informally in emails, in this situation formal language is used, e.g. no contractions, no informal expressions. «= Students write their email. Monitor and point out any errors to be corrected. «= Students check their writing for use of linking words and formal language. Talkback 1 Students work in groups, reading each other's emails. ‘= In turn, the groups tell the class which products they «= Students can then read the reply to their own email.Language Problem Solving 5 Geographical names Exercise 1 1 Look at the table withthe students and draw their attention to the fist column showing whether the is used. 1 Students read the text and complete the table, adding their own examples in the final column. 1 As you check students’ answers, check their own ‘examples for each item. If you wish, prepare students for Exercise 2 (sentence 2) by pointing out that another country that is an exception {s the Netherlands and a ‘town that is an exception is the Hague. If you have a large map of Scotland, display it for students to see the places mentioned in the text on the Arties Exerdse 3 «= Students read the Scotland text again and find useful ‘expressions to use in their own text. If you wish, write some of the expressions on the board, e.g. (Scotland) occupies. bordered in the (south) by... The country consists of. Tourists come from ... They come to see. The most important rver/mountain/lake in (Scotland) és... s Students work individually or in pairs and write a similar text about their country. Monitor and help students correct any errors. «= In small groups, students read each others texts. 1 Some students can then tead their texts to the class. «= Students work in pairs, discussing the sentences before discussing them as a whole class. ‘Answers ‘one/a few elephant the whole species: b ¢ | Exercise 5 ‘= Tell students to mark the sentence G if the noun refers to the whole group of people, animals or things. ‘Answers map. 1the(G) 2a 3-(G) 4The(G) 5the mee Exercise 6 continents: Europe cities: Edinburgh, Glasgow lakes: Loch Lomond, Loch Ness. rivers the Clyde ‘seas and oceans: the North Sea, the Atlantic Ocean ‘single mountains: Ben Nevis mountain Grampian Mountains _r0ups of islands: the Hebrides, the Shetlands, the Orkneys ‘= Students work as a class or in small groups, taking ‘turns to read out their sentences, Exercise 2 1» Students do the exercise working individually and then ‘compare answers in pairs, before checking answers as a class. ‘= Check students’ answers by asking individuals to read the sentences aloud, «= Students work in pairs, reading the sentence and discussing which the best paraphrase is (Answer = b).. Exercise 7 «= Read through the adjectives with the class and check that students understand them. «= Advise students to read through the sentences quickly before they start completing them. «= Check students’ answers by asking individuals to read the sentences aloud. nswers ‘the homeless 2 the rich, the poor 3 the unemployed 4 the disabledure Corner 5 Enecise ‘= H you have a large map of the UK, display it so students ‘can see where Wales and Cardiff are. ‘= Before students look at the exercise, elicit what they ‘ow about Wales. ‘= Stadents then do the exercise, working individually or in pairs. If you wish, students can discuss their ‘answers’ as +2 class and see how much general agreement there is. Eearise 2 ‘= Students read the article silently to check their answers. Tell students not to worry about understanding new words at this stage “answers ia 2a 3c 4a |ote: phonetic translations: Saxons /'seeksonz/, Vikings ‘Praikanz/, Dylan /'ilon/, Zeta-Jones /'zito dsounz/.) Enerise 3 «= Students work individually, reading the article again and ‘matching the sections with the headings. ‘= When checking students’ answers, ask them to read out the sentence which introduces the topic of the section. Point out that the topic of the extra heading (Welsh ‘Sport) comes in the section about Welsh Culture but it fs ‘only used as an example of the importance of music in Wales ‘Answers AAWiesh History B The Welsh Language C Welsh Culture Symbols of Wales Exerdso 4 « Give students time to read the text again before discussing as a whole class why Wales is called an ‘almost secret’ country. There isno fixed answer to this question so encourage students to come up with as many ‘ideas as possible. They wil probably mention its population (smal), location (to the west of England), its own individual history, culture and language. Comparing Colores «= Read through the instructions withthe class and elicit suggestions of information foreach area. You may wish to decide the grouping yourself or let students choose their own groups. Students within each group decide who ‘s going to make notes about which areas. « Allow time in class and/or at home for students to research their topics, make notes and prepare for the class discussion. Be available to help the groups if necessary. «= In tum, each group presents their information to the class. Ifyou wish, the rest ofthe class can ask questions at the end of the group's presentation As a class, students discuss similarities and differences between their country and Wales.«= Ifyou wish, give students time to look back at page 61 (the verb forms used for the future). «= Advise students to read through each item first before completing it. «= Check students’ answers by asking individuals to read aloud the complete sentences. If students disagree about an answer, encourage them to discuss the speaker's attitude in the situation and see if they have interpreted it differently. “Suggested answers ‘1'm going to study 2 leaves, arrives 3 U have/'m going to have, ‘UUhave 4 may/might win 5's going to ite 6 ‘re going, ‘re staying/going to stay 7 are going to/wil win Bllcome 9 win QO Beordse 2 Students work individually, completing all the answers in the quiz with the where necessary. Check that students have completed this part of the exercise correctly. ‘Answers Lapbjethe 2a/b/e— 3a/dfe~ _ 4a/r/ere Safbfethe Ga/b/ethe 7 a/bjcthe Bajb/cthe «= Students then work individually or in pairs, choosing the correct answers. « Play the recording for students to check their answers. “answers Je 2a 3c 4b Se 6b 7a Bc Tapescript See page 147. —— Vocabulary Exercise 3 ‘= Check students’ answers by asking individuals to read aloud the sentences. “Answers makes 2 top 3 standard, wxury 4 warm @ s Students can compare answers in pairs before checking answers as a class. Answers Lin 2back 3 through 4 away ‘on toke back ring up Pronunciation: Vowel Sounds (2) QO Beorcse 5 = Read aloud the instruction and say the words in the first item (ea) withthe class. Give students time to read through all the words, saying them to themselves and focusing on the pronunciation of the underlined letters in ‘each word. '» Play the recording for students to listen to the words and see if they pronounced them correctly. = Then play the recording several times for students to listen and repeat the words. 1 Students work in pairs or small groups, ooking through modules 1-4 and making a note of more examples of the sounds. To save time, ask some students to look through ‘module 1, some students to look through module 2 and 50000. 1» Write the nine letter groups (1ea 2 ai 3 ia etc.) on ‘the board. In turn, students add words to the lists and say them, Correct any pronunciation errors. Exercise 6 ‘= Students work in pairs, working out the proverb, “answer Never judge a book by its cover. «= Asa whole class, students discuss what they think the proverb means (The appearance or ‘outside’ of a thing or person can be deceptive or misleading). Ask students if ‘there isa similar saying in their own language. ‘Check Your ‘In groups, students discuss the answers to the three questions. «= The groups can then report back to the whole class and see if there fs general agreement about the answers. 1 Tell students which activities and language areas you thought they coped with well and which language areas need further practice."Er WORDS: Snir bald, dark/fair/red/arey, fringe, plait, ponytail, “soulder-length ‘Age: in her/his (ealy/mid/lae) teens twenties thirties, middle-aged Face: chin, eyebrows, forehead, freckles, lips, ‘moustache, shape: narrow/thin/long ‘General: good-looking, dark/light complexion, short, ‘iL wel-buitt 1» Students read the Key Words and check the meaning in ‘the Mini-dictionary. Check the pronunciation of words such as bald, plaits, moustache. «= Students work in pairs, adding the given words and words oF their own to the lists. 1» Check answers by asking students in turn to read out ‘their words, spelling their own words where necessary. “Answers Sai: Blond, cut, lng, wany (students may add words ie: scright, short) ‘Age: elderly (students may add words lke: young, obout 80) | ace: beard, wrnkes (students may add words te eyelashes, heel) General: overnight, stim (students may add words Uke: of ‘medium height thin) Exercise 2 Read aloud the example sentences. Students work individually, writing sentences to describe someone famous. Remind them not to give the person’s name in ‘their sentences. Monitor and help students correct any language errors. «= In paits, students read their partner's sentences and see ‘if they can guess the person. 1 Some of the students can read aloud their sentences for ‘the class to guess the person. OD eerdise 3 « ive students time to look at the big photo before they listen to the recording. Play the recording once for ‘students to listen and match the descriptions with two people in the photo. 1f necessary, play the recording again. “Answers 1 The man inthe blue baseball cap isin the bottom right hand corner ofthe photo. 2 The woman in her 205 in the yellow Tshirt ison the right. towards the back ofthe photo. Tapescript The police are looking for a man in connection with a robbery. He was last seen in the London area. He isin his thirties. He ‘sof medium height with shor, dark hair. He was last seen ‘wearing a blue baseball cap, a long-sleeved blue shirt and sunglasses. Ifyou see this man, please contact your nearest police station. ... The police have also issued this photo of a ‘woman who disappeared last Saturday. She isin her late ‘twenties. She has dark hair and a dark complexion. She was last seen shopping in the Notting Hill area and was wearing Jeans and a yellow Tshirt IF you know anything about her whereabouts, please contact... 1» Ask one of the students to read aloud the example sentence (Answer = the woman in the photo fourth along, second down). «= In pairs, students take turns to describe the people in the photos for their partner to guess who it is. 1 Some of the students then say one oftheir descriptions forthe rest ofthe class to guess who itis.Motale b 21 Generations Before you stort Exercise 1 1 Read aloud the questions. In pairs or small groups, students look at the photos and discuss the questions. 1 The groups then feed back tothe class. If appropriate, {introduce words such as baggy (trousers), hipster jeans, bare midriff and words that students will meetin the diay extracts, e9. Gothic, hair gue, gear. Exercise 2 ‘= Read through the instructions and topics with the class. «= Give students time to think about the topics before discussing them in groups or as a whole class. Monitor and help with vocabulary if necessary, but try not to ‘interrupt students’ fluency. Exerdise 3 1 Introduce the topic of diaries and encourage students to ‘say what they know about any famous diaries, eg. Anne Frank’s diary. Ask students if any of them have ever kept ‘diary. Do they keep a diary now? If so, do they write in their diary every day? «= Read through the questions with the class before students read the diaries so they know what information g Skitts Focus: {is needed to answer the questions. Tell students not to worry about understanding everything in the extracts but to focus on answering the questions. “Answers at Cathy's 2 black skirt; top, waistcoat, Doc Marten boots 3 she had to get the hair giue out of her hair 4 Cathy and Sadie 5 Because Jenny wast playing loud music on her stereo ‘= Read through the Strategies with the class. Check that students understand the meaning of infering/reading ‘between the tines. 1 Students work through statements 1 and 2 of text A as a whole class, using the Strategies to decide ifthe statements are true or false. Ask students to find and read out the important words in the text to support their answers. «+ Students complete the exercise working individually. They an compare answers in pairs before checking answers as a cass. ‘= When checking answers, ask students to read out the sections of the text that support their answers. “Answers Tete T 27 Tet 8:77 8T Exercise 5 « Give students time to workin pairs or small groups, discussing what will happen later in the story. «= The groups then exchange ideas as a class and see how many different suggestions they have thought of, 47 SF 67 sor MF wT 3F oFFarle ‘Wocabulary: Opposites Enarise 6 ® Read through the examples with the class and point out: ‘Se cifferent prefixes that are used. = Students read the text about Peter and use prefixes to ‘make opposites of the adjectives. Students refer to the ini-dietionay i necessary. = Check students’ answers by asking individuals to read oud the sentences and change the adjectives to their opposites. sorganised unreliable unsociable insensitive intolerant sSinterested unaware unkind unsympathetic unhelpful Sepatient dissatisfied «ive students time to read through the statements and decide if a parent or a teenager sai them. + 1F students disagree about the answer, ask them to give ‘easons for their answers. For example, sentence 3 could be said by a parent who didn’t know the teenager has invited a friend for dinner or it could be said by a teenager whose parent has bought a concert ticket for them on the same evening as the school disco. Suggested answers ‘parent 2 teenager 3 parent 4 teenager 5 teenager 6 teenager _7 parent (mother) Exercise 8 «= Students do the matching exercise working in pairs. 1 When checking answers, encourage students to describe the situation they are thinking of if they disagree, e.g. sentence 3 could be said by a parent in situation c or by 2 teenager in situation b. ‘Suggested answers L225 ba 136 + Students work in small groups discussing more reasons to support the parent's and/or teenager's point of view in ‘each of the three situations (2-c). «= The groups tell the class their ideas and see how many different reasons they have thought of. Write any new vocabulary on the board for students to refer to in Brercise 9. Exercise 9 «= Elicit suggestions for how each situation might be resolved, e.g the teenager promises to phone the parents if he/she is going to be late again. Work through one of the situations with the class, eliciting what the teenager and parent say and building up the complete conversation. If necessary, do another example roleplay with the whole class before students work in pairs. «= Students work in pairs, taking turns to be a parent and a teenager and acting out the three situations. Monitor but do not interrupt students’ fluency. Make a note of any general language problems to go over with the whole class afterwards. ‘= Some of the pairs can act out one of the situations for the class. 1 Encourage students to discuss what they felt they did well and what they found most difficult in the roleplays. Ask students if it was easier to act the part of a parent or the part of a teenager. Give your own evaluation and 0 over any general language point that you made a note of when monitoring the pairwork.Motals 6 22 People Watching 1» To practise using modals for speculation. Before you stort f= Read aloud the questions. Encourage students to guess the meaning of nosey. 1 In pairs, students discuss the questions. Monitor but do not interrupt students’ fluency. «= If time, students can then discuss the questions as a whole class. ‘= Ask students to look at the two photos of people on this page. Encourage students to say what is happening and ‘to imagine things about the people's lives and their relationships. © Exercise 2 «= Advise students to read through the conversation quickly to get an idea of the situation. Students work individually or in pairs, trying to complete the gaps. « Play the recording for students to listen and check their guesses. Answers ‘rich 2 famous 3 yacht GRAMMAR Focus- Option ee ‘= Use the recording for reading aloud and pronunciation practice for the students. Play the recording for ‘students to quietly join in the dialogue with the ‘speakers. Encourage students to copy the stress and intonation patterns of the speakers. ‘= In pairs, students practise reading aloud the dialogue, ‘taking turns to be Speaker A and Speaker 8. Monitor and correct any serious pronunciation errors. Presentation Exorise 3 « Students read the dialogue again and complete the gaps with the modal verbs. 1 Check students’ answers by asking individuals to read the sentences aloud. Draw students’ attention to the different infinitive forms after the modals. ‘Answers must 2 could 3 may 4 might 5 may not 6 might Tean't 8 might not 9 must 10 might 11 can't | Exercise 4 f= As a whole class, students discuss the meaning of the sentences in Exercise 3 and decide if they express decision, advice or speculation ‘answer speculation ‘= Ask students how they would express decision (e.g. I’m {going to/T'l do it) and advice (e.g. You should/ought to 4o it) in English. Exerdse 5 «Students work in pais, reading the sentences in Exercise 3 again and deciding which modal verbs express the imearings inthe table “Answers strong convction/not true: can't possbiity/true: could, might, may. bility/not tre: may net, might not. Exercise 6 ‘= Asa whole class, students discuss what the sentences (1-3) are referring to and match them to the descriptions 0. Exercise 7 «= Students do the exercise working in pairs. = Check answers by asking pairs of students to read out the sentence and paraphrase. ‘Answers 1b 2a 3a 4b f= After checking answers, ask students to make the sentences for the alternative answers, e.g. for 1 a, the sentence could be I'm sure that they haven't forgotten ‘about our wedding.= MODALS FOR SPECULATING Exurise 8 ‘= Check students’ answers by asking individuals to read the sentences aloud. If students disagree about an answer, ‘encourage them to discuss how certain they think the ‘speaker is about what they are saying, e.g. in sentence 6. does the speaker think it is almost certain (or not very ‘Skely) that people who ‘often go abroad’ work for the Secret Service? ‘Suggested answers _Tiight not Zmay 3 could 4cant 5 must 6 might must ee pres MRsor3 Za Exercise 9 «= Students do the exercise working individually and then ‘compare answers in pairs before checking answers as a class, ‘= When checking students’ answers, ask i cout both sentences for each item. ‘answers ‘1 must be relaxing 2 might have arrived _3 cant have failed 4 might not tike 5 can't be 6 may be living 7 must have lied "8 might not have won Exercise 10 «= Ask one of the students to read aloud the example sentences about photo C. (Charity shops’ are found ‘almost everywhere in the UK, raising funds for charities by selling second hand clothes and other items.) Encourage students to make more sentences about the woman in the photo. Ask questions to prompt them, if necessary, e.g. Where does she live? How often doe she come here? What sort of work did she do? What is she thinking? Students work individually, making notes of their speculations about each person's present and past. Help students with vocabulary if necessary but encourage them to try and express their ideas using the English they already know. For example, if students have forgotten the viduals to read word widow, they can say Her husband is dead/She was ‘married but her husband died ten years ago. 1 Students compare their ideas with a partner. Fale Exercise 11 ‘= Ask three students to read aloud the example sentences about Guiseppe, Carla and Massimo. «= Give students time to think about who they are going to speculate about and what they are going to say. ‘= Students then work as a class or in groups, making speculations about their classmates,Mobile b 23 Personality Before you st Vocabulary: Nuti-part Verbs (6) ‘Exercise 1 1» Students do the exercise working individually. They can ‘then work in pairs, comparing their answers and reading the sentences aloud. 1» Check answers by asking individuals to read both versions of each sentence aloud. ‘answers 1. depress 2 stop trying, continue doing something 3 has a ‘good relationship with, meet 4 start doing § criticising 6 tolerates Exercise 2 ‘KEY WORDS: Prsontie Anvcrves (1) ‘bad-tempered, cheerful. confident, creative, critical, ‘disorganised, dynamic, generous, hard-working, helpful, honest, insensitive, materialistic, moody, outgoing, patient, persistent, positive, reliable, selfish, shy, sociable, stubborn, sympathetic, tolerant «= Read through the Key Words with the class. Students can use the Mini-dictionary to check meaning and pronunciation. 1 Students work individually or in pais, reading the sentences in Exercise 1 and matching the people with the Key Words. If students disagree about any of the answers, ‘encourage them to give reasons for their choice of words and to practise agreeing and disagreeing with each other. SkiLts Focus: Exerdse 3 ‘= Read aloud the instructions and example sentences. Remind students to use some of the multi-part verbs from Exercise 1 and some of the Key Words from Exercise 2 in their sentences. Tell students to write two or three sentences about themselves. Monitor and help students correct any language erors. ‘= Students then read out their sentences to their partner and see if their partner agrees with their description of themselves. O) Exercise 4 ‘= Ask students to look at the photo of the chocolates. Check students’ pronunciation of the ‘shapes’ words. ‘= Students look at the photo and choose one of the chocolates for themselves. «= Play the recording for students to listen especially for the description of people who choose the same shape of chocolate as them. = Ask students who chose the same shape of chocolate to put their hands up and discuss whether they agree with ‘the description of themselves on the recording. = Play the recording again for students to focus on all the descriptions. Tapescript See page 147. O Beerdse 5 ‘= Read through the Strategies with the class. Tell students, that the same strategies can be used if they are doing 2 ‘tue, false or don’t know exercise. 1 Students read through the statements (1-8) and try to guess which might be true or false. 1 Students then undertine important words in the statements, such as opinion adjectives (e.g. tidy) and facts (e.g. changes the colour of her hai). Encourage students to suggest synonyms for some of the words, e.9. changes the colour of her hair ~ dyes her ait «Play the recording once for general understanding and for students to note some oftheir answers. Ask students who 's talking about Lucy (a friend, her teacher, her father and a neighbour). « Play the recording again for students to complete their answers. ‘= Check students’ answers by playing the recording and ‘pausing it after each speaker. “Answers 11 21 3F 41 SF 6F 7F “Answers 2 Alice ~ persistent, hard-working 3 Mum ~ sociable, ‘outgoing 4 Tom ~ creative 5 Charlie ~ critical, insensitive 6 Mary - tolerantFapte ‘oeeaint Interviewer: Tell me about Lucy. Gir: Well, she's my best fiend and, et, she's really nice! Girt: She's usualy got blond hai shoulder-length. I's very straight. And she sometimes wears it fn pony tail. Interviewer: Hm. What do you mean she's usually got blond hair? Gir: Wel, she sometimes dyes it bright colours just fora laugh. But not for long, Interviewer: Does she? Anything else? Gir: Er, she's quit tall and slim and really good-looking, Everyone says she looks like a model! Interviewer: Really? Girt: Yes, she's got big, brown eyes. | Interviewer: And how old is she? ‘Gir: She's seventeen. Ive known her for ages ~ we started school together. Interviewer: Thats interesting, What kinds of things does she ike? | | Gis She tikes istening to music, rock music ~ she's always got her Walkman ont Interviewer: Yes? Girt: Yes, all the time. Interviewer: And what i she tke? Girt Oh, she's gota lovely personality, you know. She's ‘incredibly cheerful and sociable. Interviewer: I see. Girt: She sometimes seems a bit disorganised, but rally she's totally reliable, totally. Interviewer: Right. She must be a really good friend. Gis Yes, she is. 2 Interviewer: How would you describe Lucy Palmer? Teacher: Wel, she's very helpful in cass. And she's always helping other students. She's quite popular and I imagine she must have alot of friends in and out of school. She always does her homework and always does her best. A nice git. Her parents must be proud of her. 3 Interviewer: Could you describe your daughter in one or two sentences? Father: Mm, that’ difficult! Well, we get on well with each other I think, dort have too many arguments, I suppose ‘She's an honest git she'd never mislead you, and she seems ‘very happy at home and school - but she can be a bit difcutt ‘in the mornings, you know, abit grumpy! And her room is ‘complete mess! Apart from that, 3 lovely daughter! 4 Interviewer: Can you briefly describe Lucy, please? Neighbour: Yes, she moved in next door about ten years ago, 50 Tknow her well. She's always smiling and will always do anything to help ~ she often goes to the shops for me, you know, as a favour. And we sometimes have a chat when she ‘comes home from school I tell her my problems, she tells me O Exercise 6 « Give students time to read through the Function File and Short of time: give some of the Writing Workshop for homework. > Plenty of time: do the Options. > 2 classes for this lesson: break after the Listening Workshop. Before you stort Exercise 1 1 Read the Strategies with the class. Revise past and present modas to use when speculating about photos. Remind students ofthe usefulness of question tags, e.9 The boy looks kind, does't he? Exercise 2 = Asa class, students discuss what else they could speculate about when discussing photos. List the points ‘on the board and advise students to copy them into their otebooks for future reference, together with the points ‘in the Strategies. Suggestions could include: the people - family? friends? hobbies and interests? what are they saying or thinking? how are they feeling? the place ~ country? what sort of town/street/building? what year/season/time of day? does the person come here regularly or is it the first time? Discussing a Photo Stages 1-2 1 Tn Stage 1, students work individually, using the ‘Strategies to prepare forthe discussion about the two photos. Encourage students to rely on using the English they know. If necessary, help individuals with essential new vocabulary. 1 In Stage 2, students workin pats, using the questions to uide their discussion of the photos. Encourage students to discuss other points about the people and the place. Monitor but do not interrupt students’ fluency. Make a note of any general problems or errors to go over with the class afterwards. Talkback 1» Ask two students to read aloud the example exchange. ‘= Students form groups of four and compare the results of their discussions, «= The groups then report back to the class and find out how many different ideas they had. g Option ear + Bring to the lesson a selection of photos, newspaper ad magaine pictures, ef. Each pa of students chooses a picture to discuss. «= If time, each pair shows the class the picture and reports the main points of their discussion. Listening Before you stort Exercise 1 «Elicit two or three names of ‘geniuses’ from the class. Encourage students to discuss the meaning of genius. « Students then work in pairs, adding names to make a lst of ten people. 1 The pairs tell the class the names on their ist, Students see how many different people they thought of and say if they agree that they were geniuses. Exercise 2 ‘= Read aloud the categories for students to repeat after ‘you and pay attention to correct word stress. «= Elicit two or three names from students’ ists for each category. Encourage students to discuss which categories seem to have most geniuses and which have fewer. A Redio Programme © Exercise 3 «Give students time to read through the lst of names. «= Play the recording once for students to listen for the people mentioned. Suggest they tick off the names of these people in the list. Then play the recording again for students to check that the other names are those of people who are not mentioned. When checking answer, tell students not to worry about Using English pronunciation of the names ofthe people. ‘Answers Shakespeare, Leonardo da Vinci Michelangelo, Copernicus, Aristotle, Newton, Tapescript Presenter: Welcome to Living History. Ths is the second in our series about great people from history. In this week’s programme we ask the question: ‘What makes a genius? To discus this we have in the studio two guests, the historian Dr Marlene Hofmeyer from Munich University... Dr Hofmeyer: Good evening. Presenters And we also have the jouralist Carlo Rossi who has jst published a book called Genes and Genius Ross: Hello. Presenter: Right let's get straight to the point. Ae geniuses born or are they made? Dr Hofmeyer? ‘Dr Hofmeyer: Well in my opinion, genes combined with experiences and influences in early life are crucial. You see, what happens in the fist few years is absolutely vital. Infact ‘vin fact alot of geniuses show their briliance as children. I ‘mean, look at composes ike Mozart or Chopin for eample. We ali know about Mozart but dd you know that Chopin started composing at the age of sx? And he gave his First public concert when he was ony eight! And there ae quite a few other examples of briliant musicians Uke that. Ross: Ys, I agree with you there. The first few years of someone's life can show i they are a genius. But this isnot always the case. Look at Einstein. He was not a particularly ‘good student at school. And there are other examples. In my pinion, Winston Churchill was a political genius. But he was. ‘a terrible student at school... Rather tke me. Dr Hofmeyer: Yes, right, right... but going back to the... the‘question, Very few geniuses or exceptionally talented people had parents who were geniuses. Most were from ordinary families. And there aren't many children of geniuses either who are geniuses themselves, ae there? Ross: That’ right but there are quite afew cases of families ‘that were incredibly talented and creative, arent there? I mean, just look atthe Bach and Strauss families in music. You also get examples of briliant brothers and sisters, dn't you? Look at the Bronté sisters. All nee of them wrote poetry and novels. Chariotte and Emily ae the most famous but Anne was 4 lla wer, fac, ld you know that the thre Dr Hofmeyer: Yes, yes. But let's get back to the pont .. Rossi: Another interesting fact is that many geniuses in the past died young. Look at Mozart and Chopin who we mentioned before. And the Brontés ... they all ded before they got to the age of 40, didn't they? I hope the same doesnt happen to me. Dr Hofmeyer: Yes, I know they di. But we'e getting off the point, aren’t we? I think we fist need to actually define what ‘we really mean .. what we mean by genius. Presenter: Ys, how can we define what a genius is? Dr Hofmeyer: In my opinion, a genus is someone who. Exercise 4 «= Give students time to read through the sentences (1-10). «= Play the recording, twice if necessary, for students to listen and match the sentences with the people. “Answers 1H 28 3R 4R 5H 6R 7R 8R OR 10H al died before they got to the age Sefore you stort Exerdse 1 «= Read aloud the topics. Students work individually, reading the description and matching the topics and paragraphs. ‘Answers | 1 likes and dislikes, background 2 appearance, character 3 relationships Exercise 2 «= Students work in pairs, discussing which of the Lundertined linking expressions give examples. “Answers especially such as for example particularly 1 After checking answers, ask students to look at the other ‘underlined words and identify the functions (but contrast, also ~ addition, because - reason). Describing o Person Stage 1 * Each student decides who to write about. Tell them it can ‘be a person they know or someone famous. Stoge 2 + Read through the notes with the whole class. Draw students’ attention to the layout of the diagram and the notes for each topic. « Refer students to Writing Help 6 on page 142 for useful vocabulary for describing people. Stage 3 «= Refer students back to the text about Alice to remind them of the content of the three paragraphs. «= Students write three paragraphs about their person, using the guidance on layout and linking in Writing Help 6, + Students check their writing for mistakes and refer to Writing Help 6 (checking). Students can also work in pairs helping each other with peer correction. Talkback «= Students work in groups of four or five, reading each others descriptions and discussing who would be the ‘most interesting person to meet. ‘= Each group then reads the description of their most interesting person to the class.Language Problem Solving 6 LL ee Exerdse 1 «= Students work individually, reading the text and matching the modal expressions with the meanings. ‘= Students can compare their answers in pairs before ‘checking answers as a class. ‘= Check students’ answers by asking individuals to read aloud each sentence and then give the meaning of the ‘modal expression. ‘Answers le 2b 3f 49 54 Ge 7a «= Students make similar sentences about themselves, beginning: Before I went to school, ... Exercise 2 «= Students work individually, rephrasing the words using ‘modal expressions from Exercise 1. «= Students can then work in pairs, reading both sentences to each other to check that the meaning is the same. 1 Check students’ answers by asking individuals to read aloud each pair of sentences. “Answers couldn't 2 had to 3 could 4 couldnt 5 Were (you) able to 6 didnt have to Exerdise 3 «= Students do the exercise working individually. ‘= Check students’ answers by asking them to read the sentences aloud. Answers 1 didnt have to 2 had to 3 could/was able to 4 couldn't Shad to 6 couldnt, could 7 were able to B didnt have to 9 couldnt, had to 10 could Exerdse 4 1 Look at the first cue and example sentence with the lass, « Students work in pairs, discussing how people lived in the Middle Ages and using the cues to write sentences. «= Check students’ answers by asking individuals to read aloud the sentences. If students disagree about any of the answers, encourage them to say why they chose a particular modal expression (e.g. the choice of modal in ‘item 7 may depend on the student's attitude to working °9 to 5° day). @ Modals in the past Suggested answers They couldnt take a hot shower every morning. They couldn't cu illnesses such as pneumonia. They didnt have to worry about the greenhouse effect. They had to travel on foot or on horseback. They were able to build very big churches. They didn’t have to work from 9 to 5. They couldn't perform medical operations. Exercise 5 1 Elicit suggestions from the class of typical abilities, ‘obligations and achievements of seven-year-olds. If any of the students have seven-year-old relatives, ask them what these children can and can't do, = Students then think about themselves at that age and write six to eight sentences using past modals. Exercise 6 1» Students work in pairs, telling each other about their childhood memories. ‘= Some of the pairs then tell the class about their memories.Culture Corner 6 Exerdise 1 ‘= Ask students to look atthe photos and say if they know anything about Bob Dylan and his songs. Encourage them to look atthe photos and speculate about the kind of person he is, what he might be thinking, etc. ‘= Read through the headings (1-4) with the clas. Students work individually, reading the text silently and matching the paragraphs and headings. ‘answers aa Bt C4 + Students say what else they know about the USA in the 1960s (they may know about film and music of the ‘decade or political events, e.g. the Vietnam War, assassination of president J. F. Kennedy in 1963, assassination of Martin Luther King in 1968). Remind students of the film Mississipi Buming from Lesson 8 0) Beerdise 2 ‘= Read through the instructions and daw attention to the ‘example pair of rhyming words (grown/roam).. '« Read aloud the first two lines of the song for students to ‘complete with the word grown. If you wish, continue reading aloud the first verse of the song for students to ‘guess the second missing word. ‘= Students work individually or in pairs, reading the lyrics. land using the Mini-dictionary to help with new words. ‘Students try to guess the missing words, using clues from the rhyming pattern to help. «= Play the recording for students to listen and check their answers. Check spelling and pronunciation of the missing words. «= After checking students’ answers, play the song again for students to listen and join in if they wish, “Answers grown 2 stone 3 again 4win 5 hall 6 walls understand &hand 9 fast 10 past 11 last «= Ask individual students to read aloud the statements. Check that students understand the vocabulary (e.g. ‘impose their values, social structure), «= Students work individually, matching the statements with the verses. ‘answers 18 2A 3D 4E 5¢ Exercise 4 As a class, students discuss protest songs in their country. Encourage students to say what they know about. the songs, e.g. Who wrote/sang the song? When was it written? How would they tell an English-speaking friend what the song fs about? « Individually or in pairs, students think about what they would like to hear in a protest song today. 1 Students discuss their ideas asa class and find out if there are any common topics or themes most of them would like to hear in a protest song. Students can then. brainstorm vocabulary connected with one of the themes, (or topics and see if any of the words rhyme (examples right be pollution/solution, war/law/more).Review 6 Objectives: ‘= To check and consolidate grammar studied in this ‘module: modals ~ must, may, might, can't, had to, didn’t have to, could/couldn't, was/were able to. 1» To revise making opposites of adjectives. «= To revise multi-part verbs. 1 To practise saying difficult voiced and unvoiced sounds. Resource used Cassette/CD. Routes through the material > If you are short of time, some of the Review ‘exercises can be given for homework. Grammar Exerdse 1 «= Check students’ answers by asking them to read the sentences aloud. If students disagree about any of the answers, ask them to explain the reasons for their choice of modal verb. Answers must 2 may 3 must 4 must 5 may 6 may/must Tean't 8 must Exercise 2 t= Read through the instructions and example exchange with the class. Ask students if they can think of any other sentences for the example situation, e.g. The other team can't be very good. «= Students work in pairs, speculating about the situations. Monitor and help students correct any errors in the use of the modals. 1 Check students’ answers by hearing as many suggestions as possible for each situation. Suggested answers 2 He may be ill. 3 She must have learnt about them at School. 4 He can't be a very ood driver. § Somebody must have upset her. Exercise 3 t= Check answers by asking individuals to read the sentences aloud. If students disagree about any of the answers, encourage them to discuss the speaker's attitude in the situation. “answers 1 didrft have to 2 were able to 3 had to. 4 were able to 5 didet have to 6 could 7 had to 8 couldn't 9 was able to 10 could Exercise 4 «= Students write the opposites of the adjectives in the correct column. '= Check answers by asking students to complete the columns on the board. g ‘Answers ‘un: unaware, uninterested, unreliable, unsociabe, unusual ‘in: independent, insensitive, intolerant dis: dishonest, disorganised, dissatisfied im: impossible, impatient he corected. «The pais then form groups of four or six and read each other's sentences. Exercise 5 = Students can compare answers in pairs before checking answers as a class. “Answers 1 dom 2up 3onwith up wth 5 together 6 on wth Pronunciation: Difficult Sounds O Exercise 6 1 Ask students to look at the six transcriptions for the sounds in the Phonetic Chart in the Mini-dictionary. CCheck that students can pronounce each of the sounds separately. 1 Do the first sentence with the whole class. «= Students then workin pai or groups of three, finding the sounds in the sentences, « Play the recording for students to listen and check their answers. You may like to write the sentences on the board for students to come up and write the phonetic symbols under the letters in the sentence. ‘answers 1 mariage /ts/, this /0/, century A/, that’s /8/, prediction /1/ 2 the /8/, teacher /A/, with /0/, short /1/, thirties /o/ 3 both /0/, them /8/, then /9/, watched //, television /s/, together /2/ 4 think /0/, she's //. sympathetic 2. cheerful /, ‘generous /d/ 5 unusual /s, both /0/, maths /0/, literature A/ 6 think 0, should /f/, China A, this /2/, January /és/ «= Students then listen again and repeat the sentences. ‘= If there fs time, ask each student in turn to say one of the sentences. Exercise 7 ‘= Students work in pairs working out the proverb. ‘Answer [Absence makes the heart grow fonder. « Tell students of another saying: Out of sight, out of ‘mind, Ask students which saying they think is true. Check Your Progress «= Students look back at the Module Objectives and, as a whole class, discuss the three questions and see if they have the same opinions.Cearning Warm-up Exercise 1 's Give students one minute to study the words in the box. «= Students close their books and, working in pairs, write all ‘the words they can remember. «= Check students’ answers by asking individuals to write words on the board. Students then open their books and check the words and speling. Exercise 2 «= Read through the Strategies with the class. «= Students discuss which Strategies they used to remember the words in Exercise 1. 1 Ask students what strategies they use to remember other things, e.g. people's names, telephone numbers, passwords. O Exercise 3 «= Give students time to read through the strategies (a-d) before playing the recording. have to leam a list of words I just repeat them aloud to myself, again and again, until I can remember them. Sometimes a word makes me think of another inthe list. Pablo: Mm, is hard to say. It depends on the words, but 1 ‘often sort of break a word up into different parts, you know, like international, and ths helps me understand how they fit together. Sometimes, words are similar in my own language, ‘too, which helps me remember them. Wilms This may sound sly, but Ihave a bag in my room. 1 write translations of new words on bits of paper and put them in the bag. After a week, T open the bag and see if T can remember the words in English. And I write translations in my vocabulary book and ask my mum to test me. And sometimes, test myself on my way to school. You know, I say things in “Answers 1b 24 3a sc Tapescript Johan: T write down new words several times on rough paper. This helps me to spel them, too. Oh, and 1 also draw litle pictures in my vocabulary book, you know, for fur Td maybe ‘raw a fur coat. And I also imagine the pages ofthe coursebook in my head, you know, photos might help me remember a few words, or even grammar structures. ‘Basia: I cant remember vocabulary very well. T suppose ifT English to myself. 1» Ask students which of these ways they use to remember vocabulary and which of the ways they are going to try in the future. «= If students ask about the nationality of the speakers on the recording, tell them Johan is Dutch, Basia is Polish, Pablo is Spanish and Hilmi is Turkish. 1 Students read through thelist and choose three things they are good at remembering or earning. «In pairs, students say what they are good at and give examples, e.g. thee or four dates that they have learnt or remembered. 1 Some of the students report back to the class about themselves and their partner. ‘fa student makes a mistake, he/she is ‘out game.Motale 7 25 Get Learning! Before you stat Exercise 1 «= Read through the questions with the class. Give students time to look at the photos and think about their answers to the questions. Tell students to use the English they ‘already know rather than asking for new words at this stage. 1 In pairs or small groups, students discuss their answers to the questions about the photos. 1 The groups then feed back to the class. IF necessary, teach any new vocabulary. 1 Students can see if they agree about which activity they ‘would find the most difficult to learn. 1 Encourage students who have done some of the activities ‘in the photos to tell the class about their experiences. Exercise 2 1 Read through the list of things with the clas. Ask students whether they have used each thing to help them learn English and, if not, whether they would like to try any of them. «= Encourage students to discuss any advantages or disadvantages of the things in thelist and to add more things to the lst if they can, eg. listening to songs, writing to and having an exchange visit with a penfriend, reading magazines. Reading Exercise 3 s= Read aloud the instructions and questions and check that students understand what to do. Students work in groups of three, each student reading a different text and answering the questions (if there is a group of four students, ask two weaker students to read the same text). Reassure students that they do not need to ‘understand every word in their text at this stage to answer the three questions. Exercise 4 1 Read aloud the instructions. Point out that students should ask questions about each article after the speaker @ Skitts Focus has finished telling the group about it. Monitor but do not interrupt students fluency. Make a note of any ‘general language problems as well as any particularly ‘good questions students ask and go over these with the whole class afterwards. + ach group tells the class what they thought were the most interesting pieces of information. ‘Answers Tera 1 It's about thee schools in Richmond where students use tmobile phones to help them learn. 2 People can get acess {o learning mates and earn foreign languages. 3 mobile hones, the Tntermet Text 8 11s about ontne cases. 2 building sandastles, dancing, fying, making paper aeroplanes, making» Jaya, becoming & balloon scientist 3 the Internet Text ¢ 41 It’s about method-ating (actos lve the part they are going to play). 2. musi instrument, martial as, sword fighting, boring, taining horses, moving in zero gravity 3 classes Exercise 5 ‘= Read through the Strategies with the clas. Check that students appreciate the difference between fact’ and ‘opinion’ by asking them to translate the ‘opinion’ verbs and expressions into their own language. Exercise 6 « Give students time to read the texts and to find one fact and one opinion in each text. «= Students can work in small groups, comparing their answers and referring back to the texts to find the facts and opinions. ‘= Read through the questions with the class. Students work ‘individually or in pairs, referring to the texts to answer questions 1 and 3 and making notes for their answer to question 2. ‘= When checking students’ answers to questions 1 and 3, encourage them to quote from the texts. = When checking answers to question 2, you may wish to note students’ pros and cons in two columns on the bboard and demonstrate how to set out the main points in this sort of argument. Encourage students to think of as many pros and cons as they can and then say which ways they would prefer to learn. “Answers 1.) they could be a major classroom ad, students have been ‘very motivated b) a great place to learn new sls but there are some strange choices ¢) performances are more convincing 2 Students’ own answers 3 Students may choose some ofthe following; (text 8) | “print sandeastles or Tantastic’ paper aeroplanes, the claim to learn how to fy a plane for $49.99; (text C) the description of the party at the end of the text.‘Vocabulary: get, have, make, take Exercise 8 1» Read through the list of meanings with the students. Do the first one or two underlined expressions with the class, ‘= Students complete the exercise working in pairs. 1» After checking students’ answers, encourage them to make sentences using some of the expressions with get, have, make and take, e.g. Do you like taking part in ‘quizzes? Mrs Smith made her son apologise to their neighbour for breaking his window. ‘Answers ‘Text A: getting young people to put their mobiles away — take someone do something: ae taking part in ~ participate in have links to ~ connect to; take ~ cary to get access to — ‘each; make call - telephone ‘Text 8: make = build; can get you dancing ~ help you to do something; get (excited) ~ become; take lessons = learn; take action - do something Text: ar taking up start to do; made the effort - try had; having (a party) ~ organising ‘= Read through the instructions and the list of questions with the clas. Point out that students can choose more than one answer to a question and can give an alternative answer if they wish, e.g. the answer to ‘question 1 could be a and ¢ or something different, e.g. ride a horse. «= Students work in pairs, taking tums to ask and answer the questions, Remind students to make a note of their ‘own answers and their partner's answers. Monitor and ‘make a note of any general language problems to go over with the class afterwards. Exercise 10 «= In tum, each student uses the information from Exercise 9 to tell the class two things about their partner. «= The pairs can then tell the class what alternative answers they gave to some of the questions.Models 7 26 Teachers ‘= In paits, students discuss the questions about their ‘favourite primary school teacher. If some of the class. ‘went to the same primary school, they may like to exchange ideas as a whole class after the pairwork. Exercise 2 1 Students read the texts silently and answer the questions working individually. 1 When checking answers, ask students to refer back to the tet to support their answers. Check that students ‘understand the vocabulary in the questions and answers. “Answers 1b 2b 3b 4a 5b 6b @ GRAMMAR Focus- odt to arin: pian easratose stain Presentation Exercise 3 ‘= Ask students to find and read aloud the conditional sentences in blue in the texts. Students may find it helpful if you write the sentences on the board so that ‘they can read and study the sentences as a class. The sentences are: 1 If Iwere you, Id try to lear as much as you can. (Second) 2 You know, you can't stand in front of milions of people unless you have confidence. (Zero) Saree ela ose 4... if got an interesting offer, I could do some science teaching myself. (Second) 5 Unless you are a dedicated teacher, you won't stay in teaching long. (Fist) 6 ... if you're a teacher, you have to cope with all sorts of problems. (Zero) 1 Td be very unhappy ifT did some other kind of job. (Second) 1 Ask students to say which type of conditional (Zero, First, Second) each sentence is. If necessary revise the verb forms used in each of the conditionals. 1» Read through the meanings (a-f) with the class. Students then work in pairs, matching the sentences with their ‘meanings. 1 Check answers by asking individuals to read aloud each sentence on the board and its meaning. When checking answers, point out that unless in sentences 2 and 5 ‘means the same as except if. Ask students to translate these two sentences into their Li. “answers 1b 2 34 4c 5f 6a Te1D CONDITIONAL Conditional arcs 4 ‘= Setents work individually, referring back to the texts ‘and completing the sentences. ‘= Deck answers by asking individuals to read aloud the seetences. Check that students understand the meaning ‘cnveyed by the modal verbs in the sentences. aowers . might 2would Shave hadn't 5 had, could Eamrcise 5 ‘= Students work individually, reading the sentence and the qeestions. ‘= Stadents then discuss their answers to the questions. Asewers ‘is talking about the past. He didn't take part in his French sessons and he didnt manage to lear French at school. Exercise 6 ‘= Students work in pairs, completing the pattern of the ‘Third Conditional. “answer | Past Perfect, have Practice Exercise 7 ‘= Do the first sentence with the class. Students then complete the exercise working individually. They can compare answers in pairs before checking answers as a lass. “Answers | 1 T would goto university 2 my eyes usually gored, 3 You sront be able to go sailing with us 4 you could work at the Council of Europe 5 You won't get the job 61 normaly get up early too 7 He would study abroad 8 we won't climb to the top Exercise 8 ‘= Students work individually or in pairs, reading the sentences and deciding which sentence is correct in each context. Answers 1b 2b 3a Exerdse 9 1 Do the first sentence with the class. Students then work ‘individually, completing the exercise. ‘= Check students’ answers and use of contracted verb forms by asking individuals to read aloud the sentences. “Answers ‘hadn't been, would have passed 2 won 3 wouldn't have helped, hadn't promised 4 hadn't studied, wouldnt have got 5 had leamt, would have ‘understood 6 wouldn't have needed, had won 7 would you hhave studied, had had Exercise 10 «= Do the first sentence with the class. «= Students complete the exercise, working individually or in pairs. “Answers LIF Thadhit gone to school in Mexico, I wouldnt have learnt Spanish. 2 IF done sport at school, I'd have been fit when graduated. 3 If there had been more school subjects in the past, pupils would have had to lear a lot more. 4 If my ‘teachers hadi't been fantastic, I wouldnt have loved going to school. 5 If the teachers had given us alot of tests, we'd hhave been affaid to goto school. Exercise 11 = Read through the sentence prompts with the class and elicit one or two suggestions to complete each prompt. «= Students work individually, finishing the sentences. 1 In pairs, students read aloud and discuss their answers. Monitor and make a note of any general language errors to go over with the class afterwards. «= In tur, students say one of their sentences to the class.Module ? 27 Schools Before you start Exercise 1 EY WORDS: Sots assessment, choir, homework library, private school, rules, school trips, science laboratories, state school ‘= Read through the Key Words with the class and the words in the table. «= Students check the meaning of the Key Words in the \Mini-dictionary and copy and complete the table. ‘= Check answers by asking individuals to read aloud the words in each section of the table. Listening Exerise 2 1 Read through the Strategies with the class. Ask students to give examples of frequency words (e.g. every week, often) and quantity words (e.g. six, o lot). Remind « SKILLS Focus- students of the Strategies for answering multiple-choice iaacioa waar adipsia Ceo O) Exercise 3 ' Work through the Strategies with the class. Give students time to read the questions and alternative answers and try to predict answers if they can. '« Play the recording for general comprehension and for students to mark any answers that are clearly correct. 1» Play the recording a second time for students to complete ther aswers. I neces, ply the eortig 2 third time, “Answers le 2b 3a 4b Sb 6a 7b Bb 9b 10c Tapescript See page 147. «= After checking answers, ask students which of the five schools they think are in the two photos, A and B. (Suggested answers: Photo A - James's school: Photo B - Barbara's school.) O Beercse 4 ‘+ Read the instructions and the example question. Ask students if they can remember the answer to the example question (Saturday afternoons and Sundays). Check that students understand what to do. « Play the recording several times, pausing it after each speaker for students to make notes. ‘= Students work ly, writing a question for each speaker (and noting the answers to their questions). Monitor and check question forms. Exercise 5 « Students work in groups, taking turns to ask and answer their questions. Monitor and make a note of any problems students have with question forms of pronunciation. Go ‘over these with the class afterwards, ‘= When students have finished the groupwork, play the recording again for them to clarify any remaining queries. Exercise 6 ‘= Read aloud the questions and point out that students are asked to give reasons for their answer to question 2. «Students work in small groups, discussing the questions and making a note of their answers. 1» The groups then feed back to the class.Ceamniy ‘= Sie students time to read through the opinions (1-9) se replies (2-i) in the Function File and see if they can ‘sess which repies could match some of the opinions. s= Pay the recording, twice if necessary. s= Check students’ answers by asking pairs of students to s=2d aloud each opinion and the reply. ‘= After checking students’ answers, play the recording ‘ain for students to focus on stress and intonation shen politely disagreeing and contradicting. ewes, de 2a 3f 4e 5b 6i 74 89 9h Tepescript ‘Stadent 1: Did you see that programme lat night about nooks? Student 2: Yeah, interesting, wasnt it? ‘Student 1: Yeah. Tat alterative school in America sounded yest. Td really like to go there. There's no timetable, and you ont even have to goto lessons. I think it would be great. ‘Student 2: I don't think so. I think you'd get bored after a tile. And you'd fall behind with your studies. Student 1: I don't agree. That git did computer studies at ‘siversity, She must have learned something at school. Student 2: Not necessarily. Maybe she learned things in her free time. Ina school lke that, Tm sure most students would just do nothing. Student 1: Tm not so sure. I think Fd enjoy organising my ‘own timetable and doing what I wanted. Better than our school. Mind you, atleast we dont goto a school tke that traditional one, you know, the one with lessons on Saturdays. That must be awful Student 2: Not really. I often catch up with my work at weekends. And the boy had free time during the week. Thats probably betes, isnt i? Student 4: No, it ism. I prefer to have time of at the weekend and relax a bit. And they had loads of homework. I ‘think we have too much homework. Student 2: Perhaps, but we have todo some work at home. | Student 1:1 suppose so, but i's beter to study because you | really want to, not because you've got to. And I wouldn't ike a school with all those rules. I mean, they couldn't go out. when they wanted, That's awful. Student 2: Don't exaggerate. You just dont lke .. O knercse 8 + Play the recording Several times for students to listen and repeat the expressions (the expressions are in the same order as the answers to Exercise 7). Encourage students to copy the speakers’ stress and intonation patterns. Tapescript 1 T dont think so. 2 I dont agree. 3 Not necessary. 4 Tm not so sure. 5 Not realy. 6 No it isnt, 7 Pethaps, but. 8 I suppose so, but. 9 Don't exaggerate. Exercise 9 1 Write the four headings on the board. Elicit some advantages and disadvantages and write notes under each heading. Students then work individually, thinking of and making a note of their own ideas. ‘= Ask two students to read aloud the example conversation. Elicit suggestions for continuing the conversation. «= Students work in pairs, talking about the topics and disagreeing politely with everything their partner says. Remind students to use expressions from the Function File with the correct intonation. Monitor and pay particular attention to polite intonation patterns. Exercise 10 « Give students time to think of their own opinions about schools and how to express them. «= Students then tell the class some of their own opinions. «= This may develop into a more general class discussion of the changes students would like to see in their own countrys education system (and lead on to discussion of the Quote ... Unguote). Vocabulary: Mult-part Verbs (7) Q) Exercise 11 ‘= When students have completed the exercise, play the recording for them to check their answers. Tapescript and answers 1 If you fell behind with your work, they'd go over it with you. ‘They help you catch up with your work at weekends. If you got on with your work, you were OK. ‘At weekends, we used to get together and go into town. 1 took up swimming - there was a club afterschool When 1 Fist started, I put off studying for weeks! In the end, I went on to do computer studies at university. Most kids were into football, but I wasnt interested in spor. 9 We set up the schoot’s first web page. 2 3 4 5 6 7 8 fs eR « Mary 5; Barbara: 6, 7; James: 8, 9 Exercise 12 1» Students work in pairs or groups, making sentences about their own school and using the multi-part verbs from Brercise 11. '= In tum, each student says a sentence to the class. QUOTE ... UNQUOTE = Read the quote with the class and encourage students to ‘explain it. What do they think they will forget’ when they leave school? What will remain with them when they leave school? '= What sort of person would they call an ‘educated’ person?Mobile 7 28 Communication Workshops Objectives: 1= To talk about a photo. «= To listen to and understand a phone call requesting information. 1 To practise using strategies to ask for information pecans 7 sratgles for dating with . ing ing misunderstanding. 1 To write a ‘For and Against’ essay. 1 To use linking words for addition, contrast, example and conclusion. ‘Resources used Cassette/CD, Writing Help Routes through the material > Short of time: Give set some of the Writing exercises for homework. > Plenty of time, do the Options. > 2 classes for this lesson: break after Speaking Talkback. Before you start Exercise 1 s Students look at the photo and speculate about the people and the place. 1 Students discuss whether they would like to study English ‘abroad, giving their reasons. If any ofthe students have been on an exchange visit abroad, encourage them to tell the class about their experiences. ‘A Phone Call O Exercise 2 « Give students time to read through the information about Hereford House and see what information they need to listen for to complete the information. «= Play the recording once for general comprehension and for students to complete some ofthe information. Then play the recording again for students to complete the remaining information. 1 Check students’ answers by asking individuals to read aloud the sentences in the text. “Answers ‘four. 2 twelve 3 four (45-minute) 4 library 5 family G single 7 tennis 8 London 9 barbecues 10 £850 Tapescript Manz Hereford House Language School, can I help you? Gir: Yes, Tm phoning fora friend, Tike some information about summer courses, please. Man: Fie, what'd you lke to know? Girt: Wel, ist .. how long are the courses? ‘Man: In the summer, we offer four-week courses. Gir: Right, four weeks. And could you tell me about the lessons? Man: Er, what do you mean exactly? Girt: What I mean fs, how many lessons are there every day, the class sie, that sort of thing. Man: Ah, well. The maximum numberof students is twelve and the minimum is four. There ate four lessons a day and they are forty-five minutes each, All our teachers are qualified and ‘experienced. ‘Gir: Right. Could you tll me about the facilities? ‘an: Tim sony, could you say that again? Gir: Yes, what facilites have you got? Man: Weil er, we've gota computer room, a library, and a special self-study room where you can go and work on your own. And there's a coffee bar where you can have lunch and breaks, and weve got a nice garden. Girt Where exactly isthe school? ‘Man: Were only two minutes away from the beach. it es: ta sont oped, Ad, what shout Man: Well, we can fin a famiy for your friend to stay with. We have some very good families who've been with us for a long time. Girt Min, or can you stay inthe school? Man: Yes, but it’ abit more expensive. It costs another ‘andre pounds, But you get singe room inthe school Girt: Mm, fine. And what kind of after-school activities ae there? ‘Man: There's sport in the afternoons. Our students can go ‘swimming in an excellent indoor pool or pay tennis at the local club. And we organise beach sports ike beach volleyball and footbal, things like that. Girt: Right, thank you. Do you organise any trips? Man: Yes, various trips to London theatres or art galeries or for genera sightseeing Girt And what about nightlife? My friend likes going out. ‘Man: Brighton isnt London but there's a lot going on here you ‘know, especially inthe summer. And we organise things here atthe school, too. In the evenings we have discos and barbecues on the beach. Girt: Mm, sounds intresting. Just one more thing. How much do the courses cost? Man: E, they cost from eight-hundred and fifty pounds, | depending on what type of accommodation you choose. | Girt: OK. Could you send me a brochure and application form, please? | Man: Certainly, if you'l just give me your friend's name and ress Wacthftes? irre! aesst Ys Tamt ERa ‘= Ask students to listen for more information and details about the four topics. Play the recording two or three times for students to listen and make notes. 1 As a clas, students pool their extra information, e.g. location - the school isin Brighton and is two minutes from the beach. Exercise 3 «= In pairs or small groups, students discuss whether they would/wouldn't like to go to the school and give their = Then as a whole class, students discuss their reasons for deciding they would/wouldn’t like to go to the school. Before you stort O Exercise 1 s Students do the exercise working individually. ‘= Students can compare answers in pairs before listening t= the recording to check their answers. Tapescript and answers 1 T4 tike some information about summer courses, please. 2 How long ae the courses? 5 Could you tell me about the lessons? ‘ 4 Could you tell me about the facies?Learning 5 Where exactly isthe school? § What about accommodation? 7 What kind of after-school activites are there? 8 00 you organise any trips? 43 How much do the courses cost? 10 Could you send me a brochure and application form, please? Exercise 2 s Read the Strategies with the class. Ask students if they use any of these Strategies and discuss any other ways of ‘making yourself clear if people don’t understand you, checking vocabulary in a dictionary, writing down a problem word if it is not pronounced correcty. Asking for ond giving information Sage 1 Read through the stages of the roleplay with the class so they know what to do. + Students workin pairs. Each student turns to the relevant page and reads his/her information. Stoge 2 + Students act out the roleplays in their pais, taking tums to be the student and the school secretary. Monitor but do not interrupt students’ fluency. + Some of the pairs act out one oftheir roleplays for the class, + Go over any general language problems withthe class. Talkback ‘= In pairs, students discuss one good thing and one bad thing about each of their schools and decide whether they would go there for a summer course, giving their reasons. 1» Ask students if they know anyone who has been on an English-language course in an English-speaking country. If so, what did they say about it? Before you stort Exercise 1 «= Read through the paragraph headings with the clas. Students work individually, reading the text silently and ‘matching the headings to the paragraphs. «= After checking students’ answers, check understanding of vocabulary, e.g. drawback, continuous assessment. Answers ‘introduction B arguments forthe title C arguments against the title your conclusions Exercise 2 «= Students work in pairs, discussing the functions of the ‘undertined linking words in the text. Answers contrast ideas: However, On the one hand, On the other hand, Despite, although list ideas: Aso, Furthermore, Moreover, too summarise: To sum up ive examples: For example, such as A ‘For and Against’ Essay «= Read through the titles with the class. Refer students to Writing Help 7 on page 143 and, if you have time, read through the sections on Layout and Useful Vocabulary. Stage 1 ‘= Read through the example notes with the class. Elicit one ‘pro’ and one ‘con’ for the other essay titles and write ‘them on the board. ‘= Students choose a title and write their notes. Help with vocabulary if necessary. Sioge 2 «= Students organise their notes into four paragraphs. ‘Students can refer to the example essay on page 89 and Writing Help 7. Note that the order of the paragraphs depend on the conclusion. The model in the book is if you're ‘against’ the tile. If you're for the title you may Dut the arguments ‘against fist then the arguments for ‘so that you conclude your essay with the argument for the ttle, Sioge 3 ‘= Remind students to use linking words when writing their say. = Refer students to the section on Checking in Writing Help 7. Students check their essay and ask you if they are tnsure of anything in their essay. Talkback ‘= In groups of three or four, students read each other's essays, helping to corect any remaining mistakes. 1 Students in each group discuss the argument inthe ‘essays and say whether they agree with them.Language Problem Solving 7 ro Exerdise 1 « Students read the text silently to find out what strategies this student uses to learn English. (Answer: He/She leams vocabulary by listening to songs, writing the words down, looking up words in the dictionary and asking his/her teacher.) 1 Encourage students to use the context to guess the meaning of new words or phrases, e.g. get stuck. 1 Ask students if they have tried to write down the words ‘of an English song and, if so, what they found most dificult. «= Give students time to think about the strategies they use to learn English. Students then report back to the class and see what strategies most of them find helpful. Exerdse 2 s Read aloud the instructions and look at the example entries in the table with the class. 1 Students work individually or in pars, using the Mini- dictionary to check the verb patterns and completing the table with the verbs from the text. ‘= Write the headings of the table on the board. Check students’ answers by asking individuals to complete the entries in the table on the board. “answers verb + 10+ infinitive: need to (ook up), offer to (wor) al to (gt), refuse to (listen), help verb + object + (0+ infinitive: helps me to (understand), advise you to (stn), need verb + object + infinitive: makes me (ster), ‘verb + ing form: enjoy (learning) dont mind (stening), Suggest (Ustening, rik (earning), need, advise, make ‘= Read through the list of verbs with the students and check that students understand the meaning (e.g. deny, tend). Students work in pairs or individually referring to the Mini-dictionary and writing the verbs in the table. “Answers ‘vet + t0+ infinitive: afford, agree, arrange, as, choose, decide, expect, learn, manage, plan, promis, tend verb + object + to + infinitive: ask, expect, choose, plan (e.g. plan Something to do in the evening) ‘verb + object + infinitive: let verb + ing form: admit, avoid, cat stand, consider, deny, sive up, lear, practise Exercise 3 s Students do the exercise working individually and referring to the Mini-dictionary. Students can compare answers in pairs before checking answers as a class. ‘= Check students’ answers by asking individuals to read the text aloud. 2 Verbs followed by the ing form or infinitive “answers to come 2 hiking 3 going to find 5 to put 6 sailing 7 being 8 to stay 9 cooking 10 to be UM staying 12 to pay 13 to stay 14 meeting 15 to 90 «= If you wish, do the first item with the class. Students then complete the exercise working individually. 1» Check answers by asking individuals to read out the ‘complete sentences. “Answers tab 2¢ 3a 4be Sb bbc 7a 8b Exerdse 5 = Read through the list of verbs with the clas. If you wish, say one or two example sentences about yourself «= Students work individually, completing the sentences. Nonitor, helping with vocabulary if necessary and pointing out any errors to be corected. «= Students then workin small groups, reading each other's sentences and checking the verb patterns. «= Some of the students can read out their sentences to the class. Exercise 6 ‘= Read through the list of verbs and the example sentence with the class. ‘= Students choose six of the verbs and write sentences about things that happened to them this week. Monit and point out any language errors for students to correct. ‘= In pairs, students read each other's sentences. «= Each student chooses one of their sentences to read aloud to the class.re Corner 7 1 students to look at and talk about the two photos ‘to decide, giving reasons, which is a British school which is an American school. eat aloud the instruction and list of topics. Before read the text, encourage them to guess some of ‘Se information that might be in the text, using their ‘em background knowledge about UK and US schools. ‘Szadents then read the text silently to find out which ‘Spics are mentioned, Tell students not to worry about sendesstanding everything at this stage but to try and ‘geess the meaning of any new words that seem to be the ‘nore important ones. — -sijects, universities, exams, fees, violence PEPE Area Exercise 2 «= Students work individually or in pairs, reading the text to ind three similarities and three differences. 1» When checking answers, ask students to read out the relevant sections of the text. ‘Suggested answers ‘Similarities: majority of schools are fre state schools; ‘compulsory education from five to sixteen; have exams; Short of time: give some of the Review exercises for ‘homework. Grammar Exerdse 1 1 Ask students to read the story aloud, individual students reading a sentence each. «= Read aloud the example sentence and remind students how the Third Conditional is formed. Elicit another Third Conditional sentence about the story. « Students workin pairs, writing Third Conditional sentences about John Smith’s day. “Answers taking, get 2 got, take 3 made 4 get, have 5 get 6 take 7 made, get Exercise 4 1» Check students’ answers by asking individuals to read out the sentences. Answers with 20n 30n 4 over 5 up Pronunciation: Vowel Sounds (3) QO Beerdse 5 ‘= Students find the sounds and example words in the Phonetic Chart in the Mini-dictionary and say the words. ‘Ask students to repeat the words after you several times. ‘= In pairs, students read through the sentences and underline the letters which make the sounds. «= Students then listen to the recording and repeat the sentences. ‘answers 1 where /ea/, homework /a0/ 2 hope /ou/, realise /in/, serious /io/ 3 ideal /o/, near /o/ 4 spoke /a0/, carefully /eo/, clearly /ro/ 5 noticed /au/, own /o0/ “Suggested answers IF John had got back to sleep, he wouldnt have overslept If he hadn't been in such a hury, he would’t have got on the ‘wrong tain. If he hadn't got on the wrong train, he would have got to London eater. If he hadn't called a taxi, he wouldnt have got stuck in a trafic jam. If he had had his wallet, he wouldnt have had to borrow ten ‘pounds from his bos. If he had got to work on time, his boss wouldnt have been angy. Tf he hadn't been so tired, he wouldrt have lost four milion pounds/fallen asleep at work. If he hadnt lost four milion pounds/fallen asleep, he wouldnt have lost his job Exercise 2 «= Do the first sentence with the class. «= Students then complete the exercise working individually. ‘Students can compare answers in pairs before checking ‘answers as a class. «= Check students’ answers by asking individuals to read aloud the sentences. ‘Answers 1togo 2togo 3tomeet 4togo Stofind 6 going Tito get Btofind 9 talking 10 dancing 11 to see 32a give 13 to get 14 sharing Vocabulary Exerdise 3 1 Students do the exercise working individually. ‘= Check answers by asking individuals to read aloud the sentences. e Exercise 6 «= Students work in pairs using the Phonetic Chart to work cout the proverb. ‘answer Don't put all your eggs in one basket. ‘= Ask students what they think this proverb means (Don't put all your money/energy/skils into just one project in ‘case it fails). ‘= Ask students if they have got a similar proverb in their ‘own language. Chock Your Progress «= Students look back at the Module Objectives and discuss, hhow far they feel they have achieved them. «= Students discuss their answers to the three questions as ‘a whole class. Give students your own assessment of activities they did well and any weaknesses you feel they still need to work on.Careers KEY WORDS: Pesonauy asecrves (2) brave, careful, creative, confident, dynamic, emotional, flexible, generous, hard-working, helpful, logical, motivated, organised, patient, practical, reliable, sensitive, sympathetic, tolerant. = As a whole class, students look at the photos and ‘entity the jobs (Answers: A film director B engineer C barrister/lawyer D vet). «= Give students time to read through the Key Words and use the Mini-dictionary to check meaning and pronunciation. Then ask individuals to read aloud the Key Words. ‘= Read aloud the example sentences. In small groups, students discuss what sort of person would be suitable for the jobs in the pictures. 's The groups then feed back to the class, giving reasons to support their answers. ‘Suggested answers ‘See information in Background above. O Exercise 2 ‘= Read through the jobs with the class and check that students understand them. 1 Play the recording once for students to identity the jobs. “Answers ‘hotel receptionist 2 shop assistant 3 travel agent ‘4 doctor 5 plumber ‘Tapescript See page 147. art, business, construction, design, engineering, farming, fashion, information technology, law, Urartu, the medi, medicine scene, Sport, travel and tourism ‘= Read through the Key Words with the students and give them time to check the meaning in the Mini-dictionary. 1 Look at the example jobs related to art. Elicit three or four jobs related to another career area, e.g. business (businessperson, personal assistant, secretary, manager, accountant). 1 In pairs, students have two minutes to write down as many jobs as they can think of related to the career areas. ‘= Check spelling and pronunciation when checking students’ answers. Teach any new words that students ask for. Exercise 4 1 Ask one of the students to read aloud the example sentences. 1 Students think about their own personality and choose a job they might be good at. Point out that this need not be the job they are thinking of doing, but one that ‘might’ suit them. Give students time to rehearse what to say. 1 Students then tell the class what job might suit their personality. Exercise 5 1 Students do the exercise working individually. They can refer to the Mini-dictionary to check the difference in meaning and use between the words. ‘= Check students’ answers by asking individuals to read the sentences aloud. If you wish, ask students to translate the sentences into their L1 and see which words they use for career, job, profession and work. “answers 1 job 2 work 3 professions 4 careerModale E 29 Odd Jobs ————_- --__-____ Before you start Exerdise 1 «= Students look at the ilustrations and discuss what jobs they think the people ae doing. Tel students they probably do not know the name of each job but can describe what the person does. Reading xordse 2 's Students work individually, reading the text quickly to ‘check their guesses about the jobs. ‘answers ‘chewing gum remover 2 passenger pusher 3 shop assistant at Harrods 1898 4 ‘grachtenvissers’in Amsterdam Exercise 3 1 Read through the Strategies with the class. Read aloud the first paragraph and point out that the topic is given ‘in the last sentence of this paragraph. Remind students, that the topic is often given in the first sentence of a paragraph. « Give students time to look at Lesson 17 page 59 and to read again the strategies for dealing with idiomatic ‘expressions. Students work individually or in pairs, using the Strategies from Lesson 17 to match the headings with the explanations. “Answers 1d 29 3a 4e 5c 6h 7b Bi OF 1 Students discuss which ofthe headings are idiomatic expressions. Ask students if there are similar expressfons in their Li “Suggested answers Musical Chairs, Sticky Situations, Spoitt for Choice, Pushy People Exercise 4 «= Do the first one or two paragraphs with the class, if you wish, Students then work individually, matching the headings (1-9) with the paragraphs (A-H). Students can ‘compare answers in pairs before checking answers as a dass. = When checking answers, ask students to refer to the text to support their answers. SkiLLs Focus- “Answers AS B1 C7 D2 EB F9 G3 H6 Exercise 5 1 Students work individually, reading the text and answering the questions. * Check answers by asking pars of students to ask and answer the questions. “Answers 1To push people into trains inthe rush hour so the doors close propery. 2 Because people dropped it on the floor of the station and it was very sticky. 3 Because people were scared to use it. 4 Because people living in the village made ‘complaints about the smell. 5 Because she had ‘charm/Because she found more than 500 deserters and was paid $50 for each deserter. «= Read aloud the instructions. Check that students understand the different meanings of the phrase odd _jobs. Elicit more suggestions of casual work or doing odd jobs for other people, e.g. gardening, shopping, walking a dog. Point out that in a sentence such as I’m prepared to do the odd job around the house but not all the housework, the meaning is ‘occasional or one-off job: 1 Students tell the class what odd jobs they have done, Giving examples of bits of casual work and, if appropriate, strange jobs. Encourage students to say something about what they did, e.g. how much they were paid, where or when they did it, if they enjoyed it. Vocabulary: Collocations Exercise 7 1» Read the instructions and look at the table with the class. Ask students to give examples of verbs, nouns, adverbs and adjectives. Classify the first two or three phrases with the clas. Students then complete the table, working individually or in pairs. ‘= Write the headings of the table on the board. Check. students’ answers by asking individuals to list the phrases under the correct headings. Students can find the phrases. ‘in the texts to see them used in context and to check the meaning.— “= + noun: offer (someone) a job, tur down (an/the/theit) Fe: make (a/your/his) living, get the sack, provide ‘expiration “seb + adverb: close (something) property, do wel, try hard, ‘go dramatically seid + adjective: get stuck, find (it/something) impossible, secome self-employed | Eaercise 8 ‘= Students work individually, completing the sentences ‘with collocations in their correct form. ‘= Check answers by asking individuals to read aloud the sentences, Answers 4 made his tiving 2 offered a jb, tured down the ffer/tumed it down 3 found it impossible 4 grown eamatically 5 close property Exercise 9 «= Look at the vocabulary networks for do and make and the ‘example items with the class. Check that students understand what to do, «= Students complete the networks with the words from the text. ‘= Check students’ answers and write the two networks on the board. ‘answers do: your best, something about it, work, a job ‘make: somebody scared, a complaint, a (big) mistake, people think, money «= In pairs or small groups, students add more expressions to the networks. Check answers by asking students to add expressions to the networks on the board (examples are: do homework/a favour/housework and make trouble/a ‘mess/a promise). Speaking Exercise 10 ‘= Read through the instructions and example questions withthe class. Elicit more yes/no questions from the students and write prompts on the board, e.g. Do you work with your hands/with animals/meet a lot of people? ‘Are you paid a lot of money? Is your job dangerous? The class can ask up to twenty questions and can guess the job at any time. Tell students that if they do not know ‘the word in English, they can describe what the person does or give the name of the job in L1 and ask you for a ‘translation,Modal 8 30 Dangerous Jobs Objectives «= To talk about photos. ‘= To practise using the vocabulary of jobs. = To practise making reported statements. ‘= Check that students have the vocabulary to identify the Jobs (A fisherman, 8 police officer, C construction worker). In pairs or small groups, students discuss the questions about the photos. ‘= The groups then feed back to the class. Exercise 2 KEY WORDS: Jons architect, cashier, construction worker, electrician, farm worker, fire fighter, fisherman, forestry worker, journalist, lory driver, miner, pilot, police officer, Politician, soldier, taxi driver, window cleaner s Students read through the Key Words and check the ‘meaning in the Mini-dictionary. In pairs, students discuss which are the five most dangerous jobs and put them in order. «= The pairs report back to the class and see what similarities and differences there are in their choice of five dangerous jobs and the order of them. Encourage students to explain their choice and give examples of dangerous situations for the jobs they have chosen. f= Students turn to page 131 and check their list. As a class, students discuss whether any of the information surprises them. ) Exercise 3 « Play the recording once for students to read and listen for general comprehension. «= Then play the recording, two or three times if necessary, for students to listen and complete the interview. 1 Check students’ answers by asking individuals to read ‘aloud the sentences containing the missing words. GRAMMAR Focus- “Answers 127 2brother 3 homicide 4 month 5 people 6 next year ‘= Ask students to describe Sandra's personality, using some of the personality adjectives from page 93. Encourage students to refer to the text to give examples to support their opinion of her personality (suggested adjectives: brave, confident, hard-working, motivated, practical). «= Ask students what sort of area they think the Bronx is (it {sone of the poorest areas of New York with a high crime rate, demolished buildings, deteriorating schools and public services). Exercise 4 1» Read through the instructions with the class and check that students understand what to do. Students do the exercise working individually, then compare answers in pairs before checking answers as a class. 2 interview: looked fora suspect near a gas station; report: rear a factory 3 interview: suspect pulled a gun; report: a knife 4 interview: spoken to mom about her jb; report: father 5 interview: look fora different job in the department; report: ina shop 7 Her family worries her. (about) 8 In the future, she won't feel the some ___ taking risks. (about) Presentation Exercise 5 ‘= Read through the instructions and the example pair of sentences in the table with the class. If you wish, do the second sentence in the table with the whole class. ‘= Students work in pairs, copying the sentences from the ‘eport and naming the tenses/verb forms. Monitor and help students if necessary. ‘= Check students’ answers by asking them to read aloud the pairs of interviews and reported sentences. «= After checking answers, give students time to study the changes in verb forms when the reporting verb is in the past tense (e.g. said). Draw students’ attention to the backshifting of the verb form and the changes in pronouns.— REPORTED STATEMENTS ‘answers 2 We've had ..." (Present Perfect) She said they had had some Short of time: give some of the exercises for homework, e.g. Exercise 1 and the preparation for ‘the interview in Exercise 7. > Plenty of time: do the Options. > 2 lasses for this lesson: break after Exercise 6. Vocabulary: Muli-port Verbs (8) Before you stort Exercise 1 «= Read through the list of verbs with the class. Do the first cone or two answers (for dress up and get across) with the whole class. «= Students work individually or in pairs, completing the exercise and referring to the Mini-dictionary if necessary. + Check answers by asking individuals to read aloud the sentences using the verbs in the list instead of the ndertned verbs. ‘Answers 1 put on good clothes, communicate 2 Relax 3 make alist 4 find information 5 arrive 6 make yourself comfortable, observe everything in a place 7 write 8 invent 9 pretend 10 talk a lot about 11 talk clearly 12 think of Exercise 2 ‘= Read aloud the instruction and the example sentences. Check that students understand what to do. Point out the use of the imperative (Don’t calm down/Calm down) in the sentences. «= Students do the exercise working individually. Monitor ‘and help students correct any language errors. @ Skitts Focus- 1» Students can compare answers in pairs or small groups before discussing their answers as a whole class. ‘= If students disagree about the answers, encourage them to argue their case, e.g. some students may feel that itis acceptable to take notes in some interviews but not in others. ‘Suggested answers Students may decide that sentences 6, 8, 9 and 10 are things definitely not to do at an interview. PELLET ae DRE BE ‘= Elicit more advice from the class of what to do and what not to do before and during interviews. Exercise 3 '= Students look at the photo of Oliver at his interview for a holiday job and discuss how well they think he is doing, Giving their reasons. Listening QO) bxerdise 4 « Tell students to listen for an overall understanding ofthe interview so they can decide if Oliver got the job. ‘Suggested answer Yes, he probably got the job because he was polite, expressed himself clearly and had the right personal qualities and experience. “Tapescript See page 147. O Exercise 5 = ive students time to reed through the Function File and guess some ofthe missing words. Then play the Fecording, two or three times if necessary, for students to listen and complete the Function File. = Check students’ answers by asking individuals to read aloud the sentences Answers see 2 levels 3 hope 4want 5 reputation 6 enjoy experience help Sve organised 10 qualities 11 sory 12 certainly 13 important 14 would 15 just 16 Could touch about: A ‘1 the woman and the company 2 Oliver Play the recording two or three times for students to listen and make notes. «= Students feed back to the class and see how much they have understood and remembered. Check students’ understanding of any new words (e.g. ‘personnel manager, monitors). CO Exercise 6 ‘= Remind students that rising intonation usually sounds polite and flat intonation can sound rude or bored. « Students listen to the recording and note ifthe speaker is polite or nt. “Answers 1 polite 2 not polite 3 not polite 4 poite 5 politeTa 1 Tm sory, what do you mean exactly? 2 What's that? '3 What do you mean? ‘4m sorry, could you say that again? 5 Would you mind repeating that, please? ‘= Students listen and repeat the polite questions. Tapescript Tm somy, what do you mean exactly? Tm somy, could you say that again? Would you mind repeating that, please? Exercise 7 ‘= Read through the notes with the class. Elicit one or two suggestions of necessary qualities for each of the two jobs. = Divide the class into pairs. Give students time to think about and prepare for the interviews. Exercise 8 + Remind students to use expressions from the Function File in their interviews. Students work in paits, acting out their interviews and changing roles so that each student takes the part of an interviewer and a candidate. Monitor but do not interrupt students’ fluency. Make a note of any general points to go over with the class afterwards. Exercise 9 «= The pairs report back to the class, giving reasons why the candidates got (or didn’t get) the jobs. + Encourage students to discuss how well the felt they managed the interviews in English. What were they pleased with? Could they say what they wanted to say? What did they find most difficult? Exercise 10 1» Students discuss the questions as a class or in groups. Encourage students to tell the class about any holiday jobs and interviews they have had. Exerdse 11 ‘= Read through the Strategies with the class. Discuss the advantages of using information networks, key words and abbreviations when taking notes. « Students discuss how they take notes when listening to English. If your students did the Option activity after Exercise 5, ask them to look at their notes and see if they used abbreviations, key words, et. (O Beercise 12 1» Ask students to look at the two photos and identify the jobs (coal miner, call centre operator). Encourage students to say what sort of person would be suitable for ‘each job. Ask students if they think this kind of work is declining or expanding nowadays. Read through the ‘instructions, the list of topics and the table. Point out that coal mining is given as an example of a dectining ‘industry. 1 Tell students to listen the first time to complete the Topic column of the table. “Answers 2 future jobs 3 information technology 4 skills needed 5 changes in working life Tapescript See page 148. Exercise 13 ‘= Students listen again and use the Strategies in Exercise 11 to add more information and examples to the table. Tell students to try and add more than one example or piece of information for each topic. If necessary, play the recording several times for students to complete the table. ‘Answers ‘agriculture, textiles, heavy industries (e.g. stel), banking 2 tourism, business and professional services, the media, TT, biosciences 3 by 2020 there will be one billion computers in the world, computer programmers and systems analysts wil be needed 4 I, work co-operatively/in a team, communication stills language sils, cultural awareness 5 people change ‘companies more, more freelance workers, more teleworkers working from home Exercise 14 «= Students work in pairs, using their notes to tell each other the information they have. Monitor and help students corect any language errors when they are reporting their informatio 1 Students then compare their actual notes, looking at ‘organisation, layout, amount of information, use of abbreviations and key words. QUOTE... ONQUOTE, 1 Read the quote to the class and elicit suggestions of ‘work that people like doing and are paid to do, eg. actors, musicians, sportspeople, people inventing and playing computer games,Mobile 32 Communication Workshops Before you stot Exercise 1 ‘= Read aloud the heading for the advertisement (World Aid) and ask students to predict what sort of job it is advertising. « Tell students to read the advertisement, the CV and the letter of application fairly quickly for generat understanding of the main points and to see if they think Maureen's application would be successful. Reassure students that they will study all the texts more closely during the lesson. ‘= Asa class, students discuss if they think Maureen's application would be successful and give their reasons. “Answer (Probably) yes because she has all the right qualities and experience. Exercise 2 «= Ask students to read the topics (ae) and say the order they would put them in if they were writing the letter. «= Students read the letter and match the parts of the letter with the topics. They can see if their own order is the same. “Answers Te 2d 3b 4c Sa Exercise 3 ‘= Working individually, students look at the underlined words and decide if they express addition or reason. “Answers eason: because, as, due to, since addition: also, in adition g A.C and a Letter of Application Stage 1 = Look at the advert with the class and read out the four kinds of work being offered. Students choose one of the jobs and think about why they are interested in this type ‘of work and what they have done that is relevant to the work, ‘= Students write their CV under the headings given in the CV for Maureen and make notes about their experience, skills and interests. Tell students they can invent ‘information about themselves if they wish. Monitor and ‘point out any language errors for students to correct. Stage 2 1 Advise students to refer to Maureen's letter as they make their own notes about why they want the job, their personal qualities and why they would be good at it. Refer students to the Useful Vocabulary section in Writing Help 8 on page 143. Stoge 3 «= Look at the Layout section in Writing Help & with the class. Students use their notes and CV to write their letter. Monitor and point out any tanguage errors for students to correct. Students refer to the section on Checking in Writing Help 8. Talkback 1 In groups, students read each other's CVs and letters ané decide, giving reasons, if they would select the other 4group members forthe jobs. Monitor but do not interrupt students’ fluency. Exercise 1 ‘= Read through the questions with the class and check that students understand the vocabulary. ! 1 In paits, students try to guess the answers.“= Students listen to the radio programme and check their ‘pensses, IF necessary, play the recording twice, ‘= Pee pairs tell the class how many correct guesses they ed. — Tae 2cd 3ab 4ce Se 6d Tapescrint Presenter: Hello and welcome to another edition of Eure ‘Dany. A survey by the European Union of the standard of ‘Seog in various member countries was published yesterday. ‘his major study investigated prices and wages. Fest. prices. The figures give a rough indication ofthe cost of ‘ing in the member countries, excluding rent for apartments. ‘They are based on the cost of the same Basket of shopping in vanous European cities. These cities are not necessarily the pital, but cities which represent the business and financial centes of each county. The most expensive places seem to be Scandinavia, with Denmark coming top, followed by Seden. France isnot fa behind. The cheapest places are in ‘he new member states such as Poland and Hungary ~ that same basket of shopping in Warsaw, for example, costs less than half as mach as the same basket of shopping in Copenhagen! Now. wages. The results were calculated from wages and hours vrorked in twelve diferent jobs, including teaches, car ‘Sechanics, building workes, engineers and manages. Again, 2 Scandinavian country was top ofthe table, the highest wages being paid in Denmark, followed by Germany. Lower wages, agzin, were in the new member states, with Poland and Hungary coming near the bottom ofthe table. Wages inthe Uk, by the way, are about four times those in Poland, but stil 2 Lt less than the top counties. The best-pad js in all countries are those held by managers, basically those people holding positions of responsibility in busines. Managers, on average, earn a lot more than the next soup, professionals. Professionals include doctors, lawyers and teachers. The lowest py is received by workers in hotels and restaurants ust above tht group ae manual workers in agrcuture and construction and abit higher on the wage Scale ae workers who operate machinery or workin factories. ‘ne important Finding i that there is still a big difference in pay between men and women. Women receive between 13 and 35 per cent less than men, for doing exactly the same jobs. Women managers do particulary badly, receiving only two- thirds ofthe pay oftheir male collegues. Younger women and ‘women in low-paid jobs are closer to being equal to men. (OF course, soon all these figures wil ook very different asthe new EU members ae fully incorporated into the market and ‘economic system. I discussed these Findings with Dr Robert Miller from the London Institute of. Exercise 3 «= Give students time to read through the sentences. Then play the recording two or three times if necessary for students to complete the sentences ' Check students’ answers by asking individuals to read aloud the sentences. ‘Answers 1 apartments 2 half 3 twelve 4 lawyers, teachers 5.13, 25. 6 two-thirds '3 Wages of younger women? (closer to being equal to ‘men) Speaking Before you start Exercise 1 'e Read through the Strategies with the class. Ask students if the same Strategies apply to discussions in their own language too. Exercise 2 « Give students time to look back at the Function Files in Lessons 7, 15, 16 and 27 and to list some of the expressions. Students can then work in pairs or small ‘groups, comparing their lists and practising saying the expressions. A Discssion Sioge 1 ‘= Read aloud the instructions, and the list of jobs and Points to think about. Students work individually, choosing two jobs which they think should be the best paid and the lowest paid and making notes of their reasons. Stoge 2 ‘= Students work in pairs, using the Strategies to discuss ‘their opinions and to agree or disagree with their partner. Each pair of students should try to agree on two best-paid and two low-paid jobs. Monitor but do not ‘interrupt students’ fluency. Make a note of any general problems to go over with the class afterwards. Telkback ‘= In tum, each pair tells the class their conclusions and gives reasons. The class can see if there is any general agreement about which jobs should be the best-paid and which the low-paid.Language Problem Solving 8 SPRL SRNR AS | Exerdse 1 ‘= Ask students to look at the picture and give examples of what stuntmen and women do in films. ‘= Students read the text silently and then complete the expressions with say or tel 1 Check students’ answers and write the patterns on the board. Ask students to read aloud the complete sentences from the text. Point out that if we say who we are talking to, we use tele. tell the press/his agent/them. ‘anowers Tsay 2tell_3 tal Exercise 2 1 Advise students to read through the text quickly for general understanding before they start completing the ‘gaps. Students do the exercise working individually. 1 Check students’ answers by asking individuals to read ‘aloud the sentences. After checking answers, ask students what they think Mary did when the director mistook her for a stuntwoman. “Answers Ltold 2said 3said 4 told 5 said 6said 7 told Exercise 3 ‘= Read aloud the instructions and look at the table with the clas. Tell students to use the Mini-dictionary to help ‘them and to check if any of the verbs fit more than one box in the table. «= Students do the exercise working individually or in pais. «= Write the verb patterns on the board. Add the verbs to the patterns on the board as you check students’ answers. When checking students’ answers, you may lke to point out that a sentence such as He claimed that he ‘new nothing about it often implies that the speaker/ ‘writer doubts the truth of this. ‘Answers (that) + sentence: announced, admitted, complained, claimed ‘+: (not) to do something: agreed, refused, promised soncone (et) to do something: adveed, begged, ced .- doing something: denied, reoreted Exercise 4 «= Read aloud the instruction and the first answer, together with the first sentence ofthe text in Exercise 3. Do the next one of two answers with the class and write the original words on the board. 1 Students complete the exercise working individually and refering to the table of verb tense changes in Lesson 30 on page 97 if they wish. 1 Check students’ answers by asking individuals to read aloud the original words. @ Reported Verb Patterns Trig Tow myo et sae of ests ing too dangerous to perform. Im nt talking/ going to Sar Sat y pate UT havert bough ese ton on the Pacific eget rejecting an offer to perform stunts for int Eastwood. advise ll young stuntmen and women to vod tating unnecesary ras, beg diector not to Dut/Direcors, please dot put stunt people's Uves at risk. Could you tl us abot your plans for the future? Tm going to help my fellow stutmen who cart work any more. promse/Tm gong to setup a foundation whose main aim wll be to help handicapped ators and stunt people. have already ordered my bank to transfer $50,000 to the foundations acount. Exercise 5 «= Do the first two sentences with the class. ‘= Students complete the exercise working individually, Students can compare answers in pairs before checking answers as a class. ‘= Check answers by asking individuals to read aloud each pair of sentences. ‘Answers 1 to let them/us take photos of his family 2 having ever worked ina sc production 3 them/us not to ask him about his private life 4 that they hadit used him forthe latest James Bond film 5 that he hadn't gone/oot having | gone to an actor’ school 6 to choose their parts very | Carefully 7 to take pat in one more film. 8 us/them to write something about his mary disabled colleagues 9 that. he had been injured many times Exercise 6 ‘= Ask two students to read aloud the conversation. «= Students then report the conversation using the verbs in brackets. “Answers ‘Mother warned Syvia that it was a dangerous job, Sytvia ‘admitted that it was dangerous but explained that she loved ‘isk and excitement. Her mother begged her to think about it ‘again and advised her to look fora jb at a bank. Sylvia. refused to sit behind a desk for nin hours a day. Her mather complained that Syvia always had to be different.Seercse | “= Ask students to look atthe photo and answer the fist ‘Seo questions. Encourage students to speculate about ‘Se kind of lifestyle the singer in the photo has, ‘= Students then discuss questions 3 and 4. If appropriate, ‘etroduce some of the vocabulary of jobs in the pop “edustry that students will meet in the background texts, ‘©. session musicians, composers, technicians. ‘= Ask students to discuss the advantages and -Ssadvantages of being famous (in any area of work, not ‘sly in the pop music industry). Ecurdse 2 ‘= Read through the statements with the students. ‘= Students work individually, reading the background ‘formation to find out if the statements are true or false. “= Wen checking students’ answers, ask them to correct the ‘alse statement. “Answers “LF (We are not told if Pop Idol selected’ the ten thousand participants orf they were all talented’) 27 37 4T st ne Feet tener de Se Exerise 3 «= Read aloud the questions. Students workin small groups, discussing their answers to the questions. Students with access to the Internet (at school or at home) can find out about studying pop music at university in their county. 1 The groups feed back to the class. Students can find out how many of them like programmes like Pop Idol and how many do not. 0 Beerdse 4 «= Give students time to read through the song and guess ‘some of the words that could complete the gaps. Remind students that the last word in a line often rhymes with ‘the end of another line in the song or poem. «= Play the recording several times for students to listen and complete the gaps. 1» Ask individuals to read aloud the tines containing the missing words. Check spelting and pronunciation of the answers. «= Explain the meaning of any new words or encourage students to guess the meaning ftom the context (e.g. 90 downtown, insane, public acclaim). 1» After checking students’ answers, play the song again for students to listen and join in if they wish. “answers guitar 2 hair 3 soul 4 charts 5 fame 6 money Exercise 5 ‘= Working individually, students refer to the song and put the stages of a rock stars career in the correct order. “Answers 1b 2d 3a be SeReview 8 ‘Objectives: «= To check and consolidate grammar studied in this module: Reported Speech. 1 To revise expressions with do, make, hove and get. «To revise multi-part verbs. 1 To revise the use of job(s) and work, 1 To practise elision in sentences, Resource used Cassette/C0. > Short of time: give some of the Review exercises for homework. Grammar Exercise 1 ‘= Read aloud the example answer and do the second item with the whole class. 1 Students complete the exercise working individually. 1 Check answers by asking one student to read the direct speech and another to read the reported speech. ‘answers 2 She said she had never used that program before. 3 She ‘asked me if T could give her a lift to the station. He said he tived in Wales because he had got tired of living in London. 5 Jenny said Sam was working for a small company in Manchester. 6 Frank said he had taken the day off work the day before because he had had a temperature. But at that time he felt alot better. 7 She asked me to give her time to think about it. 8 He told me he had been working all day so fhe would come swimming with me fit didn't rain. 9 Pete told Kathy he wouldn't go unless she joined him. 10 The police officer ordered the man to get out ofthe car immediately. Exercise 2 « Give students time to think and write down their sentences. «= Students can read their sentences to their partner before choosing a sentence to read to the class. Exercise 3 1 Read through the list of verbs with the class. «= Advise students to read through all the sentences quickly before they start completing them. Students do the exercise working individually then compare their answers in pairs. “Answers 1 told 2 announced 3 asked, said 4 ordered 5 explained 6 begged Vocabulary Exercise 4 = Complete the fst sentence with the cas. 1 Students d the exercise working individual ‘answers make 2 got 3 does 4do Smakes 6 got 7-do 8 made, made 9 got Exercise 5 «= Check answers by asking individuals to read aloud the sentences. ‘Answers down 2up 3up 4up Sup 6 down help ling pee ae oe of oe Seo toa ‘each other's sentences. Exercise 6 s Students do the exercise working individually or in pairs. ‘Answers jobs 2work 3 job 4 work 5 job 6 jobs Pronunciation: -ed endings QO Exercise 7 «= Play the recording several times, pausing it appropriately for students to write down the full sentences. ‘= When checking answers, point out how some of the ‘sounds (undertined in the tapescript) are not sounded but join the next sound. Tapescript and answers 41 She ask(ed) Dave to come early. 2 1 explain(ad) to er why Twas late, 13 Sue ask(ad) them to help het. 4 The government announce(d) two new laws 5 They advise(d) Danie to stay at home. ‘6 They order(ed) drinks before they sat down. 7 Theg(ged) them to give mea lift «= Play the recording several times for students to listen and repeat the sentences quickly with the correct elision. Exercise 8 1 Students work in pais using the Phonetic Chart to work cout the proverb and then they say it. ‘Answer Time is money. = Ask students what the proverb means (Time is valuable ‘and costs money) and if they have a similar saying in their own language. 1 Ask students what sort of people would say this. ‘Check Your Progress 1 Students look through the module and say which activities they found useful and enjoyable and any they had problems with, 1 Students look through the grammar lessons and say if ‘there are any areas they feel they need to revise.4 byltare Shock (Sooty coe es = “Werm-up Eaerdse | "WORDS Food: barbecues, fish and chips, hamburgers, hot dogs, Kangaroo steaks, roast beef Places: Big Ben, the Empire State Building, Sydney pera House, the Great Barrier Reef, the Grand Canyon, ‘Buckingham Palace, Uluru (Ayers Rock), Stonehenge, the Statue of Liberty Sport: American football, baseball, basketball, cricket, football (soccer), golf, rugby, surfing ‘= Students look at the photos and read the captions. ‘= Students work in pairs or small groups, reading the Key Words and discussing which country they are associated with. Students discuss whether they would like to go to ‘any ofthe places, giving their reasons. «= The groups feed back to the class and see which places most of them would (or would not) like to go to. wees England: Fish and chips, roast bee, Big Ben, Buckingham | Palace, Stonehenge cricket, fotbal, ol, rugby | Australia: barbecues, kangaroo steaks, Sydney Opera House, the Great Barer Ret, Uluru (Ayers Rock, cricket, rugby, surfing USA: hamburgers, hot dogs the Empie State Building, the Grand Canyon, the Statue of Liberty, American football, baseball asttbal go? to and atmosphere there, e.g. busy, noisy, quiet, deserted. © Exercise 2 « Play the recording once for students to listen and ‘identify which country each speaker is from. ood, Vietnamese food. Holidays? Well, I guess most of us ‘spend our hoidays on the coast here ~ is quite expensive to 90 abroad, you know. Everywhere's just so far aay! 2 Well it’ a big, big county, so its kind of hard to say whats typical Like the weather - we've got all kinds of ifferent climates. Our way of ie, well, I guess i's fas, so the food is fast, too, lots of hamburgers and hot dogs. What else? Er, guess we watch a lot of TV in our fee time ~ there are hundreds of channels on twenty-four hours a day. Er, we 90 to the movies a lot, too. Spor’ realy big, of course. Our basketball, baseball and football star can earn milions of dollars. Most of us go on holiday in our own country ~ it’s so big and there are so many spectacular places to visit. You should come and visit us! 3 It's difficult to say what is typical, 25 we've become such 2 ‘multi-cultural society. Our weather hasnt changed though ~ stil grey 2 lt ofthe time ~ and people still spend alot of time talking about it! In terms of food, our traditional roast beef or fish and chips are not as popular as they used to be. People eat a lot more ‘exotic food these days: Italian food, Indian food, that kind of thing. Free time? If you goto a park any weekend, youll see lots of people jogging, walking or roller-blading. There are a lot of fitness freaks! We tke watching spot, too, especially football. And the whole Country got really excited when we won the rugby World Cup fn 2003. Alot of us go abroad for our holidays every year. The Metiteranean isthe most popular destination, probably because their weathers so good. There you are ~ mentioned the weather again! © Exercise 3 « Play the recording again, twice if necessary, for students to listen and make notes about the five things. ‘= Students can compare notes with their partner before checking answers as a class, Play the recording and pause it after each speaker for students to report the points they noted, Taswers ‘the weather: sunshine (Aust.); different climates (USA) lot of the time, talk about it a lot (Eng.) ‘food: eating on the beach, English food and cosmopolitan food (Aust.); fast food (USA); traditional food not so popular, more ‘exotic food (En.) fre ime rary about sport (ust): watch TV/moves/spot (UsA}: Joasing/waling/rolr-blading, watching sport (Eg.) holidays: n own county on coast (Aust) now country (USAY: abroad Mediterranean (En.) ‘sport: cricket/rugby/tennis (Aust.); basketball/baseball/ ictal Snag er Dado rnby a Exercise 4 1» Ask one of the students to read aloud the example sentences. Elicit one or two more sentences from the ey a ‘Answers ‘Australia 2 USA_3 England Tapescript +1 Our typical way of if? Well, we're an outdoor culture, a beach culture, you know. We spend alot of time at the beach, surfing, swimming, eating, partying ~ we even have our Christmas dinner on the beach, you know! Its the weather, {you see, alnays lots of sunshine. And as for free time, we're Just crazy about sport ~ cricket, rugby, tennis. And we're good {at sport, too! We've got grat cricket and rugby teams. We love to beat the poor old poms. Poms, that’s our name for the English, you see. As far as food goes, well, we still eat lots of boring English food, but we've got more cosmopolitan food ‘ow from al the immigrant populations - Italian food, Greek class. 1 In pairs, students list things to define the culture and lifestyle of their country. Advise them to use the headings from Exercise 3 and add other headings if they wish. Monitor and help with vocabulary, if necessary. 1» The pairs feed back to the class and see how much ‘general agreement there is.Module ¢ 83iLostin:Translation———..-\ S— Before you start Exercise 1 ‘= Read aloud the question and topics. In small groups, students discuss what they would find most difficult to get used to in North America, Monitor and help with vocabulary, if necessary. ‘= The groups then feed back to the class. Exercise 2 ' Read aloud the questions and check that students understand what to do. Students may find it helpful if ‘you tell them some words that have strong associations for you and the sound of some Engtish words that you like (or dont like). Students work in pairs, discussing the questions and making a note of their answers. Monitor and help if necessary. @ SKILLS Focus-— 1 The pairs feed back to the class and see if they have chosen any of the same words. Reading Exercise 3 1 Students work individually, silently reading extract A and ‘making a note of how Ewa Hoffman would answer the questions in Exercise 2. Tell students not to worry about understanding difficult words at this stage. They are going to practise strategies for deating with dificult words later in the lesson. '= When checking answers, ask students to refer back to the text to support their answers. Say the words enigmatic ‘enigimatik/ and insolent /msolont/ so that students hear the pronunciation and can say if they lke the sound of them. ‘answers 1 Youre welcome 2 enigmatic, insolent 3 river 4 envious/emy Exercise 4 1 Students work individually, reading extracts B and C and making a note of what else Ewa finds difficult to get used to in Canada, '= When checking answers, ask students to refer back to the text to support their answers. “answers extract B: the Canadian image of what a ‘pretty git is, the use of make-up extract C: what Canadian young people enjoy doing on 2 Saturday evening (eating hamburgers and chip ata drive-in) Exercise 5 1 Read through the Strategies with the class. Ask students if they use some of these Strategies in their Li when they meet a difficult word in a text. 1 Encourage students to use the Strategies to work out the ‘meaning of monkeyish and groupy and then to check in the Mini-dictionary. 1 Students work in pairs, using the Strategies to work out the meaning of the words and expressions in the exercise. Tell students to make a note of the words they needed to {ook up in the Mini-dictionary. « If students disagree about any of the answers, encourage them to refer back to the text and explain how they used the Strategies to choose their answer. Students compare which words they needed to use the Mini-dictionary for. “Answers 1a 2b 3a 4b 5c¢ 6c 7a Bb 9¢ Wa Exercise 6 ‘= In pairs, students translate the words and expressions in Exercise 5 into their own language. ‘= Asa class, students compare their translations and discuss which words were difficult to translate. ete eee nee arte Biv a ed at theicameisorec> sn 15) oa 0 oh HasCulture Bhack E Exercise 7 ‘= Students work individually or in pairs, reading the ‘extracts again and marking the statements true or false. "= When checking answers, ask students to read aloud the sentence(s) in the text that give the answer and to correct the false statements. ‘Answers 1T 21 3 (She tres laboriously not to translate.) 4 T 5 (They think that potentially she can be made to Took like 2 princess.) 61 7 F (The boy tells her to cheer up.) Exercise 8 ‘+ Students discuss the questions in groups or as a whole class, += If some of the students have friends or relatives who have been abroad or have moved to another country to live or work, encourage students to tell the cass about these people's experiences. Vocabulary: Connotation Exercise 9 «= Students work as a whole class or in groups, finding the words underlined in the text and translating them into their own language. Students can use the Mini-dictionary to check the meaning and pronunciation of the words. Students discuss which adjectives were most difficult to translate. «= Students then work individually, marking which words have positive, negative or neutral associations for them personaly. «= In pairs or small groups, students discuss and compare the words and see how similar or different the associations are of some of the words. Cini Bs onan ‘hen ees Speaking Exercise 10 ‘= Read aloud the instructions. item each in the example chain. Then eli oF mite edi ena ela WA pope” «= Students work in groups of three, making an ‘association chain’ of 10-15 words for each of the four words. Tell Pa Elin students to choose English words they know rather than asking for translations of Lt words. Two students play the ‘game and make an association chain of ten words while the third student in the group writes down the words. ‘Students take turns to write down the words. Go round land monitor the activity and make a note of any serious pronunciation errors to go over with the class afterwards. «= The groups read out their word chains to the class. ‘Students can comment on any surprising or amusing associations. If any of the associations are very unusual, ask the student who originally made the association to ‘explain it to the class.Models # 34 Living Abroad Before you start Exercise 1 «= Ask students to guess which photo shows Ireland (second column) and which shows Cuba (Fist column). As a class, students describe what they can see in the two photos. Encourage students to speculate about the way of life in each of the places in the photos. «= Students work in small groups, answering the questions. The pairs then feed back to the class. Encourage students to give reasons for their choice of place to visit on, O) Beerdse 2 Give students time to read through the interview and encourage them to guess some of the missing words. GRAMMAR Focus- «= Students then listen to the recording and complete the gaps. Play the recording two or three times if necessary, pausing it to give students time to write in the missing words. «= Check students’ answers by asking individuals to read aloud the sentences containing the answers. ‘Answers lawyer 2 political 3 the USA 4 year_5 pub ‘= As a whole class, students make sentences reporting how ‘José Luis suffered from culture shock when he first arrived in Ireland. Use this as a revision of reporting statements. If necessary, prompt students by asking them ‘to think about the accent/weather/the food/people's attitude, Exercise 4 «= Students read the conversation silently. ‘= Read the conversation aloud, taking the part of José Luis ‘yourself and asking a student to read the part of Friend. ‘Then ask two or three pairs of students to read the conversation aloud. Presentation Exercise 5 ‘ Students may find it helpful to look back atthe reported statements they practised in Lesson 30 before studying the table for reported questions. «= Read the first question and example answer in the table with the class. Point out the backshifting of the ver form and the change in pronoun. 1 IF you wish, do the next two questions withthe class. 1 Students work individually, referring back to Exercise 4 and completing the table with the reported form of the questions. = When checking students’ answers, point out that we can use if or whether when reporting the question, e.. Are ‘you going to make Ireland your home? can be reported 2: She asked me if/whether I was going to make Ireland my «= Students work individually or in pairs, comparing the direct and reported questions in the table and then ‘completing the rules. ‘= When checking the answer to rule c), point out that if the reporting verb is in the present tense, we don't change the tense in the question.Catture $hIek sPecide if (of) whether ¢ changed statement “Sek three students to be the Journalist, José Luis and the ‘Send and to read out their sentences. Draw students’ “attention to how the pronouns change when different ‘people report the same question. Exercise 8 ‘= Students work individually, matching the direct questions with the reported questions, then comparing their answers in pairs, 1» Check students’ answers by asking individuals to read aloud each direct question and its reported question. Anowers te 2c 3b 4b 5d 6a Exercise 9 + Do the exercise as a whole class, one student reading out the direct question and another making the reported question. Remind students that ifthe reporting ver is i the present tense, we don't change the tense in the question. 1 When checking answers, you may like to point out that the verb in sentences 5’ and 6 would probably stay the same because the speaker asks for general information. ‘Answers 1 She asked me if/whether Cuba had been discovered by Columbus. 2 He wasnt sure if/whether Canadians had a king ‘or queen. 3 He doesn't know which side of the road you drive on in Italy. 4 He asked me when France had stopped being a monarchy. 5 She wanted to know what the Enlish feat/ate for breakfast. 6 We don’t know when the next ‘American president willbe elected. 7 He wondered iffwhether reggae was African music. 8 She wants to know who ‘Kiwis and ‘Aussies’ ae, = When students have checked the exercise, they can discuss the answers in groups, using reference books and ‘the Internet, if available (Answers: 1 yes 2 yes 3 the right 41792 5 students’ suggestions 6 depends on current date 7 no [West Indies] 8 New Zealanders and Australians). Exercise 10 1 Ask one of the students to read aloud the first sentence of the report. Elicit the original questions from the class. «= Students complete the exercise working individually. Students can compare answers in pairs before checking answers as a class. ‘= Check students’ answers by asking individuals to read aloud the reported question in the report and then the original question. Answers Is the climate hot or cold? Does it ran a lot? Can T bring ‘my cat with me across the border? What means of transport ‘s best for coming here? How much money do T need per ‘month? WillI be allowed to work legally? Have you had ‘many exchange students before? Where did they live? Is the food different from Spanish food? ‘= Students then work in pairs, answering the foreign student's questions. Monitor and help where necessary. 1» Some of the pairs then say the questions and answers for the class to hear. Exercise 11 «= Read the instructions and example question with the class and check that students understand what to do. = Working individually, students write down six to eight ‘questions to ask a foreigner living in their country and think about the possible answers a foreigner might give. Monitor and point out any language errors in question forms for students to correct. Exercise 12 «= Ask two students to read aloud the example exchange and the reported sentence. 1 Students work in pairs, taking turns to ask their own ‘questions and answer their partner's questions. Monitor but do not interrupt students’ fluency. Make a note of any general problems to go over with the clas afterwards. 1 In turn, students report two or three things from their ‘interview to the class. hotel nthe conte of town. He ‘museum was open.Module 4 35 Mind Your Manners Objectives: 1 To talk about manners. 1 To describe and speculate about people in photos. 1 To listen to a radio programme and transfer ‘information to a table. 1 To practise being polite. 1 To practise using strategies preparing for roleplays ‘and then acting out rleplays. 1 To practise using multi-part verbs. Resource used Cassette /C0. ‘Background ‘The information in the recording in Exercise 3 is based ‘on studies of intercultural differences in ‘communication. ‘The quote is by G.K. Chesterton (1874-1936), an English essayist, novelist and poet. who also wrote ‘studies of Charles Dickens and Robert Browning. ‘through the material > Short of time: give Exercise 10 for homework and shorten Exercises 1 and 11. > Plenty of time: do the Option. > 2 classes for this lesson: break after Exercise 5, Before you start Exerdse 1 «= Students work in pairs, reading and answering the questions. 1 The pairs feed back to the class and see if there is general agreement. 1 Ask students if they think their generation use the same conventions and behaviour as their parents’ or srandparents’ generation. Exercise 2 1 Students look atthe photos and describe what the people are doing. Encourage students to guess the ‘countries the people are from and say which photo could be of people from their own country (A people from a ‘Latin’ country using alot of gestures, B British people shaking hands and C people from Japan bowing to each other). O Exercise 3 = Asa class, students discuss how they would classify people from the different cultures, giving reasons for their choice. Encourage students to comment on the stereotypes that these cultures have in their country. «= Play the recording for students to check their guesses. Tapescript Presenter: Good morning and welcome back to Culture Matters. Today, we'e looking at diferent styles of communication in different cultures. We have Or Jan Groot, from Utrecht University in Holland in the studi. Dr Groot, you explained ‘earlier before the break about ‘affective’ and ‘neural’ cuiturs. Could you give us some examples of which cultures are ‘affective’ or open, and which are ‘neutral’ or more reserved? Expert: Well, generally, people from ‘Latin’ cultures tend to show their feelings more, for example the Spanish or the Italians, In a survey, when asked if they would show that they @ Skitts Focus ‘ere angi in mor formal stations, 71% of Halon sid they would show this openly Presenter: And what about ‘neutral cultures? Expert: Other cutures, oriental and northern European cultures, dont show emations as much, they are more reserved, or example, only 17% ofthe Japanese weuld show Sanger openly i formal situations. And only 29% of British people would show they were angry. Presenter: That's intresting. Expert: But crusty enough, the Americans are more tke the | Telians. Over 60% would expres anger open n a work situation ora forma situation. Culturally, Americans ar in between ‘petra andaffectve’ cultures ~ in some ways they are more open and in other way they are more reserved. Presenter: And so what differences ore there inthe way people actualy express themselves, using gestures and that fort of thing? Expert: Well, people fom affective’ cultures, ke the Malas, tend to use alt more gestures, you know, using not only their hands but thei arms. For people in more neutral cultures, ite the Japanese, Norther Europeans and even Americans sometimes, this could appear ‘excitable. They doit te gestures as much Presenter: Hn, yes. Expert: Aso, people fom ‘fective’ cultures usualy look more directly atthe person they are speaking to. The Bish or “Americans often ook at people to start with and then look aay. People fom oriental cultures Uke Japan, ever look Airey atthe other person: to ook at Someone very directly is etremey rude. Presenter And what about speaking? Expert ight, well people fom ‘fective’ cultures are more they to interupt oF even speak atthe same time asthe other person. In reutal cultures, ther susaly less interupton one person starts speaking when the other Ras stopped. In 2 ace tke Japan, however, people never interrupt. They also wait of pause for awhile before speaking, so there i more Silence during a conversation. Presenter: Finally. what about politeness. What differences ae there? Expert Well Japanese and Bish people ae more formal than Americans and people from Latin cultures. British people tend to say please, thank you and Im sory more often. In Britain, is very important to say plese and thank you, even forthe smallest things f you dont, itSounds very rude. In some other cultures, tke Latin cultures, to say plese and ‘thank you all the time sounds abit alse. Presenter: Ise. Well thank you very mich Dr Groot. That vas fascinating, but Tm afraid well have to stop there. Tamorow, wel be O Exercise 4 «= Give students time to study the table and see what ‘information they need to tsten for to complete it. Check that students remember the differences in meaning between always, often, usually, sometimes, rarely and never. «= Play the frst part of the interview again for students t complete the ‘show anger in formal situations’ information in the table. Continue playing the recording for students to complete the table. Explain that the speaker sometimes uses the same word as in the exercise (e.a. never) but sometimes students will have to choose a word to match the speaker’s meaning.British 29% sometimes often (start) rarely always 1 Students work in pairs, deciding how they would complete the table for people from their country. 1 The pairs feed back to the class and see if there is general agreement. (O Brercise 5 1 Read aloud the instructions. Give students time to read through the prompts (1-4) and the answers (a-h). 1 Play the recording once for students to get @ general understanding of each situation and complete some of the answers. 1 Then play the recording again, twice if necessary, for students to complete the exercise. “answers 1bg 24h 3a 4cf Tapescript See page 148. Exercise 9 1» Read the Strategies with the class. Ask two or three students to choose and say an expression from the Function File with polite intonation. «= Give students time to read through the roleplay situations (1-6). ‘= Group students in pairs and give them time to use the Strategies to prepare for the roleplays. ‘= Students act out their roleplays in pairs, taking tums to play each part. Monitor but do not interrupt students’ fluency. Make a note of any general problems to go over with the class afterwards. ‘= Some of the pairs can choose one of the situations to act out for the class. Vocabulary: Mult-part Verbs (9) © Beerdse 10 ‘= Students do the exercise working individually and then compare their answers in pais. ‘» Students listen to the dialogue and check their answers. '» After checking students’ answers, ask two or three pairs of students to read the dialogue aloud. 1 Students work in pairs, matching the expressions inthe Function File with the uses (2-H). 1 Check students’ answers. Encourage students to say the expressions politely. “Answers te 2d 3b 6f 5h 6a 7g Bc O beercise 7 « Students listen and repeat the expressions, paying particular attention to the intonation so that they sound polite. O Beercise 8 ‘= Read aloud the instruction and the four ways (a-d) of being impotite and rude. «= Play the recording of the first dialogue and look at the answer (b) with the cass. + Continue playing the recording for students to match the other reasons for sounding rude with the dialogues. ‘Answers 24 3a 4c Tapescript See page 148. “Answers back 2off 3.up 4up Son 6up with Exercise 11 s= Do the activity once with a student, reading through the dialogue and changing the information in italics. t= Students then practise the dialogue in pairs, changing the information in ital '= Some of the pairs can say one of their dialogues for the class to hear. QUOTE... UNQUOTE 1 Read the quote with the class and ask students if they agree. Elicit suggestions for how to teach students to understand the culture and people of another country as well as to speak their language.Modale 9 36 Communication Workshops (Objectives 1» To describe a photo, speculating about the situations and people and relating it to personal experience. rida sac tise ca a 1 To act out oleplays and assess politeness. ‘= To practise writing a personal letter. 1» To practise using linking words. Resources used Cassette/CD, Writing Help 9. Routes through the material > Short of time: give some of the writing exercises for homework. > Plenty of time: do the Options. > Two classes for this lesson: break after Speaking Talkback. Before you start Exercise 1 1» Read through the instructions with the class. Elicit in ‘general terms what is happening in each photo. «In pairs, students choose a photo to describe and answer the questions about it. Monitor and help with vocabulary where necessary. «= With the whole class, find out which students have been in each situation. Encourage them to tell the rest of the class what happened. Exercise 2 «= Read through the Strategies with the class. Elicit more ‘examples of contractions (Fl, He's), informal words (e.g. ‘OK/How are you doing?) and formal words (.9. Excuse ‘me/How do you do) from the students. 1» Students look at the photos (A-D) and discuss which situations they would expect to hear formal language in. Explain that informal English is used in a wider range of situations in the UK nowadays than before. Ask students ‘ifthe same is true with their L1 ‘Suggested answers Aand 8 1) Bxerdse 3 ‘= Read aloud the instruction. Give students time to read ‘through the situations. Play the recording once and see if students have matched the dialogues with the situations. If necessary, play the recording again. ‘Answers 1b 2f 3c 4a 54 69 1 ‘Tomek: Hello, my names... ‘Mrs Thompson: Helo, come in. You must be Tomek. The language school told me you'd be coming. Come up and TL show you the room. Mrs Thompson: The room's up here. Its got plenty of tight and a nice view, hasnit i The Bathrooms atthe end of the passage. Sony, but youll share with my two kids. Tomek: Thats great. And you prove breakfast and an evening meal, dor't you? g the price, didn’t they? You can have a key and come in whenever you want ~ if you're quiet! ak: Yes, it fine. Just one ting, Mrs Thompson? Thompson: Yes, Tomek. ak: Where can T do my washing? Thompson: Oh, Tl do that for you. With both my kids at home the washing machine's on every day! It's included in the price. ‘Tomek: That's great, Mrs Thompson. Well, Ugo and .. z ‘Tomek: Excuse me, Mrs Thompson. Could you pass me the butter, please? Mrs Thompson: Yes, certainly, love. ‘Tomek: Thanks. Mrs Thompson: You're welcome. By the way, Tomek, call me Carol. Youre at home here. kz Right, Mrs Tho. mean, Carol 3 ‘Tomek: E,rght, madam. I want to change some euros into pounds. Woman: Yes, certainly. The exchange rates ae up there. We don't charge commission. ‘Tomek: Good. You must change 150 euros. Woman: Certainly. Have you got any identification, please? A passport, perhaps? ‘Tomek: Yes, here you are. Woman: Thank you. 4 ‘Tomek: So, Juan, do you fancy doing something this weekend? Suan: Sure, why not? Its our Fist weekend in London! 1 tke 40 90 to one of those clubs Te heard so much about. Tomek: Mim, Pd prefer a pub. Tve heard theyve got live misc. Suan: Yeah Ok, lets do both. First a pub, then a club! 5 Tomek: Excuse me. ‘Woman: Yes? ‘Tomek: We're looking forthe Red Lion pub. ‘Woman: Oh, right, love. I¢S up this road. Third turning on the left Go under the bridge and it’s on the Fight next to the ‘Tomek: So, third on the left 6 ‘Tomek: Excuse me, Mr Thompson. Do you think I could have 2 word with you? Mrs Thompson is out. Mr Thompson: Yes, of course. ‘Tomek: Wel, do you think you could answer a question I've got about English? Me Thompson: Fire away. ‘Tomek: Sorry? Me Thompson: ‘Fire away. It means ask me a question. Tomek: Oh, right. Well, what's a ‘posh’ restaurant? Posh isnt in any dictionary. ‘Mr Thompson: A posh restaurant? It means styish, elegant, probably expensive. Tomek: Alright. Thanks ae the doctors when the doctor ak: Whe’ te meter? Revise vocabulary, e.g. I've got stomach ache/ ‘earache/a temperature/a sore throat/a bad back. O Beercise 4 « Give students time to read through the questions. Play the recording several times if necessary for students to answer the questions. 1 Check students’ answers. When answering question 3, write on the board what Tomek says and what he should say SITET ‘Mrs Thompson: That's right. Half board. The school told youbatture Shek en ‘Sfeerai: dialogues 1 and 3; informal: dialogues 4 and 5 “= sar formal and continue informally: dialogues 2 and & "5 omek sounds rude inthe bank (dialogue 3). He says: a) “ss madam b) I want to change c) You must change. He “Seul S2y: 2) Good moring/afternoon b) Td lke to change <= Gould you change/Td like to change “= Students discuss the corect way to formally address an ‘ade: person that you know (Answer: Mr Jones/Mrs Genes/Ms /max/ Jones). Point out that we never say ‘Sst Mes/Mr. Si/Madam is used to customers/clients in ‘Sema service situations eg, hotel/restaurat/shop. ‘= Read through the instructions and situations (1-8) with the class. Students discuss how formal or informal each situation is. + Students work individually, preparing what to say in each situation and practising saying them politely. Monitor and hear individual students practise what they are going to say. Stoge 2 «= Students work in pairs, acting out the situations and changing parts. Monitor but do not interrupt students’ fiuency. Make a note of any general problems to go over with the class afterwards. Talkback « Give students time to think about how polite their partner was in the different roles. In turn, students tell the class their assessment. Encourage students to support their assessment by giving examples of language their partner used. Before you stort Exerdise 1 1 Read the instruction and check that students understand what to do. Read aloud the first paragraph of the letter and elicit the question that Sonia asked (How are you?). 1 Students work individually or in pairs, reading the letter ‘carefully and writing a question for each reply that Suzanne gives. «= Check students’ answers by asking pais of students to read out the question and the reply to it. Tel students that the questions can be worded indifferent ways. “Suggested answers ‘How are you? 2 What present can I get for your mum and dad? 3 What can I get for you? 4 What clothes shall I bring/do you advise me to bring? 5 Where are we going to 90? Exercise 2 ‘= Read through the headings with the class. Students work ‘individually, reading the letter and matching the headings with the paragraphs. ‘answers 1 introduction (chat/questions) 2 some advice 3 plans for the trip 4 finishing off Exercise 3 «= Students look at the underlined linking words in the letter and match them with their meaning. Students can compare answers in pairs before checking answers as a class. «= Check students’ answers by asking individuals to read aloud the sentence from the letter and replace the tundertined word with the matching word. ‘Answers whatever ~anything_wherever~ anywhere whoever = Anybody whenever anytime Exercise 4 «= Students work individually, reading and completing the sentences. 1 Check answers by asking individuals to read aloud the sentences. Answers ‘Whoever 2 whenever 3 wherever 4 Whatever ‘A Personal Letter (2) Stoge 1 «= Read through the instructions and the points of advice to give to the exchange student. Refer students to the section on Useful Vocabulary in Writing Help 9 on page 144, Students make notes of their ideas. Stoge 2 = Advise students to refer to Suzanne's letter and the ‘sections on Layout and Linking in Writing Help 9. ‘Students work individually, organising their notes into four paragraphs and writing their letter. Singe 3 = Students refer to the section on Checking in Writing Help 9 and check their letter. Monitor and point out any language errors for students to correct. Talkback 1» In groups, students read each others letters and see if, they agree with the advice. Students discuss any advice they disagree with in their groups. Remind students to disagree politely. '= Some of the students then read out their letters to theLanguage Problem Solving 9 Exerise 1 1 Students work individually, reading the text silently and deciding what is the most useful advice. «= Students work in small groups, discussing what they found was the most useful advice. Monitor and encourage students to practise agreeing and disagreeing politely, with each other. 1» The groups then report back to the class and see if there any general agreement about the most useful advice. Exercise 2 1 Students work individually or in pars, referring back to the text to find the linking words and matching the groups of linking words (2-f) with their functions (1-6). 1 If students disagree about any of the answers, ask one of the students to read aloud the sentences from the text Containing the linking words. As a class, students then discuss the function of the linking words. “Answers le 2f 3c 4b 54 6a Exercise 3 1» Read the instructions with the clas. Explain that in some sentences there may be more than one possible answer. 1 Students do the exercise working individually. They can ‘compare answers in pits before checking answers as a ass. 1» When checking answers, ask students to explain how the ‘meaning of a sentence changes when different linking words are used. Ask students to translate some of the sentences into their Li. “Answers {LAfter/Despite 2 When/As soon as/After/Before/Because 3 even though/although/but 4 Despite 5 in order to 6 so that Exercise 4 1» Students do the exercise working individually or in pairs. Point out that students may have to change other parts of the sentence when they rewrite them using the linking words. “Answers 1 Despite the horrible weather/Despite the weather being horrible, we decided to go camping. 2 Even if the tickets for Stings concert have been sold out, Iwill try to get inside. 3 As soon as I find a job, TU rent a flat. 4 spoke very ‘lowly 50 that all the foreigners could understand me. 5 Wherever I go I take an English dictionary. 6 1 learn languages because I want to communicate with people from different countries. Exercise 5 = Check students’ answers by asking pairs of students to read aloud the original sentence and then the rewritten sentence. Check that students have used commas correctly in the rewritten sentences. Linking words ‘Answers 1 Although he was il, he played the match. 2 Unless I have ‘to, I never travel by plane. 3 After the ain stopped, the match began. 4 Even though he didn’t have alot of money, fhe managed to start his own business. 5 In order to be famous, he climbed the Empire State Building. Exercise 6 «= Point out that students are asked to complete the sentences in a logical’ way. Elicit suggestions for completing the fist sentence. «= Students work individually or in pais, completing the Sentences. Monitor and point our any language errors to be corrected by the students. ‘= Students form small groups and read each other's sentences. «= Each student can then read out one of his/her sentences to the class, Laan ae oom on kt) ee a eee ‘= In tur, the groups can then read out some of their sentences to the class.Sees! “= Stadets look at and talk about the pictures, saying what ‘Dey know of kangaroos, koala bears, Aborigines and sro in Australia, “= Encourage students to say what else they know about ‘Australia. Ask students what they remember about ‘Assia from the Warm-up (page 105). If you have a ‘lege map of Australia, display it for students to refer to veeen talking about different areas and places in Astral, Exercise 2 ‘= Read through the instructions with the class. Students work in A/B pairs. Each student reads his/her factfile and sees what information is missing. Encourage students to ‘guess the meaning of any new words from the context or ‘use their Mini-dictionary/ask you for the meaning. «= Students work in pairs, asking and answering questions ‘to complete their factfile. They can check their answers ‘by comparing the factfiles for Student A and Student B ‘and checking that they have the correct information. «= Ask students if any of the information surprised them ‘and what information they thought was most interesting. Eerie 3 «= Read through the statements with the class for students to guess if each statement is true or false. + Students then read the text fairly quickly to check their ‘quesses. When checking students’ answers, ask them to correct the false statements. ee ‘Answers || TE (They probably came from Indonesia.) 2 F (They were nomads) 31 4T = Read through the list of topics with the class. Play the recording several times for students to listen and make notes. Tell students they are not expected to make a note of all the outdoor activities, sports and animals that are ‘mentioned but just to make a note of one or two examples. 1 In pairs, students compare their notes. ‘= As a whole class, students report the notes they made for ‘each heading. If there is any disagreement, play the recording again for the class to listen and check their ‘information. Exercise 5 ‘= In groups, students discuss whether they would like to or tive in Australia, giving reasons. Monitor but do ‘not interupt students’ fluency. Make a note of any general language problems to go over with the class afterwards. ‘= The groups report back tothe class. Comparing Coltores s Read through the instructions with the class and elicit suggestions of other countries to choose. Students can work individually or in pairs. Students can choose to find cut information about several topics or they can focus on ‘one or two topics and find out more detailed information about each one. Tell students their presentation should take no longer than one minute and advise them to time their presentation at home. «= Allow time in class and/or at home for students to research their chosen county, make notes and rehearse their presentation. Advise students to find one or two pictures or maps to use in their presentation. Be available to help if necessary. 1 In tum, students give their presentations. The other students listen and think of questions to ask at the end of the presentation. students can make a‘To check and ‘studied . consolidate in this: module: reported question, Unking words. «= To revise vocabulary: words with ach vocabulary: Pee ey eeanties ‘= To practise pronunciation of difficult words. Cassette/CD. ‘Routes through the material > Short of time: give some of the Review exercises for ‘homework. Grammar Exercise 1 1 Do the first item with the class. Students then complete the exercise working individually. 1 Check students’ answers by asking pairs of students to tead aloud the original question and the reported question. “Answers ‘Lwhere my exchange partner lived 2 if/whether she often wrote to me 3 if/whether I was going to go in the summer 4 it/whether T would send her a postcard 5 what time the plane left 6 how long the fight was Exercise 2 «= Ask four students to read aloud the example to demonstrate how to play the game. Tell them that the answer should be only one or two words, «= Students play the game in groups of four. They can have up to ten guesses before they give up and are told the answer. Monitor and check that students are reporting the questions correctly. Exercise 3 ‘= Read aloud the instructions and do the fist item with the class. «= Students complete the exercise, working individually or in pairs. «= Check students’ answers by asking pairs of students to read aloud both sentences in each item. ‘answers Lin order to improve 2 Despite finding 3 come (to visit us) whenever you 4 before getting/he got. 5 as soon as 6 0 that he could 7 Although he loves Vocabulary Exercise 4 « Students do the exercise working individually. Tell students there are no ‘right’ answers in this exercise. «Students then discuss their answer in small groups and see how similar or different their answers are. Tell ‘students to explain to the rest of their group the reasons why certain words have positive or negative connotations. for them. Exercise 5 ‘= Check students’ answers by asking individuals to read aloud the sentences. a ‘Answers Lup 2up 30ff 4back Sup 60n Pronunciation: Difficult Words O Brercse 6 «= Play the recording several times for students to listen and repeat the words. Check that students use correct word stress. 1 Individual students in turn say the words without the and see if they can remember the recordi ‘= The pairs then read aloud their sentences to the class. Exercise 7 ‘= Students use the Phonetic Chart to help them work out the proverb. ‘answer ‘One man’s meat is another man’s poison. = Asa whole clas, students discuss what they think the proverb means (People have different likes and dislikes). Elicit examples where people have very different responses to things, e.g. ballet, modern art, eating meat, watching football Check Your Progress ‘= Students look through the module and say which activities they enjoyed most and any they had problems with, «= Students look through the grammar lessons and say if, there are any areas they feel they need to revise.D Liviligation Warm-up Exerdse 1 «= Ask students to look at the pictures and see if they can ‘identify which period of history they belong to (the Romans). ‘= Read through the instruction with the class. Students work in pairs or small groups, discussing the objects in the pictures and what they tell us about the lives of the people. Monitor and help with vocabulary if necessary. ‘= The groups then feed back to the class and see how much information can be learnt from the objects. book, cash card, CD, coffee maker, electric kettle, a carton, radio alarm clock, TV remote, walkman (personal stereo) 1 Check that students understand the meaning of time capsule. Ask them what they know about time capsules. «= Give students time to read through the Key Words and check the meaning in the Mini-dictionary. Ask students which of the things they have got. Are there any they haven't got? 1 Play the recording, two or three times if necessary, for students to make a note of the things the two people select for the time capsule. 1 Check students’ answers by asking individuals to read out the items in the same order as on the recording. List the answers (1-10) on the board (students use the list in the Option activity). ‘Answers {newspaper 2 mobile phone 3 book 4 football ‘51Wremote 6 CO 7 palmtop 8 coffee maker 8 pizza carton _10 radio alam clock Tapescript See page 149. 1 Students work in pairs, discussing and making a list of their ten objects and the reasons for choosing them. 1 The pairs can then form groups of four or six and tell the others ther lists and their reasons for choosing the ‘objects. Monitor but do not interrupt students’ fluency. Make a note of any language problems to go over with the class afterwards. 1 The groups then report back to the class and see which ‘objects were chosen by all of them. Exercise 4 1 Read aloud the instructions, questions and the example sentence. Elicit some of the periods of history and civilisation students would like to travel to. If appropriate, write the English phrases for these periods con the board. However, tell students not to worry about ‘translating the names of periods from their own country’s history into English. « Give students time to work individually, making notes of their answers to the questions. Help with vocabulary if necessary. 1 In groups or as a whole clas, students give their answers ‘to the questions and explain the reasons for their onModule 0 37 A Lost City Se ee Selors yous ‘Exercise 1 Students look a the photo and describe the pace. Ask How would you feel if you were there? What sounds do You tink you woul ear? Whe’ the climate Ue there? Read aloud the question for students to discus a a whole class. If you have a large world map, display it for Sines to see the loci of Peru and other counties, with famous historical sites. xerise 2 «= Read the instructions and give students time to make a note of the historical sites in their country. As a class, students list the historical sites in their country and say which they have visited. Encourage students to say what they saw and what their impressions ‘and feelings were. Exercise 3 KEY WORDS: Ansecrves amazed, bewildered, ecstatic, exhausted, impressed, indifferent, shocked, spellbound ‘= Students read through the Key Words and check the ‘meaning and pronunciation in the Mini-dictionary. «= Students read the introduction and: discuss whtich adjectives they think describe the explore’ feelings when he found the lost city. ‘Suggested answers ‘amazed, bewildered, impressed, spellbound Reading Exordse 4 ‘= Read through the Strategies with the class. Check that ‘students remember what possessive adjectives are. a Skitts Focus- Exercise 5 1 Students read the extracts and complete the gaps, using the Strategies. ‘= Remind them that there may be more than one possible answer. ‘= Check answers by asking individuals to read aloud the sentences. ‘Suggested answers Lif, 2 top 3 ty 4 that/which 5 few 6 think 7 the BAfter/On 9 diffcut/hard 10 tke 11 be 12 font 1B than 14 did 15 had Exercise 6 «= Read through the sentences with the class and check that students understand the vocabulary. «= Students work individually, reading the extracts again and ‘marking the sentences true or false. = When checking answers, ask students to correct the false sentences. ‘Answers 11 2T 31 41 5F (Iwas not in training.) 6 F (What could this place be?) 7T 81 9T 107 ‘Vocabulary: Verbs of Movement Exercise 7 1 Students match the verbs (1-7) with the definitions {2-g), referring to the extracts to see the verbs used in context. 1 When checking students’ answers, also check ‘pronunciation ofthe verbs. «= Students translate the words into their own language. ‘answers If 2a 34 be 5b 69 7c Exercise 8 «= Students do the exercise working individually. They can compare answers in pairs before checking answers as 2 class. 1» Check students’ answers by asking individuals to read aloud the sentences using the verbs from Exercise 7. “Answers ‘stroll 2 plunged 3 struggled up 4 crawled | 5 climbed up Speaking Exercise 9 «= Group students in A/B pairs. Each student reads their ‘information about the Incas. Check that students understand the meaning of words that are given in both texts, e.g. empire, invaders, supreme ruler, a class of nobles, peasants, crops. ‘= In pairs, students ask and answer questions to complete the information. Tell them to spelt words for their partner‘= necessary. Monitor and make a note of any common ‘SFFculties to go over with the class afterwards. “= The pairs can check their answers by comparing texts A and 8. Enerise 10 ‘= In groups, students discuss what they think were the ‘most important things about the Incas. Each group ‘makes a note of their main points to report back to the ass, ‘= In turn, the groups tell the class what they think are the ‘most important things about the Incas. SivilieationModls (0 38 Landmarks ——— brectives «= To talk about photos of famous buildings. = To listen to a dialogue and check information about famous buildings. ‘= To practise using wish and should have to express regret. Resource used Cassette/CD. ‘Grammar In this lesson we present two structures used to ‘express regrets and dissatisfaction: wish and should. ‘The presentation is based on a listening text, which ‘may be difficult for some students. If you consider the ‘grammar-focused listening too difficult, you can copy ‘the tapescript from this Teacher's Book and let students: work on the tapescript. ‘We use ordinary or perfect infinitive after should, and past or past perfect tense after wish, depending on the time reference, e.g. They should improve the brochures. ‘gone on that tour. I wish I was/were a traveller. I wish I had leamt foreign languages. Note ‘that the form which is commonly used after wish is wore (wish I were fitter). However, isnot a mistake ‘to use the standard passive form. Routes through the material > Short of time: give some exercises for homework, e.g, Exercises 8, 9 and 10. > Plenty of time: do the Options. > 2 classes for this lesson: break after Exercise 6. ‘Before you start Exercise 1 1 Give students time to look at the photos and, working in ‘small groups, discuss where they think they are and what they are called (Answers: A The Colosseum in Rome B The ‘Acropolis in Athens C the Leaning Tower of Pisa D Notre Dame Cathedral in Paris E the Tower of London). = As a class, students discuss which of the places they ‘would like to visit, giving reasons. If some of the students have been to any of the places, encourage them to tell the class about their visit and their impressions. Exercise 2 = Read through the questions with the class and check that students understand the vocabulary. «= Students work in pairs, guessing the answers to the questions. O) beerdse 3 1 Play the recording, twice if necessary, for students to check their guesses, Tel students not to try and understand everything but just to listen for the answers to the questions at this stage. Answers Tb 2¢ 3b 4c 5a & GRAMMAR Focus- Tapescript Donald: Hey! Hi there! Sharon! Fancy meeting you here. Pais, France of all places! Sharon: Donald! What 2 ie Donald: Yeah. We've just finished our tour. We'e going back tomorrow, but I wish Thad more time. ‘Sharon: So do I. I wish T could stay here fora whole month. Tt so great here, isnt it? Donald: So where've you been Sharon? ‘Sharon: Well... we started in London. You know the Tower of London? ‘Donald: Oh yeah we did that. I liked the Bloody Tower where King Richard TT ied the young Edward V and his brother. Terrible, wasn't i? ‘Sharon: I dort think we went there. But I'm sure my son Wishes he'd een there. He likes all that sort of thing. They should improve the brochures. I didn’t see anything init about that. ‘Donald: You mean you didn't go to the Bloody Tower! You should have seen the place where they executed Anne Boleyn. ‘twas really interesting. Well, what about Italy then? ‘Sharon: Well, we went to Rome and Donald: Ah Rome. The Colosseum if I remember correctly. Did you know ... on one day they had nearty 5,000 pairs of ‘Gladiators Fighting there? I wish T4 been there. ‘Sharon: Realy? Donald: No, just joking. ‘Sharon: And we did Pisa... Donald: Aha .. the leaning tower. Amazing. Did you know its nearly 5.3 metres off centre at the top? And what about Greece? I tiked the three temples ofthe Acropolis... the Parthenon, Nike and Erechtheton, ‘Sharon: No we didn’t have time for Greece... People say it’s out of this world. Donald: Oh no! You really shouldnt have missed Greece. ‘Sharon: But Idi tke Notre Dame Cathedral here in Paris, France. Donald: Impressive building. Those towers are nearly 70 metres high ... that’s about 25 feet you know. Fantastic views from the top. ‘Sharon: I did't make it up all those stairs. I wish I were a bit Fiter you know. Donald: You mean you didn't go up? And I also remember incidence! It's a small world isn't “a Write on the board: : London 2Rome 3 Pisa 4 Greece 5 ‘Ask students to listen to the recording again and make a note of the places the woman visited and the places she didnt visit. Answers She visited London, Rome, Psa and Pars. She dnt visit Greece © Presentation Exercise 4 1» If you wish, photocopy the tapescript from the Teacher's Book for students to refer to when working on Exercises 4-6. ‘= Read through the sentences with the class. Students listen to the recording (and read the tapescript) and complete the sentences. «= Check students’ answers by asking individuals to read aloud the completed sentences. Write the answers on the board for students to refer to in Exercises 5 and 6.i, SHOULD HAVE — ‘Pir couié stay here for a whole month 2 he'd been there ‘Sempre the brochures 4 have seen the place where they re ome Hoey shave mised rece 6 were abit as “= % 2 whole class, students discuss what time each seetence talks about. — Sprsent 2 past 3 present 4 past 5 past 6 present Eure 6 ‘= Look through the table with the students. Students work ‘ecividualy or in pats, referring back to the sentences in Exercise 4 and completing the table. ‘= Check students’ answers. Write the table on the board seth the sentences from Exercise 4. asowers Present: wish + Past Simple, shouldnt) + infinitive Past: wish + Past Perfect, should(n) + hove Practice Exercise 7 ‘= Read through the instruction. Do the first item with the dass, 1» Students complete the exercise working in pairs, Short of time: give some exercises for homework e.g. Exercises 10 and 11. > Plenty of time: do the Option. > 2 classes for this lesson: break after Exercise 6, Before you stort Exercise 1 ‘KEY WORDS: Gascon bronze tools, calendar, cultivation of crops, cuneiform writing, domestication of animals, gunpowder, irrigation channels, marble statues, plough, potter's wheel, surgery, telescope, wheeled carts « Give students time to read the Key Words and check the meaning and pronunciation in the Mini-dictionary. «= Students work in pairs or groups, classifying the Key Words into the three headings. Tell students some of the words may belong in more than one category, e.g. wheeled carts may fit in technology and agriculture. Suggested answers art/culture: calendar, cuneiform writing, marble statues, potter's wheel | technology/medicine: bronze tols, gunpowder, surgery, telescope agriculture: bronze tools, cultivation of crops, domestication ‘of animals, irigation channels, plough, wheeled carts, 1» Asa class, students discuss which four of the Key Words to use to label the pictures. g Skitts Focus ‘Suggested answers ‘A cuneiform writing D wheeled carts marble statue C surgery Exercise 2 « Give students time to work individually, reading the Key Words and deciding which three developments they think are the most important for civilisation. Tell students to think about the reasons for their choice, = As a whole class, students discuss their choice of three most important developments, giving their reasons. ‘Students can see if there is general agreement about any of the three developments. Exorcise 3 1 Give students time to look at the factfile and see if they can complete any of the information. If some of the students know more than the rest about Mesopotamia, encourage them to tell the others what they know. Listening QO Exercise 4 «= Play the recording two or three times for students to check their guesses in Exercise 3 and complete the factfile, 1 Check answers by asking individuals to write the answers ‘on the board and say them. Check spelling and pronunciation. Answers Traq 2 Tigris 3 Babylon 4 3,500 5 Persians 6 Alexander Tapescript See page 149, O Beerdse 5 « Read through the questions with the class and check that ‘students understand the vocabulary. Ask students if they ‘an remember any of the answers from listening to the recording in Exercise 4, + Play the recording two or three times for students to answer the questions and to think about the most interesting piece of information. = Check answers. Then ask students in tur to tel the class what information they found mast intersting. ‘Ask students to listen to the recording for specific ‘information about these two topics. Play the recording two or three times for students to listen and take notes. 1 Students feed back to the class and see if they have noted the same information.Civilteation = Read out the instructions and the reasons (a-e). Check ‘hat students understand what to do. «= Ask students to listen the first time and note if each speaker thinks we are civilised or not. Then play the. recording again for students to isten for the reasons that each speaker gives. ‘Answers iyes-d 2no-a 3yes-b 4no-e Syes—c Tapescript Presenter Soin the final programme of our series, we ask the ‘question ‘How civilised is our society?" Before we move on to ‘ur studio debate, lets ask some people what they think. 1 Thats a difficult question, int it? T think we're civilised because we'e so technologically advanced, For example, our computers and medicine ae streets ahead ~ let alone things like space travel. 2 Personally, I don't think were at all civilised. The main ‘reason I think so i that weve got so much poverty and war in | ‘our world A classic example ofthis i the fact that millions of people in the world are hungry. And millions de every year of curable illnesses. That's hardly chlised is it? 13 Mm .. for me, art and architecture are always good | indicators of civilisation. For that reason, we ae civilised ~ ‘but not as much as other cultures. Take the ancient Greeks. They produced beautiful pottery, sculptures and temples. 4G, that’s a tricky question isnt i? T don't think were 50 civilised since we still behave so badly. Look at those football hooligans and there's so much crime too. People have got no morals these days. 5 I suppose we are civilised as our society tries to look after people. {mean healthcare and social services are a casein point, arer’t they? Education’s important too. Exercise 7 « Read through the instructions and the example sentence with the class. Do the next one or two items with the whole class. «= Students complete the exercise working individually. They ‘an compare answers in pais before checking answers as a class. ‘Answers 2 for example (example) 3 The reason I think 50 is (eason) 4 Acdasic example of thsi (oample) 5 Fr that reason {wample) 6 Take (example) 7 since (reason) 8 Look at {evampl) 92s (reason) 10 casein point (example) Exercise 8 « Give students time to read through the exercise and check that they understand the vocabulary. Do the first sentence with the class, eliciting two or three examples to complete the sentence. 1 Students complete the exercise working individually or in pairs. Monitor, helping where necessary and checking that students have identified correctly whether each sentence needs a reason or an example. ‘= Some of the students can then read out their sentences to the class. Speaking Exercise 9 = Ask two students to read aloud the example exchange. ‘Students work in pairs, discussing which statements in Exercise 8 they agree with, giving their own reasons and ‘examples. Monitor and make a note of any problems with the language of giving examples and reasons to go over with the class afterwards. Vocabulary: Multi-part Verbs (10) Exercise 10 «= Advise students to read quickly through all the sentences before they start completing them with the multi-part verbs. Students do the exercise working individually. They can compare answers in pairs before checking answers as, a cass, “Answers ‘establish 2 become larger 3 stop doing something, start doing something 4 visit 5 get control 6 discover Something 7 produce an idea/answer, etc. Exercise 11 «= Students work individually, completing the sentences with multi-part verbs from Exercise 10. «= Check answers by asking individuals to read aloud the sentences, “Answers ‘grew up 2 gave up 3 take up 4 came up with 5 take over 6 set up _7 work out_8 go around QUOTE... ONQUOTE, « It is appropriate to read and discuss the Quote at this stage. Give students time to answer the question raised by the quote in pairs and then as a whole class. Ask students if they can make a similar question with another topic, e.g. weapons used in war (bows and arows/swords versus modern weapons).Modale (0 40 Communication Workshops Objectives '« To discuss issues raised in photos. ‘« To listen to a presentation and make notes of the ‘main points. '« To use strategies for a presentation of a topic. ‘« To read a description of a place and match topics and paragraphs. 's To practise writing a description of a place. ‘Resources used Cassette/CD, Writing Help 10. ‘Routes through the material > Short of time: of the exercises for ‘give some writing > Plenty of time: do the Options. > Two classes for this lesson: break after Speaking Talkback. Listening Before you start xerdse 1 1 Read through the instructions with the cass. Tell students to use the photos as a starting-point to lead to other examples relating to the question. Give students time to look at the photos and think about the question. 1 Students discuss the question asa class. « Give students time to read through the table. 1 Play the recording once for general understanding. Then play the recording two or three times for students to listen and complete the table. ‘Answers ‘Advantages: transport, education, comm Disadvantages: war, nuclear weapons ‘Some things are not better, e.g. no cure for cancer or AIDS, ‘there are people in the world without enough food to eat, no progress in the way we behave ication, computers Tapescript Right. The topic Ive chosen to talk about is ‘modem ‘technology has made our tives better than ever before. Well. fist, Td like to say that modem technology has improved lots oF things. You know, things like doctors, er, sory I don’t mean doctors, I mean medicine .. and, et, transport, education, ‘communication, things tke that. For example, in medicine, we ‘an now cure lots of diseases that inthe past people died of. In transport, we can go from one country to another in hours ‘and not days and we can go to other planets! And education ‘is better nowadays. Most people can read and write and do besic maths, but many years ago this wast true. And, et, nowadays nearly everybody uses computers, and I think they are really good, they can really help us with our work, sory, 1 mean jobs. You know, computers can give us information and do things really fast. But, er, Ihave to say that I dont realy ‘2gree with the statement that ‘moder technology has made our lves better than ever befor. It has made lots of things better and easier to do, sure, but it has also caused lots of problems, such a pollution and war. There seem to be advantages and disadvantages with every new invention. Like cars, for example. Yes, they are really good, i's nice to have your own car, but the cas, and the factories that make them, ‘cause lots of polltion. Pollution is a big problem, and its ‘counties tike the USA, probably the most advanced country, with technology I mean, that causes the mast pollution. And I mentioned war. It seems that this is always a problem, there have always been wars in histor, but today, with our new technology we can make weapons that are more powerful than evet, and that’s really bad, I think. We have nuclear weapons that could destroy the planet, and it’s a very dangerous situation. As I said at the beginning, modern technology has improved a lot of things, but there are still, many things it cant do, or things we can't change. For ‘example, scientists can find a cure for cancer or AIDS, things ike that, and there are lots of people in the world without ‘enough food to eat. So, all things considered, I think modern technology has made life better in some ways, and for some ‘people, but really humans haven't made any rea progress, you knw, in the way we behave, Exercise 3 « Give students time to read through the notes. Play the recording two or three times for students to listen and complete the notes. «= Check answers by asking individuals to read aloud the sentences. If students disagree, play the recording for them to listen carefully to the missing word(s). Answers ‘better 2 cure lots of diseases 3 do basic maths 4 computers 5 pollution 6 destroy the planet cancer or AIDS” 8 enough food Exercise 4 «= Students may like to listen to the recording again. Then, asa whole class, students discuss how well they think ‘the girl gave her presentation, giving reasons. Speaking Before you start Exercise 1 ‘Students ead through the expressions and classify them ‘into the three headings. ‘@ Check answers and ask individuals to read aloud the expressions. Exercise 2 ‘= Read through the Strategies with the class. Students may tike to hear the recording again to focus on the git’s tone of voice and how she self-corrects. A Presentation of a Topic Sioge 1 ‘Read through the topics with the class. Students work individually, choosing a topic and making notes to prepare their presentation. Monitor and help with vocabulary if necessary. Stage 2 '« Students practise giving their presentation, at home or {quietly in clas, trying to include expressions from the Function File. Shyer or weaker students may benefit if ‘you hear them privately rehearse their presentation before they speak in front of the class or a group.Sage 3 ‘= Students give their presentations to the class or a group. Monitor and make a note of any points to go over later with the individual student or more generally with the ass, ‘Teikbock ‘= Encourage students to be supportive in their comments ‘on all the presentations. Try to give some feedback to each student on what they did well in their presentation ‘and what they need to improve in future presentations. «= Students can vote for the best presentation(s) and give their reasons. Before you start Exercise 1 1 Ask students to look at the picture and describe the building and its surroundings. Encourage students to speculate about its history. + Read through the topics with the class and ask students ‘to guess the order. Students work individually, reading the text fairy quickly to match the topics with the paragraphs and see if their guesses were correct. ‘Answers ie 2a 3d 4b Exercise 2 «= Students look at the underlined expressions and match them with their meaning. Students can compare answers ‘in pairs before checking answers as a class. «= Check students’ answers by asking individuals to read aloud the sentence from the text and replace the undertined word by the matching phrase. ‘Answers had an effect on me - impressed me; definitely ~ without ‘doubt; you should go there - well worth visitng: what you notice ~ what strikes you: around it - is surrounded by; with 2 lot of - full of Exercise 3 «= Students work in pairs, finding the expressions in the text and deciding which adds and which compares. information. contrast ~ compares information breathtaking, charming, e.g. bare, tiny, ornamental, vast. Describing a Place Sioge 1 «+ Tell students they can choose any sort of building they have visited and about which they can find out information. Give students time (in class or at home) to find out about their place and its history. Stage 2 = Read through the questions with the class and refer students to the Layout section in Writing Help 10 on age 144. Students work individually, organising their notes into four paragraphs. Monitor and help if necessary. Sioge 3 Students write their descriptions. Students may like to attach a picture of the place to their description of it. ‘Monitor and point out any language errors for students to correct and refer them to the Checking section in Writing Help 10. Talkback «= In groups, students read each other's descriptions. Those students who have visited the place can say if they agree with the description. Other students can say if they would tke to go there giving their reasons.Language Problem Solving 10 —— Exercise 1 ‘= Read aloud the instruction. Do the first item with the whole class, looking at the pictures and matching them with the sentences. Check that students understand the difference in meaning by asking them to translate each sentence into their Li. «= Students complete the exercise working individually. They ‘can compare answers in pairs before checking answers as a class. “answers 1a 2b 3a 4b Sa 6b 7a Bb 9a 106 Exerdse 2 « Give students time to read through the definitions (a-i). ‘Then look at the example answer and do the second item with the whole class. «= Students work in pairs, completing the exercise, ‘Answers b3 cB d9 e6 f4 g7 hi i5 j10 Exercise 3 «= Students do the exercise working individually. ‘= Check students’ answers by asking individuals to read aloud the sentences. When checking answers, ask students to suggest who is speaking in sentences 2, 4 and 6 and what Chris doesn’t turn off in sentence 10. “Answers ‘Ladding 2 to inform 3 to buy 4 to put. 5 coming Srunning 7eating 8 giving 9 going 10 to tum ‘suggestions for completing it. ‘= Students work in pairs, completing the dialogues so that they make sense. ‘= When checking answers, tell students that there is not cone right answer but that several different answers are possible. Hear as many answers as you can. ‘to close the window 2 putting your number in again 3 accepting the job 4 working on the computer for such long periods 5 to turn off the cooker Verbs with ~ing form and to + infinitive"= Read aloud the introductory sentence (Different kinds of ‘and the title (World Music). Ask students to Jcok at the pictures ofthe singer and the instruments. Encourage students to guess what sort of music the ‘Sngers and instruments make and which part of the sword they come from, ‘= Read through the questions with the class so that ‘students know what information to find in the text. Students work individually, reading the text and -zsswering the questions. ‘= Check students’ answers. If you have a large world map, ‘splay it so that students can see where the countries 2. Tell students not to worry about the pronunciation of proper nouns in the text. s= After checking answers, ask students if they agree with the answer to question 3. Are there any other benefits of World Musi that they can think of? Answers 4 The 1980s; World Music was heard on the radio and African | ausicians came to London to play concerts. 2 Senegalese, | airean dance music, Mexican Mariachi bands, drummers from Burundi, traditional Australian didgeridoo players, Pakistan | Quanwali singers 3 Tt helps to open the minds of many people to music from other cutures. 4 traditional african ‘rusic and western pop Exercise 2 «= Students discuss the questions, working as a whole class ‘or in groups. «= If some of the students know a lot about particular ‘singers or types of World Music, ask them to tell the ‘other students what they know. Encourage the rest of the class to ask questions. Exercise 3 « Play the recording several times for students to listen ‘and read. Ask students how the music makes them feel. Revise appropriate vocabulary of emotions. students to guess the meaning of any unfamiliar words from the context or to look them up in the Mini- dictionary. Exerdise 4 ‘= Read through the questions with the class. Tell students there is no single right answer but students ae asked what they think. Give students time to think about their answers and the reasons for their answers. 1 Students work in small groups, discussing the questions ‘and exchanging opinions about the answers. Remind students to agree and disagree with each other politely. Monitor but do not interupt students’ fluency. Make a note of any common language problems to go over with the class afterwards. 1 The groups then feed back to the class and see how many of them have interpreted the song in a similar way. Emphasise that there are no ‘correct’ answers to the ‘questions and encourage students to explain the reasons for their interpretation of the song, Possible answers {Uhimself/an absent friend or lover/god_2 Perhaps his difriend/a close friend or relative as left him or died. 3 He Feels he doesnt belong anywhere/He feels completely alone. Exerdse 5 ‘= Read through the images with the class. Give students ‘time to work individually, deciding which of the things the images from the song refer to. «= Students discuss their answers as a whole class giving reasons for their answers. ‘Suggested answers ‘loneliness 2 feeling sad 3 wasted time 4 Aftican proverbs Exercise 6 «= Students work in groups, answering the questions, and then discuss their answers as a class.Review 10 Objectives: ‘= To check and consolidate grammar studied in this ‘module: wish and should to express regret, verbs with ing form and to + infinitive. ‘= To revise vocabulary: verbs of movement, multi-part 1» To practise word stress. Resource used Cassette /C0. Routes ‘the material > Short of time: give some of the Review exercises for homework. Grammar Exerdse 1 ‘= Read through the instructions with the class. Advise students to read through each dialogue quickly to get a general understanding before they start completing it «= Students work individually, completing the dialogues. Explain that there may be more than one possible answer in some sentences. ‘= Check students’ answers by asking pairs of students to read aloud the sentences, ‘= After checking their answers, students work in pairs, reading aloud the dialogues. Monitor and corect any serious pronunciation errors. “Answers werent 2 shouldnt 3 gone 4 wish 5 wasn't 6 stayed/sat 7 shouldnt 8 should. 9 had got 10 would Exercise 2 «= Look at the first two items with the class and elicit two ‘or three suggested endings for each sentence. ‘= Students complete the exercise working individually or in pairs. Monitor and point out any language errors for students to correct. «= Students work in groups, reading each other's sentences. «= Some of the students then read aloud their sentences to the class. ‘Suggested answers lived here 2 met him 3 had more confidence 4 tidy it up S hadrit eaten those apples 6 told him 7 clear it up Bihad the CO of it 9 checked it 10 had got up earlier Exercise 3 «= Students do the exercise working individually. They can compare answers in pairs before checking answers as a class. “Answers {to look 2 looking 3 bringing 4 to bring 5 changing 6 to change 7 totake 8 taking «= Students compare answers in small groups and see how ‘many different answers they have thought of. The groups then feed back to the class. ‘Suggested answers 2 snails 3 fogs 4 binds 5 horses Exercise 5 ‘= Advise students to read through all the expressions before they start matching them. Students do the ‘exercise working individually, “Answers le 2f 34 4c 5b 6a Exercise 6 1 Read through the instructions and the example sentence with the students. «= Students work individually, writing their six sentences. Monitor, helping with vocabulary and pointing out any language errors to correct. ‘= In pairs or small groups, students read each other's sentences. Pronunciation: Word Stress © Exercise 7 1 Look at the words and the example item in the chart. Do the first five words with the whole class. Students complete the exercise, working individually or in pairs. '= Write the four stress patterns (large and small circles) on the board, Play the recording two or three times for students to listen and check their answers. «= Then ask individuals to write the words under the correct patterns on the board and say them. 1 Play the recording for students to listen and repeat the words. “Answers (000: gunpowder, monument, pyramid, surgery ‘000: cultivation, frigation, mathematics, prehistoric 000: ceramics, eruption, religion | (0000: agrcuture, architecture Option = Ser ne te Monitor and help students correct any language errors. = The pot hn fd loa tee sntanes tthe 55. Sn Exercise 8 = Students use the Phonetic Chart to help them work out the proverb. ‘Answer Necessity is the mather of invention. Vocabulary Exercise 4 ‘= Look at the example answer with the class. Students do the exercise working individually or in pairs. Tell students to try and use animal words that they already know in English. There is no single right answer for each sentence. = As a whole class, students discuss the meaning of the Proverb and if itis true (Are all inventions necessary2). ‘Ask students if there isa similar saying in their L1. ‘Check Your Progress 1 Students look through the module and assess how well they did the activities and the grammar exercises. Tell students (as a class and individually if there is time) if you agree with their assessment.Literature Spot 1 ‘efore you start Enerdse 1 s= Ask students to read the ttle and talk about the pictures. ‘Ask students what they know about Frankenstein. Have they seen any Frankenstein films? Can they guess who ‘the woman in the picture on page 132 is? «= Students work individually, reading the Background to find out why Mary Shelley wrote the story. ‘Answer ord Byron suggested that he, Percy Shelley and Mary Shelley | should each write a ghost story. Mary started Frankenstein ‘= Read the Background with the students and elicit the meaning of any new vocabulary, e.. vill, vampire, ‘ignore. 1» Ask students if they have heard of Percy Shelley (1792-1822) or Lord Byron (1788-1824), Tell them that they were both romantic poets. Reading and Listening Exercise 2 ‘= Read through the sentences with the class before they listen and read the story. «= Play the recording for students to listen and read. They can then refer back to the text to answer the questions. ‘= When checking answers, ask students to correct the false statements. “answers 17 2 F (Victor felt horror and disgust atthe monster.) '3F (The monster killed Victor's brother, Wiliam. Justine was hanged) “47 51. 61 7 F (He hadn't decided to Kil it yet = the destruction of the monster was his only aim after his wifes death.) &T 9 F (The monster jumped out ofthe ‘Cabin window onto the ice and was taken away by the waves.) Exercise 3 «= Students work in pairs, ordering the five parts of the story. “Answers 1d 2e 3c 4b 5a ‘= Students retell the story as a whole class. Erercise 4 ‘= Do the first sentence with the class. Students then complete the exercise working individually. 1 Check students’ answers by asking individuals to read aloud the sentences. Check spelling and pronunciation of the words. “Answers ‘mariage 2 discovery 3 miserable 4 creation S horrible 6 destroy FRANKENSTEIN to correct. o i «The pais then form groups of four and read each other's sentences. Talkback Exercise 5 1 Read through the questions with the class and give students time to think about their answers. 1 Students discuss the questions as a whole class or in ‘groups. Encourage students to express their own opinions and to listen to the opinions of others and see what range of ideas and reactions there is. Monitor but do not ‘interrupt students’ fluency. Make 2 note of any general language problems to go over with the class afterwards.Literature Spot 2 Before you start Exerdse 1 « Revise vocabulary for describing appearance, personality and character by asking students to describe the men in the pictures on pages 134-135, to say where they are and to guess what sort of people they are. If any of the students have heard about or seen The Third Man, encourage them to tell the class what they know. «= Read through the three questions with the class. Students then work individually, reading the Background and answering the questions. “answers 1 journalist, write, worked forthe British secret service 2 Mexico, Siera Leone; he wrote novels set in Vietnam, Haitt ‘and Paraguay, so we assume he visited those countries also. 3 They are serous because they deal with serious moral issues and they are entertaining because they are full of adventure and suspense Reading and Listening ) bxerdse 2 '« Write the names of the main characters (Holly Martins, ary Lime, Anna Schmidt, Major Calloway) on the board. Play the recording once or twice for students to listen and read for general understanding of the story. Check ‘that students have understood the relationship between the main characters by asking: Who were old friends? Who was Hany’ gifiend? Who was a British military policeman? Add the information to the names on the board: Holly Martins and Harry Lime (old friends), Anna ‘Schmidt (Harry's girlfriend), Major Calloway (policeman). = Read through the sentences (ah) with the class and check that students understand the vocabulary. Students work individually, reading the story and putting the ‘sentences in the correct order. Monitor and help if necessary. Students can compare answers in pats before checking answers as a class. 1 Ask two or three students to write their sts (a-h) on the board. The rest ofthe class can see ifthe three lists ‘on the board are the same and can compare their own answers. Play the recording, pausing it after each event for students to check the answer. 1 Mter checking answers, ak students to look again atthe text and try to guess the meaning of any new words or phrases that they think are important forthe story, e.6. Cemetery, (her papers were) forged, diluted per pressed the tiger. ‘Answers bedgcfah Exercise 3 « Students work individually or in pairs, reading the questions and referring to the text to answer them. Tell students they may have to infer and ‘read between the lines’ to answer some of the questions (if your students hhave done Lesson 21, refer them to the Reading Strategies there).. ‘= When checking students’ answers, ask them to read out the sentences in the text that support their answer. g ieee “Answers 11 He had been invited by an old fiend, Hary Lime. 2 He had been killed by a truck as he was crossing the street outside his flat 3 Tt would give him a chance to stay in Viena fora | few days and Find out what had happened to Hany. 4 Because people told him very different versions of what had happened. 5 He had to escape from the porte’ lodge because the porter had been murdered and the porters son ‘accused Holly ofthe murder. He had to escape from the lecture hall Because there were three men lft inthe hall - Popescu and two other men. 6 Calloway told him in detail. about Harts crimes ~ he had sold diluted penicilin that had Caused the deaths of thousands of innocent victims, especially children. 7 Because when Holly met Harty on the big wheel, Harry showed no regrets for his crimes and even threatened to kl ly 8 Because Calomy tld him to an ary nodded to him to kil him, Exercise 4 «= Read through the questions with the class and check that students understand the adjectives. Students discuss their answers in pais or small groups and then as a whole class. Encourage students to refer back to the story to support their answers. “answers a Anna b Hary Holly ‘TOUS, retell say a sentence. Advise students to order of the sentences (a-h) in Exercise 2. Monitor and help students correct any errors in language or in the events of the story. «= Students then retell the story as a whole class. Talkback Exercise 5 ‘= Read through the questions with the class. If you wish, elicit one or two examples of thrillers from the class. « Students workin pair, discussing the questions. Tell students to make a nate of their answers to refer to later in the class discussion. Monitor but do not interrupt students’ fluency. Make a note of any general language problems to go over with the class afterwards. 1 Students then discuss the questions as a whole class and see how much general agreement there is about the answers to questions 1 and 2. It may be appropriate to broaden the discussion to a more general consideration of situations in which students would (or would not) end a friendship or refuse to protect a friend, eg. if a friend had hurt somebody, stolen something. «Some of the students may like to prepare a short class presentation about a thriller they have seen or read. Give ‘them time to research and prepare their presentations. They can then give their presentations to the class or 2 group of students in a future lesson.literature Spot 3 Tuomas Epison’s SHAGGY Doc Before you start Exercise 1 = Read aloud the title. Ask students if they know anything about Thomas Edison (1847-193). Edison was an inventor and physicist. He invented the record player and the electric light bulb and had patents for over 1,000, ‘inventions. Explain the meaning of the expression a shaggy dog stor (itis a type of joke - a long story with a silly twist a the end). Vonnegut makes a play on the title as the story is actually about a dog. 1 Ask students to look at the photo of Vonnegut and describe his appearance and guess what sort of person he is «= Read through the questions with the class. Students work ‘individually, reading the Background and answering the questions. Tell students to try and guess the meaning of ‘important new words from the context or to check the ‘meaning in the Mini-dictionary. Students can compare answers in pairs before checking answers as a class. ‘Answers 1 He was a prisoner of war in Dresden when it was virtually destroyed by Allied bombing. 2 science fiction writer, satirist, socal critic, moralist_3 It mad (crazy) and it’s bad. Reading and Listening > Exercise 2 ‘= Ask students to look at the pictures and describe the men and the dog. Use the picture to teach the word garters. Encourage students to speculate about the characters of the men and their relationship, e.g. Are they friends? Do they like each other? ‘= Play the recording once or twice for students to read and listen for general understanding. » Read through the names of the characters and the actions (a-h) with the class. Do the first answer with the class, Play the recording of paragraph one and then pause it for students to match action a) with the correct character. + Continue playing the recording, several times if necessary, for students to complete the exercise. = When checking answers, ask students to read aloud the sentence(s) in the text that support their answer. ‘Answers ullard_ b the stranger ¢ Edison the stranger © Sparky f Edson 9 Sparky Bullard Exercise 3 1» Ask students to find the following words in the text: cotton thread, dial filament (for an incandescent lamp), lock, needle, wires. Check that students understand the meaning of the words and, if necessary, translate them into U1. ‘= Read through the questions with the class and check that students understand the vocabulary. Students work individually or in pais, reading the story again and answering the questions. ‘= When checking answers, ask students to refer back to the text and read aloud the section that supports their answer. ‘Answers 1 Suggested answers: Bullard ~ boring, impatient, quick ‘tempered; the stranger ~ calm, tolerant, easy-going; Edison — ‘calm, patient, rational, a sense of humour 2 He invented it ‘while he was tying to think ofa lament that would last in ‘an incandescent lamp/e thought intelligence was just a kind ‘of electricity. 3 The needle lay where it was and trembled. 4 He thought the instrument was broken, 5 He unlocked the oot. 6 He was willing to face the trth that dogs are more ‘intelligent than people. 7 They agreed that Edison and the stranger would not tell anyone what they had discovered and, jin return the dog gave the stranger a stack market tip that ‘made him rch and told Edison what to use for a lamp filament, 8 Sparky had given away ther secret that dogs are ‘more intelligent than people. 9 as a present in memory of. Spat only sseisine 3 What was the red mark for on the da? (It was Edison's intelligence mark, so a very high mark.) Vocabulary Exerdse 4 1 Students work in pairs, finding the expressions in the story and matching them with the meanings. « After checking answers, ask the class which of the ‘expressions is a proverb (Let sleeping dogs lie). Ask students if there is a similar proverb in their Li. ‘Answers 1c 2d 3a 4f Sb Ge as fluency. Make a note itnguage problems to go oer withthe das later 1 Students then retell the story as a whole class. Talkback Exercise 5 '« Read through the questions with the class. Check that students understand the vocabulary, e.g. unbelievable, 0 ‘morl. ‘« Students work in pairs, discussing the questions. 1 The pairs then feed back to the class and see how much general agreement there is. Encourage students to explain the reasons for their opinions. There are no single ‘correct’ answers to the questions. Students who decide ‘that there is a moral to the story may conclude that the ‘moral is ‘appearances can be deceptive’ (i.e. dogs appear not to be as intelligent as humans but they may be more ‘ntelligent) or ‘sometimes itis best to let sleeping dogs lie’ (i.e. to let things stay as they are rather than change them).Literature Spot 4 Before you start Exercise 1 «= Students read the Background and make a note of the ‘countries where important writers in English have come from. “Answers ‘As well as Britain and the USA: Australia, South Africa, Canada, the Caribbean, Afica and India Reading and Listening OD Exercise 2 1 Play the recording once for students to read and listen ‘and gain a general understanding of the story. Then ask students to look at the picture of Muni, the tourist and the horse and say what they think is happening. «= Read through the sentences (1-11) with the class. Check ‘that students understand that they have to match each sentence with Muni, the tourist or both of them. «= Play the recording, twice if necessary, for students to complete the exercise. ‘Answers IM 2T 31 4M 5B 6T 7T 8M 9T 108 11M Exercise 3 ‘= Students work individually or in pairs, reading the story again and answering the questions. ‘Answers 1 He wanted to know if there was a gas/petrol station nearby. 2 He thought he was a police officer. 3 Everyone in India Seemed to know some English. 4 The horse isthe guardian and means death to their enemies. 5 He was talking about buying the statue, 6 The tourist showed him a hundred rupee ‘ote and then stroked his goats. 7 He thought the goats would follow him. Spratt bests Talkback Exercise 4 « Read through the question and the prompts with the class. Elicit one or two ideas from the class. 1 Students then discuss the question in pairs or small groups. 1 Students pool their ideas as a class, Horse AND Two Goats ‘Suggested answers Time isnot important for Muni, every day is the same. Time is important forthe tourist who plans annual holidays, travels. fast, runs a business. ‘Mani is interested in the past (memories) and the future ‘means the end of the word to him. The tourist is more interested in the near future: sales, where to put the statue. Muni has very litle money and few possessions (his home, his (goats) ~ we guess that there are very few possessions in his home. The tourist has money and possessions and i collecting more possessions. He must have a very big house f the statue {going to be put in the middle ofthe living room. ‘= Ask students what seems to be the most important thing in each of their lives. Are either of them interested in the culture/life of the other? What do we learn about Muni's own culture and life experiences? eso Sonny sores pee ‘Come here and look! Monitor and help with vocabulary if necessary. 1 Some ofthe pis then at out ther opay forthe Exercise 5 « Either in groups or as a whole class, students talk about their experiences if they have been in a situation in ‘which they did not understand the other person. Those students who have not been in such a situation, can say how they think they would feel.| Topescripts ‘esson 4, Listening Exercise 2 Presenter: Good evening and welcome to Adventure. Today we'e sens to talk about moder explores. Let's begin with a profile of ‘Revi Kami. In the studio we have Matt Thomas who has seertly interviewed the Polish explorer. mat Presenter: Marek Kamit’ two most famous expeditions 50 far se in 1995, werent they? ‘Rot: Thats right. In the First one to the North Pole he travelled sks with Wojtek Moskal and got to the Pole onthe 23rd of May S555 He caled the expedition ‘oles tothe Pole. Presenter: That's a good name. seat: Yes. And his second one was 2 solo expedition to the South ‘ie. He travelled 1400 km and got tothe Pole on the 26th of. Secember~ inthe same yea. He called the second expedition ‘A Poe to the Poles. Presenter: And did he have any problems on this one? sxatt: Mm, His biggest problem was wind, blowing with speeds st 330 km per hour And there were temperatures of minus 52°C. Antarctic’ a tough pace, you know. Presenter: So, could you give us some background on Marek? What kindof person f he? Matt: In some ways he's nota typical explorer. He studied phlosophy at university and speaks six languages. He likes reading Sooks on his expeditions. One of his favourite authors is Tolkien. fe also writes alot himself. He always uses pencils because they cenit freeze! Presenter: Right, And this is the question we always ask Why oes he do it? at: Wel, he wants to test the Limits of what humans can do. when 1 spoke to him, he told me something very interesting. He ‘2 that on his polar expeditions he learned that everyone has Sits, but the Liits are in us, not outside us. Presenter: Huh, huh at: And he raises money for charity ~ especially children's charities. He says that he fels the children are with him when Se on his expeditions. Presenter: Has he got any advice for young people interested in sping on expeditions? Matt: Ys .. one very good piece of advices this: the key to a sucessful expedition fs your brains ot your legs, and the most. ‘important thing fs your dreams. Presenter: Well. that’s very true. OK, thanks Mat for that profile of Marek Kaminski, Later wel talk t olture Corner 1, Exercise 1 next round, we have some questions whats the capital of Canada? Contestant 1: Toronto? Presenter: No, not Toronto. Contestant 2: Ottawa. Presenter: Yes, Ottawa. And the population of Canada, is it twenty-two milion, thirty-two millon or forty-two million? Contestant 1: Forty-two. Presenter: No, Im sony, it’ not. Contestant 2: Thirty-two. Presenter: Ys, correct, only thirty-two million people. 8ig country, small population. And Canada has two offical languages, English and ... wich other language? Contestant 2: French. Presenter Yes, French, tha’ right, mais ou, francais. Now politics. Canada isan independent country with its own parliament, of course, but the Head of State is actually a queen from another country .. which country? Contestant 1: The UK. Presenter: Yes, absolutely right, the king or queen of the UK. Right, Canada isa very nice place to live, apparentiy. The United Nations has a list called the ‘Human Development Index’ which compares the quality of life in all the countries in the world, What position is Canada on that list ~ number one, number five, or ‘number ten? Contestant 2: Number ten. Presenter: No Contestant 1: Number five. Presenter: No! Its number one, yes, Canada has got fantastic education and health systems. Must be a lovely place to live, because i's also got lots of forests, lakes, rivers and mountains. Now, the longest river isthe Mackenzie River But how long is it, though? Three-thousand two-hundred,four-thousand two-hundred, or Five-thousand two-hundred kilometres? Contestant 1: Four-thousand two-hundred? Presenter: Yes, four-thousand two-hundred Kilometres long! That's long river. And now the final question on Canada. How high i the highest mountain in Canada, Mount Logan? Is it nearly six- thousand metres, nearly seven-thousand metres, or nearly eight- thousand metres? Contestant 2: Neary sx-thousand metres? Presenter: Yes, Mount Logan is nearly sx-thousand metres high. Coltore Corner 1, Exercise 3 (ne of the most important men in the history of Canada was ‘Alerander Mackenzie. He was born in 1764 in Scotland. His family was poor and when he was ten, his mother died and he emigrated with his father to New York. When the American Revolution started jn 1775, Mackenzie went north to Canada and worked for 2 company that traded in furs. In 1789, he went on his fist ‘expedition to find a way west to the Pacific coast. With a group of French Canadian guides and two Native Americans he canoed down ‘one of the longest rivers in the world, now called the Mackenzie Rivet. They made rapid progress and on the fourteenth of July, 1785, Mackenzie arrived atthe ocean. But it was the wrong ocean = it was the Arctic and not the Pacific! Mackenzie was disappointed and the retum journey up the river was terrible. However, Mackenzie was a determined man. He went back to Britain to learn more about astronomy and geography for his next ‘expedition. In May, 1793, he began his journey, traveling by ‘canoe and on foot to the Rockies. At the Rockies, his men wanted ‘to-go back home, but Mackenzie persuaded them to cary on. Finally, on the twenty-second of July, 1793, the expedition got to the Pacific. Mackenzie and his men became the first Europeans to ‘ross North America north of Mexico. Mackenzie's achievement was ‘very important for Canada because it opened the way to the Pacific and meant that Canada now stretches from the Atlantic to the Pacific. Mackenzie's expedition got home safely and Mackenzie went on to become a successful businessman. He then wrote 2 book about his remarkable travels that became a bestseller. The book shows something of Mackenzie's personality. He was not only very brave but was a natural leader. He also treated the Native “American people well and was interested in their customs. This attitude was not so common among Europeans in the late eighteenth century. Lesson 11, Exercise 3 1 Would passengers for Air France Right AFZ146 to Ottawa please proceed to gate number twelve. 2 Would passengers for British Airways flight BA1462 to Budapest please proceed to gate number fifteen. '3 Would passenger for Polish Airlines flight LO1473 to London please proceed to gate number twenty-three. ‘4 Would passenger fr Iberia flight 183418 to Barcelona please proceed to gate number thirteen. 5 Would passengers for Turkish Aitnes fight number TA1S98 to Istanbul please proceed to gate number eighteen. 6 Would passengers for Olympic Airways fight number OA1967 to “atic please proceed to gate number nine. gTapescripts Coltore Corner 3, Exercise 4 Manz Hello everyone. I know a lot of our listeners are visiting Britain this summer, attending courses, doing summer jobs, or just ‘on holiday. On tonights programme we have Janet Stot, from a vel agency, who's going to talk about visting the UK. Welcome the programme, Janet. Woman: Thanks, Bob. ‘Manz First, telephones. Most people wil probably want to phone ‘home some time during their stay in the UK. Woman: Well, don't expect to see red phone botes everywhere — there arent many left these days except maybe in the countryside. Nowadays, some phone boxes in ig cities ae ike mini Internet ‘cafés you can phone, text or email from them ~ and you can use ‘ash, phone cards or your creditcard to pay. Here's a good tip — ‘hone after 6 pm. Calls are cheaper in the evenings, until 8 ‘lack in the morning. ‘Man: Really? So you can save money there. Okay, now on to eating ‘ut. Whats anormal tip in a restaurant? ‘Woman: Well, eating out in Britain is expensive though pubs and {ast food places are cheaper. Some restaurants include service in| the price, so you don’t have to leave a tp, but if it says ‘service not included’, then a 10 per cent tp i usually expected. Man: Hotels are expensive in Britain too, arent they? ‘Woman: Yes, they are, but you can always find a cheaper ‘bed & breakfast’or a youth hostel. Look for hostels withthe YHA sign — ‘that’s the Youth Hostel Assacation. They're usually clean and comfortable. Manz That's true. And cheap too. Woman: By the way, wherever you decide to stay, we advise you to buy a plug adapter if you want to use anything electrical ike a hairdryer. Pgs in the UK are different from the rest of Europe. ‘Man: And finally, the weather. Is it really that bad inthe UK? Woman: Wel it’s very changeable and unreliable, Bob. But during ‘the main toutist season, between say June and August, the weather is mild, usually between 20 and 25 degrees centigrade. ‘And Britain's a wonderful place to visit then. Man: But take an umbrella just in case! Thanks a lt for some realy useful advice, net. and maybe row we ‘Module 4 Warm-up, Exercise 2 1 CQuizmaster: Now if you get this question ight, you and Tony go through tothe fina. Listen carefully. What alin word do we use to describe photographers who follow famous people? Right, Jane, here's your chance to get int the fra. Contestant: sit the paparazzi? ‘uizmastr: Yes, that’s absolutely right, the paparazzi! ‘uizmaster: Congratulations, you've mae it to 2 Newsreader... and the secetary-general ofthe United Nations is giving a news conference later tday onthe situation in the dale East. Last night, two men and one woman were arrested by police after a bomb went off in the cente of 3 Presenter: So, Alan, what made you leave television and go into fms? ‘Guest: Ah well 1 guess I wanted to try something new. You know, Twas inthe same TV series fr three yeas. and, et, when I got the opportunity to go to Hollywood I couldn resist it. thas always been my dream, Presenter: And how dd you met Spielberg? Did he ‘ Woman: Is that you? Boy: Yeah. Woman: What time do you cll this? Boy: Half past ten. Is there any supe Woman: Why drt you phone? Boy: I coud. My mobile’ not working, i it? a ‘Woman: Youve always got an excuse haven't you? Ive been worried .. 5 Reader: ... and the babies are at their most vulnerable in the frst few hours after they are born. Here we can see the mater pushing them back int the nest as she prepares to go out hunting for something to eat. She could be away fora few hours, so it's important that... Lesson 15, Exerse 3 Presenter: Good evening and welcome to Spotight, this weeks look atthe media. Tonight we going to look at ame We have Dr Lindbow from Frida State University inthe studio rl: Good evening. Presenter r Lindbrom. Youve jst written a book called The Price OF Fame. Could you tll us why celebrities are so important nowadays? Dr Ls Wel, of course, fame’ nt just a moder thing, The idea of the ‘celebrity’ developed in the USA inthe 1920 with radio, Cinema and glossy magazines spr stars, singers, and above all fim stars became superstars, ike the incredibly fameus Rudolph Valentina. There were scenes of mass hysteria wherever Valentine went - huge crowds of fans tried to get near him, screaming and pushing and git fans fainted and went crazy inthe cinema when be appeared on the screen! Presenter: As early asthe 19203? Dr L Yes, as early as that. But clerities've become much bigger with today's mass media This has happened in every county al ‘over the word Presenter: And what the advantages of fame? Dr L: Wel, the obvious thing is that celebrities can get enormous amounts of money of couse! Hollywood stars can demand huge Contracts nowadays. Fi sta and eter celebrities can also make 2 fortune from advertising. For example, some footballers and Basketball players make tery millons of dlls fom advertising sperts clothes or sot drinks. Presenter: But the ttle of your Book suggests that there isa price to pay for fame. Dr L: Yes, thats right there are disadvantages, Nowadays, celebrities find more and more difcat to hide fom the press, especially the papaaza, the aggressive photographers. The aparaza wil 6o anything to get an exclusive photo which they can sll to a newspaper or magazin. Presenter: As was the case with Princess Diana, Dr L: Sure, and it’ not jut the media, but their own fans who follow them evenvher. John Lennon, the famous member of the Beatles, was murdered by one of his own fans ouside his apartment in New Yrk. Presenter: es, Iemenber .. eile. Dr Le Yes, twas. And once you're famous, people expect you to be sucessfi all the time, There's alot of pressure on you to make ‘nother good fi, make onatherbestseling album, score more oals. Celebrities suffer fom alot of stress. And you know, many OF them have ded young, ike Rudolph Valentino, who I mentiones earlier, or Marilyn Monroe, or James Dean. Presenter: Mn. And many celebrities seem to lead a fast ie Are they at greater risk? Dr L: Yes, they are. ames Dean is a good example He stared in three hugely succesful moves before he was twenty-three yeas ‘ol, His carer nas moving very fast, he was a cult figure fr ‘American youth and, as you ko, He died ina crash diving 2 fast sports cr. Presenter: Tell vs, Dr Lindbrow, what do you think about the suggestion that. Lesson 19, Exercise 7 1 Customer: Excuse me? Te got a problem with this shirt. ‘Shop assistant: Oh dear Well whats the problem with it? 2 Shop assistant: Have you gota receipt, love? ‘Customer: No, Im afaid I havent.3 Shop assistant: Can I help you, madam? Customer: I hope 50. Ive gota bit ofa problem. 4 Shop assistant: Well 'm really somy, but we can't refund your money. Customer: Well, t's my fault, I suppose. But thanks anyway. 5 Shop assistant: Right, sir .. what exactlys wrong with it? Customer: Well, I bought it last week. The fist time I used ‘tit didn't work propery. § Shop assistant: Have you got the receipt and the box it ‘customer: Yes, I have. Here they ae. Review 5, Exerdse 2 11 Q: What isthe longest river in Britain? a the Thames, b) the Clyde, orc) the Sever. ‘As The Sever, What isthe highest mountain b) Snowdon, or ¢) Scaell ‘A: Ben Nevis. 3-0: What isthe biggest lake in Britain? a) Loch Ness, b) Lake Windermere, orc) Loch Lomond. ‘A: Loch Lomond is the biggest freshwater lake. Which group of islands form the southernmost pat of Britain? a) the Hebrides, ) the Channel Islands, orc) the Scily Islands. A The Chanel Islands, '5Q: What is the name of the sea between Wales and Ireland? 2) the North Sea, b) the Welsh Sea, orc) the Irish Sea. A: The Irish Sea, 15 0: What is the biggest wild mammal in the British Isles? a) the fox, b) the ed deer, orc) the re deer. ‘A: The red der. 17 O: What isthe biggest bird in the British Isles? a) the ‘golden eagle, b) the imperat eagle, or c) the Black vulture. 1: The golden eagle. 18 Q: What group of British people watches the most hours of see) the yore, 6) tment) ler A: The elderly, Lesson 23, Exerise 4 ‘And that was the latest from The Camivores. Et, an intersting article in todays Miror here. It says that you can tell someone's personality by the kind of chocolate they choose. Yes, realy listen to this It says if you choose a round chocolate, you'e a very sociable person. And if you choose a square chocolate, then, youre very honest and reliable. Do you believe this? It says Beople who choose oval chocolates are very creative, and if you choose a rectangular one, you're a sympathetic person, a good listener, Mm, what about me? Well, I always go for those spiral cones, and according to this, Tm dynamic ~ but very disorganised! Is that true? Suppose itis, really Now then, if you choose a diamond-shaped chocolate, youe probably materialistic and interested in money, and, oh dea, people who choose a triangular chocky are insensitive. This i all ina new book by a psychotherapist from New Zealand calle .. Lesson 27, Exercise 3 David: My brother and I went toa private school and we didnt see much of our family, except in the holidays. My younger brother did't tke being away from home ata. We worked very hard, even had lessons on Saturdays but we did have free time during the week. There were a lot of rues and the teachers were quite strict, T suppose, but they were very helpful. You know, if you fell behind with your work, theyd.go over it with you. They help you ‘atch up with your work at weekends. Yes, study and disciptine were important, but if you got on with your work, you were okay. We wore a uniform, of course, but didnt have to wear it on Saturday aftermoons or Sundays. At weekends we used to get together and go into town and have some fun. Robert: I lived right in the town centre and I went to an old school there. The building was very old and we did't have any 2 Britain? a) Ben Nevis, ‘ sports facilities. We had to walk to a ‘away to play football or cricket. We ditt ha titer. The Science laboratories were ancient! But in many ways i ‘was a good school and most of us got good results in exams. They closed the school about two years after I left. Mary: I went toa state school near my house. It was enormous, about two thousand pupils, I think, We had lots of facilities ~ a Library, computer rooms, moder science labs, a big gym, that sort of thing. I was very sporty, so it was great for me.I was good at athletics and I took up swimming too ~ there was a club after School. I didnt lke our uniform, though - it was a horrible sickly seen! Barbara: My school was different from most schools. Tt was a converted old house inthe country. There were only about sixty Students and we lived together tke a big family. We only saw our ‘eal families in the hotidays. You wort believe this but we didn't hhave to go to lessons. If we wanted to study, we just went to teacher and asked for help. When I first started, I put off studying for weeks! And there were no strict rules or punishments. Ifa student did something wrong, the other students decided what to do about it. People dott believe me, but it worked relly well. In the end I went on to do computer studies at university and now, ‘Tm working fo a big engineering company. James: We lived in a small vilage so when I started secondary ‘school, Thad to get a bus into the centre of town. I didnt Uke ‘the school at fist because Thad no fiends. Most kids were into football and I wasnt interested in sport. But in the end, I met ‘some good fiends who liked the same things as me. We started a Computer club afterschool and we set up the schoot’ first web page. Tm quite proud of that! ‘Module 8 Warm-up, Exercise 2 1 Hotel receptionist: Good moming. Can I help you, si? Wotel guest: Yes, I have a reservation in the name of Brerclfe, Wotel receptionist: Could you spell that, please? Hotel guest: Yes, its B- R-1~E-R-C~L-I-F-F-E Hotel receptionist: Right thanks, Mr Brierliffe, Lets have @ look... yes it's for two nights, isnt i Motel gues: Tas ight. ‘Shop assistant: Good moming. Can I help you, st? Customer: Mm, I'm looking for something for my granddaughter. Travel agent: Good afternoon. Can I help you, madam? ‘Customer: Yes, I'm thinking of going away after Christmas fora week or $0. Somewhere warm, you know. Travel agent: What kind of price range were you thinking about? ‘ Doctor Right, Mr Stephens, can you tell me when it started? Patient: Wel I suppose it started lastnight. I did some gardening yesterday and lastnight 1 found it dfcut to move my arm. Doctor: OK. Let's have a look. 5 Plumber: Good moming. So what's the problem? Housewife: Well come through to the bathroom and I'l show you. It happened lastnight and we had to turn the water of. Plumber: Right, I see .. Im afraid this looks a bit tricky. Lesson 31, Exercise 4 ‘Woman: Good morning, take a seat. Otiver: Good morning. Thank you. Woman: My name is Judith Wainwright. Im the personnel ‘manager for Camp Elizabeth Holidays. And you ae Olver Blackstone? Oliver: That's right. Woman: I see that youre in your last year at school. Otiver: Yes, T'm doing my X levels this summer, I hope to go to university to study information technology. @Tapescripts Woman: So why do you want to work with us at Camp Elizabeth? (Otiver: Well your company has a good reputation. I know some people who have been to your camps and they say everything was well-organised, you know, very efficient. I enjoy working With children, you know, organising activities for young people, and, er, Td tke to get some more work experience Woman: What experience do you have? ‘Otiver: Well I help with the youth club at school. Tve organised sports events and trip to various places, you know, to concerts, the theatre, tings like that, Woman: Mm, good. What qualities do you think are important for this kind of job? ‘Otiver: I'm sory, what do you mean exactly? ‘Woman: I mean, the qualities and sils you need to work with children and organise sports and other activities. ‘Oliver: Well think you certainly must have patience. Alot of patience! And, er, another important thing is enthusiasm. And, ‘wel, T suppose you also have to be very careful and aware of danger. Accidents can happen very easily, so you need to be prepared for them. ‘Woman: Otay are there any questions you would lke to ask me? ‘Otiver: Er. yes, just one thing. Could you tell me what kind of accommodation there is for people working at the camp? ‘Woman: Yes, of course, mast monitors have their own rooms but some will have to share. Oliver: Right, I see. ‘Woman: Well, thank you, Olver. I be getting in touch with people next week. Oliver: Thank you very much. Goodbye. Lesson 31, Exercise 12 Presenter: Hello, T'm Judy Lang, and welcome to Jobwatch. tn today’s programme we're going to look at job trends. Joining me in the studio is Mark Pinner, from the University of California in Los Angeles. Nice to have you with us, Mark. Marks Nice to be here. Presenter: Is very dificult for young people to choose a career. But which career areas do you think Rave the best future? ‘Mark: The best future? Well, you don’t need to be a genius to predict the industries which will continue to dectne and be most affected by technological change. Presenter: What job areas are you referring to? The old industries? Marks Yes, of course, ares tke agriculture, textiles, coalimining ‘and heavy industries, ike stel, are all doing badly. Other sectors like banking are losing a lt of fobs because of computerisation. Presenter: So, which job areas are going to do better in the future? Mark: Basically, the areas there will be more new jobs are tourism, business and professional services, the media, information ‘technology and also the biosciences. Presenter Right. Ise. Mark: Information technology willbe particularly important. The ‘umber of jobs in TT wil continue to rise dramatically. There are Currently over 150 million computers in the world and by 2020 the ‘umber wil be around one billion. Because ofthis, computer programmers and systems analysts will be in much greater demand. Presenter: So does that mean well ned more computer sills? ‘Marks Well, if you want to work with computers, yes. Of couse, not everybody needs to become a computer expert, but they should really consier improving their TT skils. Presenter: Okay so TT is really important. What other sils are needed? Mark: Well, companies will need people who can work co- operatively and get on well in a team. Good communication skills wil be essential. Language skis ae also important. You need to speak atleast one foreign language nowadays. But cultural ‘awareness is also important. Companies wil need people who feel comfortable working with people fom other cultures and coping with cultural differences. @ Presenter: Right. Communication is another key skill. But apart from actual job areas and skis, Mark, it’s also true that people's working lives are changing too, arent they? Marke Yes, that’s very true, Judy. The idea of ab for tie’ has ‘become old-fashioned. People are changing companies a lot more. ‘And lot of companies ae using small companies o freelancers to do things for them. So there are alot more freelance workers than before. They are people who are self-employed - who work for themselves. Anda lot more freelancers are working from home using the Internet and phones. There willbe a lot more of these “teleworkers in the futur, Presenter: Mark Pinner, thank you very much for being on the programme. Marks It’s been a pleasure. Lesson 35, Exercise 5 1 ‘Christina: Excuse me? Could you pass the salt, please? Man: Yes, certainly. ‘Christina: Thank you. Man: You're welcome. 2 Man: So, what do you think we should do this weekend? What about going canoeing again? ‘Woman: Yeah, last time we went it was great! We could leave on Friday evening. Christina: fr, 4 rather not, thanks. I didn't enjoy it last time. But you ean al go. Woman: Allright, maybe. Or how about 3 Christina: Excuse me, Mrs Davis? Do you think I could have a word with you? Mrs Davies: Yes, dear? ‘Christina: Would you mind giving me a lift to school? Mrs Davies: OF course not. In about ten minutes, OK? Christina: Thanks a lot. That's very kind of you. ‘Mrs Davies: It's no trouble. Ary time. 4 Man: Hi, Christina. Have you got that CO you borrowed? ‘Christina: Oh, I've forgotten it! Tm really sorry. Man: Thats okay, bring it tomorrow. ‘Chestina: Yes, I wil promise! Lesson 35, Exercise 8 1 Christina: Could you pass the salt? Man: Im sorry? Christina: I said, could you pass the salt? Man: Yes, there you are. 3 ‘Man: So, what do you think we should do this weekend? What. about going canoeing again? Woman: Yeah, last time we went it was great! We could maybe (Christina: No, I didit enjoy it last time. It was awful Woman: Wel, allright, maybe not. 3 ‘Christina: Er, Mrs Davis? ‘Mrs Davis: Yes, dear. ‘Chestina: Could you give me a tit to school, pease? I'm ready row. Ae you? Mrs Davi: Er, well in about ten minutes, OX? Christina: Yes, good, 4 Man: Hi, Christina. Have you got that CD you borrowed? Christina: Mm? What CO? Oh, that one. No, I haven't.Fg ‘Man: Wel, could you bring it tomorrow? ‘Gristina: OK, if I remember ‘Gale Corner 9, Exercise 4 Mel, think a Lot of people in Britain have got this stereotypical ‘eae of Australia. You know, kangaroos and koala, suring, and Sarbecues on Christmas Day 1 suppose Australia is certainty an setdoor country, unlike Britain where the weathers so bad. We Senda lot of time outdoors, doing activities ike bushwalking, ng fishing, horseridng, got saiting, you name it. Surfing is popula, but we do lots of other spots too. We take spot very Serousy, you know, and weve produced great cricket teams, rugby ‘eams, Olympic swimmers and top tennis players. Whenever I get ‘Se chance, go bushwalking inthe outback - that’s the desert. and semi-desert area inthe middle ofthe county. Its a great piace for trekking and there are lots of amazing animals ~ and not Jest kangaroos! There are koalas, emus, platypuses, echidna, ossums, dingos ... though some ofthe animals ae getting a lot ‘arr and it's difcut to see some of them nowadays. The ony problem about wildlife in Australia is that there ae lots of oisonous snakes and insects - infact, thee the most poisonous the world. So you have to bea bit careful when youte doing ‘he gardening! Australia ft just sheep farming and mining. I's true, there are lots of sheep - in fact somebody once told me that there were seven sheep for every Australian! But there are lots of new “edusties, and infact wine growing is one ofthe biggest areas of Acstralan agriculture. Did you know that Australian wine is now ‘sore popular in Britain than French wine? fer the wat, there was alot of immigration from Italy. Greece and Turkey. And more recently, there's been a Lt of immigration from places ike Thailand, Vietnam and Hong Kong. We're a really ‘multicultural country these days. There arent that many Aborigines left though, only about one per cent ofthe population. Its not Something for Australia to be very proud of, ‘Module 10 Warm-up, Exercise 2 Pia: Tm doing this competition fora Sunday newspaper. It's about selecting the best ten items fora time capsule, Robert: Whats that? Pia: Well, you select items and put them in a box and bury it. Hundred of year later people might find it and learn about how wwe Lived, I think it's realy interesting, don't you? Robert: Yeah. I suppose s0, Pia: So what would you put frst? I think Fd put an example of today’s newspapers. People could read about what was happening, couldnt they? Robert: That's true. And I'd definitely putin 2 mobile phone, 1 ‘mean people use them al the time, you know what I mean. Pia: Mm they do. OK. And what about a book? I'd choose Hony Potter. Robert: Hony Potter? You must be kidding! iat Well, I know it’s for children but its the best-seling book around and a lot of adults rea it too. Robert: Wouldn't be my choice, but OK. One thing T'd definitely putin is a football. Pia A football? Why? Robert: I's the biggest entertainment around isn't it? You can't understand life today without football Piat Yeah .. T suppose so. And Td choose a TV remote. People spend so much time watching telly and there are remotes for everything. Robert: That's a good idea. And Td choose a CD people want to know what kind of musi we'e al What about a selection of ap ot hip hop? Pia: But p's not the ony kind of music around, It'd be better to have a selection ofthis years top hits. Robert: What about something to do with computers? We could have a palmtop computer. They're pretty small so they fit in the time capsule. Plat OK, let's hang on a moment. How many things have we got? -» We've got seven. We've got thee moe toad choose ‘something to do with food and houses. Microwaves are too big, but we cou havea coffee maker, couldn we? Robert: Id be better to havea piza carton, Shows the kind of fast food people ar eating nowadays. Plas OK that's good idea. But I think some kind of gadget would be goed too And its my st! Robert: All right, you choose. But I wouldn't choose a coffeemaker mysel I hate thes a: There's oe tet. go for ratio alarm clock, Were obsesed sith Hine you ko. Robert: Bit boring. But OK. Wows thatthe ime? Ive got tobe og Lesson 39, Exercise 4 Presenter: I'm standing on the banks of the river Euphrates in Iraq, the very heart of Mesopotamia, In the nest few weeks, wel be going around other great centres of past civilisations and trying to come up with the answers to some big questions. For eample:, ‘Hom did human society develop? What makes us civilised? ... So what was it that made this region home to some ofthe most influential civilisations in history? With us is the archaeologist Dr Pauline Mitton. ‘Mitton: Well, historians believe the basic reason is that ‘Mesopotamia was so fertile. It was one ofthe fist places where ‘humans gave up being nomads and took up cultivating crops effectively, And the two great river, the Tigris and the Euphrates, allowed peopl to build irgation channels so this was obviously very important. Presenter: So when did civilisation start here? Dr Mitton: From about 3,500 BC, cities stated to grow up in the area and rememiber thatthe word cnlisation comes from the Latin word for city. Great cities developed tke Ur or Babylon with its ‘magnificent palaces and temples. Presenter: What technical innovations did they develop? ‘r Mitton: Well, Mesopotamians were not the fist to use bronze tools but they di develop them a lot. And they invented the wheel, of course, between about 3,500 and 3,250 BC. OF course, the wheel wasnt just important fr transport; they also worked ‘ut how to use the wheel for making pottery. Not so dramatic, but {ust as important, is the plough which appeared at the same time a5 the wheel. Presenter: Right I see. What about writing? Dr Mitton: This was probably their most important innovation. They had picture writing which became more abstract and. developed into symbols, known as cuneiform. Presenter: How does Mesopotamian civilisation compare with, say, the Ancient Egyptians or the Ancient Greeks? Dr Mitton: Well, is dificult to compare. The Ancient Egyptians were around fora lot longer and the Greeks were a lt later. The Egyptians never took over Mesopotamia though they tried ~ but the Greeks did under Alexander the Great in 330 BC. And before ‘them the Persians had taken over the area in 539 BC. Presenter: Were the Eayptians more advanced? Dr Milton: In some ways. Egyptian writing was more advanced of course and they even had sophisticated medicine with surgery. ‘They even had eye surgery! Presenter: Did they? Dr Mitton: That's right. But the important thing is that Mesopotamia was probably the first place fr civilisation to ‘develop. They were also the ist to Set up a sort of system of money. It wasnt paper or metal money Uke my change here, but stone tablets. People paid in silver and then scratched the amount they paid on to the stone. Presenter: Right, now we're in the Iraq National Museum. Despite the destruction of the last war this has one of the Finest... @Assessment Guide 1 Informal continuous assessment With reading, listening, grammar and vocabulary tasks (see below) you can give the answers so students can correct their own work, and then collect the marks. Reoding ond listening There are reading and listening comprehension tasks in the Exam Zone. Grammar Oral grammar practice is in the Practice section of the Grammar Focus lessons. The emphasis is on accurate production of the target structure. You can monitor the students when they do these activities. There are also revision exercises in the Review lessons of the Language Powerbook. Vocabulary There are revision exercises in the Word Power and Review lessons of the Language Powerbook. Speaking All Lessons include speaking activities, so there are plenty of opportunities to observe students informally. When abserving orl work, itis important to distinguish between oral grammar practice where the main assessment criterion is accuracy (see above) and communicative speaking activites which take many othe eiteria into account (see below). There are short speaking activities in the Warm-up and Before you start sections. However, the main oral activities came in Skls Focus lessons and the Speaking Workshops in the Communication Workshops lessons The emphasis i on communication and ivency. Therefore, rather than correcting students’ mistakes, it is advisable to go round the clas observing but not interrupting or corecting. After the activity, you can go over some common mistakes. Be postive in your feedback to students about their orl performance and focus on achievement ~ what students can do rather than what they cannot do. Explain your assessment criteria to the students (see suggestion below). Over a period of time, try to monitor and assess three or four students each class. It is probably better not to tel students who you are observing ‘Speaking Assessment Criteria Message: How appropriate is the message to the situation? How well did the student complete the task? Fluency: How natural is the student's speed? Was there any breakdown in communication? Interaction: To what extent does the student interact, with other people and involve them in communication? ‘Accuracy: How many common mistakes (grammar, lexis, pronunciation) does the student make? Are they serious ‘mistakes for this level? Effort: How much effort does the student put into participating in speaking activities? There are also speaking tasks in the Exam Zone which you can use to assess students informally. You can do the writing tasks in the Communications Workshops lessons in class or set them for homework, after you have done the Before you start activities and explained the Stages. Remind students to use the Writing Help section at the back of the Students’ Book as they do the S] tasks. There are shorter writing tasks in the Language Powerbook (Focus on Writing lessons) and further writing tasks in the Exam Zone. Tt is important to explain your assessment criteria to your students. Below are some suggestions. Five marks could be siven for each criterion. Writing Assessment Criteria Message: How relevant is the content? Does the ‘composition complete the task? ‘Appropriacy: How appropriate is the language and style (Formal/informal)? Organisation: How clear is the organisation, layout and development of ideas? Linking: Does the student use linking words and ‘expressions to give cohesion to the writing? ‘Accuracy: How accurate is the grammar, spelting and ppunctuation? Does the student make simple mistakes with structures or vocabulary already studied? When you are assessing writing, don't try to correct everything, It is less time-consuming to give your students feedback on maybe just one or two criteria at a time, Encourage students to keep a portfolio of their written work. At the end of the year, you can look at them with students to discuss their progress. Portfolios can also be passed on to other teachers before students begin their next year. 2 Self-assessment Learning to Learn This section at the beginning of the Students’ Book encourages students to think about what kind of learners they are, what kind of learning style they have, and to establish goals forthe new year. Gheck Your Progress These are short activities atthe end of each Review lesson fn the Students’ Book. They aim to get students thinking about their own English, about what they can do and what areas they need to improve. The Language Powerbook ‘The Key Words Bank encourages students to monitor their acquisition of vocabulary and to use the Mini-ictionay. eel, ee This aims to get students to reflect on their learning as they progress through the course. Tests ‘Students can record the results of reading and listening ‘asks in the Exam Zone and results of any other tests in the Learning Diary. This helps them identify their strengths and weaknesses, Linking self-assessment and teacher essessment It's important to listen to the students’ assessment of ‘themselves. One way of doing this is as follows: 1 ask students to give themselves a mark out often for the term (or yea) for speaking, writing, reading, Listening, grammar and vocabulary ‘= speak to students individually and compare their marks with yours; discuss any discrepanciesAeocsoment Guile ‘STests Progrss tests ‘There are ten photocopiable progress tests in the Teachers’ ‘Book. These test the grammar and vocabulary for each module. Test Book ‘There isa Test Book available on request which contains photocopiable material. There are formal tests for the four ‘ils plus Use of English tests. All the tests are related to the topics in the modules of New Opportunities Intermediate. The Test Book contains criteria for assessing writing and speaking, answers to the tests, and tapescripts for the listening tests.ete La a oe ed ee 1 Write the correct form of the Present Simple, the Present Continuous or the Present Perfect. My friend Mike *.... (Live) in Cambridge but each winter he ® .... (go) to Spain. He > .... (attend) several Spanish language courses since he started going there and now he $..... (speak) Spanish quite well. While he {sin Spain, he ®... (go) mountain climbing and he (climb) all the important mountains at least once. Unfortunately, he broke his leg last month so at the moment he’... (read) and ® ..... (watch) a lot of television. Usually he ° ..... (not watch) much television, but since his accident he " least two films every day. (Score 10) 2 Put the verbs in brackets into the correct form of the Present Simple or the Present Continuous. 1 He can't come with us because he ..... (have) a broken arm. 2 anu (your friend/know) how to sky surf? {you/enjoy) the trip? B: Yes, thanks. It’s great. 4: Where's Tim? T se (love) bungee jumping. (realise) it’s quite a dangerous sport. (not/leamn) to snowboard. (hate) all extreme sports.. .. (not/understand) why we go mountaineering, 10 He ..... (think) about his sister. She's taking her driving test today. (Score 10) 3 Mark these sentences Right (R) or Wrong (W). Correct the wrong sentences. T’d quite like to going skiing. 2. They love trying new sports. 3 T'd hate to do a bungee jump. 4 5 I car't stand extreme sports. Td prefer to playing tennis. ... (Score 5) 4 Write has or is next to each sentence to show what the ‘s in each sentence means. Neil's an interesting man. ..... He's walked across the Libyan Desert. He's making a film about his latest expedition. He's almost finished writing a book about mountaineering. 5 His brother's a keen traveller, too. .. * (Score 5) 5 Complete the sentences with the correct form of these verbs. One of the verbs is used twice. explore, go, go on, visit You should ...... Paris while you are in Europe. Td tike to ...... the Sahara Desert. Why don't we ..... canoeing at the weekend? Td hate to ...... a cruise. Id be bored. We did't have time to ..... the Science Museum. (Score 5) 6 Complete the dialogue with adjectives, adverbs or verbs formed from the nouns in brackets. Tom: Why did Helena want to cycle across the United States? ‘Ann: Well she's always been an *..... (ambition) cyclist, but I don't think she knew how ®..... (difficulty) and >... (challenge) it would be. ‘Tom: What happened? ‘Ann: Well, although Helena usually * ..... (organisation) things very well she didn’t plan her route °..... (care) enough. She chose an 5 sae (excitement) but ”..... exhaustion) route. Unfortunately, she had an accident in Denver and after that she was ®... (desperation) tired. However, she eventually ® .... (success) in Finishing, She later described ‘tas ‘a valuable . (education) experience’! (Score 10) 7 Complete the sentences with these multi-part verbs. There is one extra multi-part verb. get across, go through with, set up, put on, take up, tur up 1. Tdon’t think I can .... frightened. Please arrive early and She always .... first. want to ..... horse-riding. Nobody understands what he is trying to . (Score 5) Total score: 50 the parachute jump ~ I'm too the gym equipment. © Pearson Education Limited 2006 PhotocopiableTest 2 (Module 2) 1 Complete the text with the verbs in brackets in the Past Simple, the Past Continuous or the Past Perfect. Last Saturday, Maria went with three friends to the cinema. She arrived first and ' .... decide) to buy some popcorn. She ®..... (look) in her bag for her money when she... (realise) that she ¢ .... (leave) her purse at home. Her friends met her as she ® ..... (walk) back home. Fortunately, one of them § .... (lend) her some money. By the time they got into the cinema, the film 7... (start) and they ® ..... (miss) the first scene so they never ® .... (Find out) why all the people in the village were extremely tall and ".... (have) green hair (Score 10) 2 Put the verbs in brackets in the Past Perfect and put the adverbs in the correct position in the sentences. 1 She was so upset because he .. her. 2. She knew the town well because she ..... (stay/often) there with her parents when she was a child. 3. sane (she steal/ever) any money before? 4 They ....(live/always) in the country before moving to Chicago in 1990. 5 He ....(not tell/already) you the news, had he? (Score 5) 3 Complete the table with the affirmative, negative and question forms of used to and would, (write/never) to Affirmative Question (used to) He * used to ABIL INE tin like westerns. slike war films? (would) They... 90 soa they tothe cinema go tothe go dancing at every week. theatre. the weekend? (Score 5) 4 Cross out would in sentences where it is not appropriate. 1. My father used to / would work as a bus driver 2. My grandparents used to / would visit us at the weekend. 3. They used to / would give me some pocket money. 4 We used to / would live in a flat in London. 5 used to / would buy my favourite sweets every Saturday. (Score 5) Tete 5 Complete the sentences with would or had and ‘the appropriate form of the verb. 1. He... (write) his book ten years before the film was made. 2 Ann sa. (look after) her sister in the evenings while her mother was at work. 3 Paul wasn’t at work when I phoned because he (g0) home early. 4 When Clare was younger, she .... (dance) all night. 5. His friends phoned the lawyer immediately after the police ..... (arest) him. (Score 5) 6 Circle the most appropriate modifier. 1. She's an incredibly / absolutely wealthy woman. They say she's a mutti-millionaire. 2. What's the matter with Sue? She doesn't ook quite /very happy. 3. His acting was superb ~ he was completely / rather convincing in his role. 4 I think she drives a bit / extremely too fast. 5. The story is about a totally / rally poor family in the 1930s. (Score 5) 7 Complete the multi-part verbs. Tony fell * ..... Lynda when he saw her in the college production of Romeo and Juliet. She's a really nice person as well as being very pretty so it was easy to see what he saw 2... her, She went ? him a few ‘times but then she broke * .... x. him. She said he had fallen * ..... love .... Juliet, not with her! (Score 5) 8 Circle the most appropriate linking words. * By the time / After Pete and Sue left the party, the last bus had gone, * then / so they decided to walk home. They were crossing the High Street ? when / while there was a power cut. Al the lights inthe streets and shops went out. * Luckily / Just then, Sue had a torch. ‘They had almost reached their flat when the lights * immediately / suddenly came on again. (Score 5) 9 Complete the sentences with these words. There is one extra word. actor, historical, part, situation, plot, scenes In the film Gladiator, the *..... Russell Crow plays the .. Of the gladiator. The >... is based on the true story of a Roman soldier. The ‘ .... of old Rome are amazing, If you like °.... films, you'l enjoy Gladiator. (Score 5) Total score: 50 © Pearson Education Limited 2006 Photocopiable @Tete Test 3 (Module 3) 1 Complete the sentences with the Present Perfect Continuous form of the verbs in brackets. 1. Sonry Tm late .... (you/wait) long? 2 A: You look tired. B: Yes, I... (not/sleep) very well. 3. He ..... (work) harder this term and his marks are better. 4 You're very wet... (t/rain)? 5 They ..... (not/learn) Spanish very long. (Score 5) 2 Complete the sentences with either the Present Perfect Simple or the Present Perfect Continuous form of the verbs in brackets. 1 He's late because he ..... (help) his father. 2 You can borrow my bike now that T..... (repair) it. 3 She passed her driving test in 1953 so she .. (drive) for over fifty years. 4 My legs hurt because T..... (run). 5 They ..-. (decide) to walk into town. 6 I don't want to see that film. I... (see) it twice. 7 They «.... (build) the new bypass since 2000 - I don't think theyll ever finish it. 8 This phone bill is enormous! ..... (you/phone) your friends in Australia? 9 Here's Susan. She (arrive) at last. Now we can (go) to judo classes recently and she really (Score 10) 3 Circle the correct word. 1 Did you paint this picture you / yourself? 2. The College Principal her / herself thanked each student for their help. 3 They asked me to give the money to them / ‘themselves. 4 He worked too hard and made him / himself il. 5 Idor't think they like me / myself. 6 We email each other / ourselves almost everyday. 7 They are very good friends and phone themselves /- ‘one another two or three times a week. 8 We never buy us / each other birthday presents. 9 Cats are clean animals and are always washing them / themselves. 10 Although they hadn't met for years, they recognised each other / themselves at once. (Score 10) 4 Complete the sentences with these linking words. There is one extra linking word. although, in addition, as well as, but, however, plus 1. We left home in plenty of time ..... we got stuck in a traffic jam and missed our flight. he's always worked in London, he doesn't really like cities. 3. Our hotel was new and comfortable. noisy road and we couldn't get to sleep. @ 2 it was on a 4. Traffic is becoming more congested on our roads. , its causing more pollution. 5. I-can recommend this restaurant - the food is excellent, the prices are reasonable .... the waiters are helpful. (Score 5) 5 Complete the multi-part verbs in the sentence: After checking *..... their luggage, they went * Customs. Their flight went °..... Gate 23. The plane took *..... on time and they got ® ..... Paris two hours later. (Score 5) 6 Complete the sentences with the correct verb. 41 She was late for work because she ..... the bus. 2 A: Can T.... traveller's cheques in the hotel? fes sir, at Reception. 3 It was a good meeting. John suggestions. 4 What time do you usualy .... lunch? 5 Well... alot of time if we go by taxi instead of walking, several very helpful (Score 5) 7 Complete the sentences with appropriate “travel’ words. There are three extra words. accident, aisle, baggage, belt, card, carriage, jam, locker, passport, pedestrian, platform, roadworks, seat n a plane 1 When I travel by plane, I prefer to have an ..... seat rather than a window seat. 2 usually put my hand luggage in the overhead in the plane. 3 Don't lose your boarding on the plane. Inacar 4 Remember to fasten your set. before we drive off. 5 We were stuck for over an hour in a traffic the motorway. 6 We could see two ambulances on the road in front of us so we knew there had been an... « 7 They've been repairing this road for weeks and the asses are causing a lot of delays, 8 Don't cross the road here. It's safer to cross on the crossing over there, On a train 9 Hurry up. Our train’s waiting at three minutes. 10 We've reserved our seats on the train. They/re seat numbers 13 and 14 in youll need it to get on . 5. It goes in (Score 10) Total score: 50 © Pearson Education Limited 2006 PhotocopiableTest 4 (Module 4) ‘= Rewrite the sentences in the passive ‘Seginning with the words given. Add by + noun ‘= necessary. 4 Lots of people in the UK buy popular newspapers. Popular newspapers... 2 Is Sue Green presenting the new TV reality show? 1s the new TV reality show ...u.2 3 I think they show too much sport on television, I think too much sport. 4 The police have arrested the driver. The driver one ‘The Mirror isn't going to publish the celebrities’ photographs. The celebrities’ photographs 5 The thief had taken the painting before the guard woke up. The painting 7 The company will deliver the flowers the next day. The flowers se 8 Is the government going to give every student a computer? Is every student .....? 8 You can buy newspapers and magazine on the train, Newspapers and magazines ..... 10 American athletes won most of the gold medals at the last Olympic Games. Most of the gold medals at the last Olympic Games (Score 10) 2 Complete this radio news report using the passive form of the verbs in brackets. The time is now one o'clock. The lunch time news today, (read) by John Howard... The Prime Minister visited a primary school in Ipswich this morning where he ..... (interview) by some of the children. He opened a new sports centre that * ..... (build) with money raised by the parents. Another £20,000 *..... (need) to finish the swimming pool so more fund-raising activities °..... (already/plan) for the summer. Earlier today, a coach carrying a group of tourists ®... (hit) by a lomy. The passengers ”..... (help) by local people until ambulances arrived. Mast ofthe injured (now/treat) at the local hospital. Two passengers with more serious injuries ®..... (take) to Norwich Central Hospital later today. Witnesses say that the lory % .. (drive) too fast. (Score 10) 3 Complete the sentences using have or get something done. 1 The TV isn't working. TU have to (repair) ..... . 2 My brother went to the optician’s yesterday to (eyes/test) 3 My dad's car is at the garage today. He (service) 4 Is that a new jacket? No, I (just/clean) ..... . Tete 5. My trousers are too long. I'm going to (shorten) «+. « 6 Sue's parents wor't let her (nose/pierce) .... 7 If you'd like a copy of Bills letter to keep, I (photocopy) ..... for you. 8 The children’s swing is broken. We need to (Fx) 9 Before I go on holiday, I must (my passport/renew), 10 Do you go to the dentist regularly to (your teeth/check) ....? (Score 10) 4 Complete the sentences with these linking words. although, but, however, in spite of, nevertheless 41. She finished the tennis match ..... having hurt her knee. 2 He's a great guitarist ..... he's not a good singer. 3 The oldest person in the marathon was eighty-two. ‘mss he finished before many younger runners. 4 sue he's only seventeen, he's already a millionaire. 5. It's an action-packed film. ....., there's a lot of violence so I don't think you'd enjoy it. (Score 5) 5 Rewrite the descriptions using compound adjectives. 1a skiing holiday that is three weeks long 2a baby who is six months old ..... 3. aman with white hair 4 a flight of six hours. 5 a car that cost fifty thousand pounds ..... (Score 5) 6 Circle the correct preposition to form multi- part verbs. 1. When we have visitors, we turn off / over the TV. 2. The film starts in a few minutes. Let's turn the W on / over. 3. My young sister likes to turn on / over to another channel to annoy me. 4 Talways turn down / to the volume during the adverts. 5 When I want to watch sport, I tum to /up my mum for support. (Score 5) 7 Match the words in the two columns to form ‘media’ words. 1 chat. a) opera 2 soap b) show 3 current ) affairs 4 quality 4) hysteria 5 mass e) newspaper (Score 5) Total score: 50 © Pearson Education Limited 2006 Photocopiable Saar = COBete Test 5 (Module 5) 1 Put the verbs in brackets in the correct forms to express the future: will, be going to, ‘might, Present Simple, Present Continuous. 41 Taso (travel) and see the world before I settle down and get a job. 2 Look at those black clouds. It ..... (rain). (finish) at 3.45 every 4 T-can't meet you on Friday evening. I the basketball match. 5 Don't worry. I promise I ..... (not tell) anyone your secret. 6 A: Can you come next Saturday? ‘m not sure. We... (be) away. 7 According to the timetable, the train ..... (depart) at 17.05. 8 A: There's someone at the door. B: I ..... (go). 9 He hates football so I don't think he ..... (watch) the match. 10 Sarah and Gary have fixed the date for their wedding, They ..... (get married) on August 15th, (olay) in (Score 10) 2 Circle the correct words in the sentences about future verb forms and their uses. 1. may/might + infinitive expresses uncertain / certain prediction. 2 Present Continuous is used for official / personal arrangements. 3. When we make a quick decision to do something, we use going to/ wil + infinitive. 4 When we say what we intend to do, we use Present Simple / going to + infinitive. 5 When we refer to information in a timetable or itinerary, we use Present Continuous / Present simple, (Score 5) 3 Put the, a/an or nothing in the gaps. 1. When we visited ..... Netherlands, we stayed in... ‘Amsterdam and then in ..... Hague, 2. Ae ..... Canary Islands popular with tourists from seve Britain? 3 My neighbour has got ..... vey talkative pet parrot. 4 What do ..... pandas eat? 5 Her ambition isto climb Grampian Mountains. 6 Anew training centre is opening soon to help... ‘unemployed. Ben Nevis in .. (Score 10) 4 Mark these sentences Right (R) or Wrong (W).. Correct the wrong sentences. 1 He's not old enough to drive a car. 2 We were too late that we missed the last bus. @ 3. Is your computer enough powerful to play the latest games? 4 The jeans were such a bargain that I bought two pairs... 5 The bags are too heavy enough to carry. . (Score 5) 5 Complete the multi-part verbs. 1 She went ..... to a policeman and asked him for directions. Our hotiday started ..... badly because our flight was delayed. 3 Have you thrown ..... yesterday's newspaper? 4 He tried ..... six pairs of shoes in the shop. 5 didn’t have time to shop ..... . I bought the first 0 player I sam. (Score 5) 6 Match the words in the two columns to make advertising expressions. 1 bargain a) new 2 money back ) found 3 brand ©) restaurant 4 lonely 4) prices 5 totally e) money 6 high 4) ingredients 7 five star 9g) guarantee 8 value for h) hearts 9 natural i) quality 10 lost and i) reliable (Score 10) 7 Choose the correct word to complete each idiomatic expression. 41. Solving the problem was a ..... of cake for her. a) piece b) bit c) slice 2 The Russian dancers have the edge .... all the others. a)on b) to. c) over 3 Sue has got a lovely voice - it’s as ..... as honey. a) soft b) smooth c) sweet 4 The new players in the team are a real... of fresh air. a) breath c) breeze d) scent 5. Our Caribbean holiday was an .. experience. a) above b) over c) out-of -this-world (Score 5) Total score: 50 © Pearson Education Limited 2006 PhotocopiableTest 6 (Module 6) 1 Circle the most appropriate word(s). 1 He's only had two hours sleep. He must / can't be tired. 2 That answer might / can't be right because 50% of 12,000 isn't 3,000! 3. Tm not sure at the moment but I may /-must be free on Saturday to help you. 4 A: Sue's late, isn’t she? B: Yes. She often works late so she may not / could have missed the bus. 5 Phil was very nervous before the exam so he might /- might not have done very well in it. (Score 5) 2 Rewrite the sentences using the modal verbs below and suitable verb forms. could, can't, might not, could, must 1. Its impossible for Jenny to be here on Friday. Jenny .... here on Friday. 2 Perhaps there was a traffic jam. There .... a traffic jam. 3. Tim certain this book belongs to Fiona. This book ..... Fiona’s. 4 Paul's a vegetarian so it’s possible that he doesn't eat fish, Paul sao fish 5 It's likely that he's coming by taxi He ov by taxi. (Score 5) 3 Complete the sentences with had to, didn’t have to, could, couldn’t, was/were able to. 11 My cousins were away on holiday last week so they v= Come to my party. 2. The boy fell into the river but fortunately he ..... reach the bank 3 We missed the bus and one. 4 By the time she was seven, Sonia very wel. 5 My grandparents were lucky. They ..... do a lot of exams when they were at school. 6 The mountaineers... reach their camp safely before the weather turned bad. 7 In the past, people ..... communicate as quickly as they can today. 8 Talways liked to visit my aunt because I .... play with my cousins all day. 9 My brother and I... clean and tidy our bedroom every Saturday morning. 10 Our kitten got stuck in a tree last week but we ..... get a ladder and rescue her. wait an hour for the next play the piano (Score 10) 4 Complete the mutti-part verbs with the correct Prepositions. 1 Ineed some exercise so I think I'l take ..... dancing. 2 Just stop talking and get ..... .... your work! 3 L know it's disappointing news but don't let it get YOU vsae 4 Since the accident she has put 5 Let's get... ovo. see. a lot of pain. _ one evening next week and watch a (Score 5) 5 Write the opposite of these adjectives. honest 2 reliable 3 dependent 4 organised Sssociable 6 tolerant 7 sensitive 8 polite 9 considerate 10 satisfied (Score 10) 6 Mark (X) the odd-one-out in each category. ‘hair colour 2 hairstyle 3 parts of the face a) dark ) ponytail a) freckles b) blond ) moustache _b) eyebrows ©) bald ©) plaits ©) forehead 4) fair 4) curly 4) chin 4age 5 height a) middle-aged a) long ») elderty b) tall old ©) short d) new 4) of medium height (Score 5) 7 Complete the sentences with these ‘personality’ words. There is one extra word. confident, creative, critical, generous, honest, moody, patient, polite, reliable, selfish, shy 1 My little brother hates meeting new people. He never knows what to say. He's quite ....« 2 He's done a lot of revision and is about passing 3 Cathy writes stories, paints lovely pictures and designs her own clothes. She's very ....« 4 Mrs Ellis never loses her temper. She's always ...- with the children. 5 Tell me the truth and give me an my new hairstyle. 6 My sisters always... with everything T do. 7 He gives a lot of money to charity and is an extremely ..... person. 8 She never thinks of anybody but herself. I wish she'd be less... 9 We never know if Bob's going to be cheerful or miserable. He's such a ..... person. 10 You can depend on John. He's very opinion about and finds something wrong (Score 10) Total score: 50 © Pearson Education Limited 2006 Photocopiable io}tate Test 7 (Module 7) 1 Match the conditional sentences with their ‘meanings. There is one extra meaning. 1 IFT were you, I'd a) a rule, something that phone him now. is always true 2 If you put oil on b) 2 future situation water, it floats. that is possible 3 Helll be upset if we c) an event that is don't invite him. possible if it is not 4 If you'd asked me, 1d stopped by something have helped you. 4) a present situation 5. Unless she works that is impossible harder, she won't pass) a piece of advice pans )_ an imaginary situation from the past (Score 5) 2 Complete the Third Conditional sentences by putting the verbs in brackets in the correct forms. 1 You ..... (meet) my cousin from Canada if you ..... (go) to the party. 2 Tse (can do) better in my maths exam if ..u (revise) for it. 3 ssn (they/be) healthier if they ..... (tive) in the country? 4 Tf she ..... (not drive) so fast, she ...... (not have) an accident. 5 Ifhe ..... (go) to university, he become) a rock star. 6 What ss. (I/do) iFT ..s (not find) my keys? 7 T see (not catch) the train if they... (not give) ime a lift to the station. 8 Tf the weather ..... (nat be) bad, they reach) the top of the mountain. 9 We ..... (not ask) him to help us if we ..... (know) he was so busy. 10 If he ..... (not win) a scholarship, he ..... (not go) to the USA to study for a year. (might not (can (Score 10) 3 Complete the sentences with the correct form of the verbs in brackets. 1 T don't think they can afford ..... (have) a holiday this year. 2 Texpect ..... (see) her this evening. 3 Iplan ..... (go) to university. 4 Would he let you .... (help) him? 5. think every child should learn ..... (play) a musical instrument. 6 I can't stand ..... (watch) soap operas. 7 They have decided ..... (tive) in India for a year. 8 Can you manage ..... (carry) all those books? 9 Lets eave eat to avoid. (travel nthe rush our. 410 The children promised ..... (be) good. (Score 10) 4 Complete the sentences with the correct form of get, have, make or take. 1 Most of the students wanted to ..... part in the school play. 2 Simon ..... six telephone calls to Australia yesterday. 3. The students always .... @ general knowledge quiz at the end of term. 4 Are you any good at ..... paper aeroplanes? 5 The language school advertisement promises to ‘you speaking Russian in two weeks! 6 Iwish he'd ..... an effort to be more sociable at patties. 7 The children ..... excited when they heard about the school trip to Scotland. 8 He's a talented pianist and violinist and now he's com up the guitar too. 9 Sue's very shy but eventually we the party. 10 It isn't always easy for history students to access to historical documents. her to come to (Score 10) 5 Complete the multi-part verbs. 1 She's been ill and so she needs to catch ... studies. 2 Let's get .....at the weekend and have a picnic. 3 Ifyou don't like football, why don't you take another sport? 4 T must clean my room today. I cant put it ..... any longer. 5 We didn't understand what to do so the teacher went . it again. 6 They started salsa dancing last year and now they're really .... it. 7 He's studying hard because he doesn’t want to fall -»- with his school work, 8 The teacher told the students to stop talking and get seve sens thelr work, 9 On Saturday afternoons, T usually go ..... town and meet my friends. 410 She studied economics at university and went .... ae become a successful politician. her (Score 10) 6 Match the words to make ‘education’ words. 1 chess a) school 2 science b) club 3 sixth ©) facilities 4 state 4) laboratory 5. sports @) form (Score 5) Total score: 50 © Pearson Education Limited 2006 PhotocopiabieTest 8 (Module 8) 1 Report the sentences. 1 Tye borrowed your CD player: My brother said. 2. ‘We're watching a DVD now: They said .... 3 ‘If he doesn’t phone today, itl be too late to tell him: She said ‘4 ‘We're going to have a camping holiday next summer! They sai 5 ‘My sister was working in France when she met her boyfriend: He said . 6 ‘Tdon't enjoy travelling by coach: He said 7 We didn't visit our grandparents last year! They said 8 I come here every week’ She said 9 ‘We won't stay at expensive hotels. They said . 10 ‘My sister started her exams yesterday’ He said (Score 10) 2 Write the original words. 1. He complained that his soup was cold. 2. They had been waiting there for over an hout 3. Mr Jones said his son was going to work in the USA. 4. She said that if she passed her exams, she would have a party. 5 I said I didn't want to be late... (Score 5) 3 Report what the people said. 1 ‘FL were you, Yd phone him now! She advised .. 2 ‘Susan, please don't go today’ They begged . 3 ‘Tcan speak six languages fluently’ She claimed .. 4 ‘We're getting married next month: They announced 5 ‘Leave the building quickly, everyone! The fire fighters ordered ..... 6 ‘T broke the window yesterday: She admitted ..... 7 ‘didn't take the money: He denied .. 8 Tl phone you tomorrow: She promised ..... 9 “Mum, I'm going to be late home tonight’ He told 10 ‘We won't pay the bill! They refused .. (Score 10) 4 Complete the sentences with the correct form of the multi-part verbs. There is one extra verb. calm down, come up with, dress up, get across, go on about, look up, make out, settle down, speak up, take down, tum up 1 TU get a pencil so I can ..... your email address. 2 A: Do they ..... to go to the theatre? B: No, they always wear casual clothes. 3 We've .... a great idea for Sam's birthday present - a flying lesson! 4 Can I borrow your dictionary to ..... how to spell ‘accommodation’? 5 They asked me to ..... because they couldn't hear me at the back of the hal. Tete 6 He's only interested in his stamp collection ~ he it all the time. 7 He... half an hour late for his interview so he didn't get the job. 8 Td just ...... to watch my favourite TV soap and the phone rang. they were pleased to see us but I knew they weren't. 10 He was very angry so he went for along walk to «..m- (Score 10) 5 Complete the sentences with these words. career, job(s), profession, work 1. Teaching young children is very tring .. 2 Sue's got a summer ..... as a tourist guide. 3. She had a successful ..... as a politician before she retired, 4 There are several before the winter. 5. Four generations of her family have worked in the legal ‘that need doing in the garden (Score 5) 6 Write personality adjectives from the nouns. 1. sympathy .... 2 logic wae 3 4 5 (Score 5) 7 Complete the collocations with the correct forms of do, make and get. 1. They .... lot of money when they worked abroad. 2 They've worked hard and should ..... well in the exam. 3 The lift often breaks down. We .. hour last week. jecause she was rude to the clients, ‘a mistake with the bill (Score 5) Total score: 50 © Pearson Education Limited 2006 Photocopiable gTete Test 98) $A ere Steet 1 Match the direct questions with the reported questions. There is one extra reported question. 1. Where do you live? a) She asked me where T had lived. 2 Where will you live? b) She asked me where I was going to live. 3. Where have you lived? c) She asked me where I could tive. 4 Where are you tiving? 4) She asked me where I tived. 5 Where can you live?) She asked me where I was living. f) She asked me where T would tive. (Score 5) 2 Read the questions asked by a Customs Officer. Complete the sentences reporting the questions. 1 How long will you stay here?. 2 How much money have you got with you? 3 Do you have any friends or family here? 4 Why are you visiting Canada? 5 Are you a student? 6 How long have you been a student? 7 Were you on flight BA 739 from London? 8 Can you show me your return ticket? 9 Is the red and black bag yours? 10 Did you travel alone? When I arrived, the Customs Officer fist asked me * .... and? ...... Then, he wanted to know > .....« The next thing he wanted to know ...... He wondered > . He wanted to know ®...... After that, he asked ”.. Then, he asked me ..... He wasn't sure ° Finally, he asked me (Score 10) 3 Write the direct questions. 1. He asked them how old they were. 2. She wanted to know if I would leave the money there, «oo He wondered if he had met me the year before. 4 She asked if she could visit my grandparents the following summer. .... 5 He wanted to know whether I was going shopping ‘that day... (Score 5) 4 Complete the sentences with back, off, on or up. 1. He left Australia twenty years ago and has never gone 2 We'll miss the bus if you don't hurry 3 Can you hang .... fora couple of minutes? I'm nearly ready. 4 TW drop you .... in the town centre. 5. He's walking fast. Well never catch .... with him. (Score 5) 5 Rewrite the sentences with the same meaning using the linking words. 1 They had a pizza and then went to the cinema. Before 2 I picked up the baby and immediately she started crying, ‘As soon as 3 If you phone me this evening, we can sort out the problem. Phone ..... $0 that .. 4 He won the competition and had a big party. Because 5 If he doesn't apologise, they won't come again. They... unless. 6 asked them politely but they refused to help me. Although «.. 7 We want to be on time so I think we should catch an earlier train, In order to 8 She read the letter and then threw it away. After. 9. It was raining hard. They finished the match. They «soe even though «sox 10 I didn’t know anyone at the party. However, I enjoyed Despite .. (Score 10) 6 Which words usually have positive connotations (+) and which words usually have negative connotations (-)? ‘attractive ( ) 2 delicious ( ) 3 barbarous ( ) 4 insolent (°) 5 finicky ( ) 6 popular ( ) 7 greasy () 8 graceful ( } 9 deficient ( ”) 10 desirable ( ) (Score 5: half mark each) 7 Complete the sentences with whoever, whenever, wherever, whatever. Ws a very progressive school. In the lessons, the pupils do *..... they want and they can sit next to ®.... they choose. There are no set times for breaks so they have a break °.... they feel lke it. There are pupils’ paintings and pictures on display *..... you go in the school, 5 they get bored, the children go and play outside or they go home. (Score 5) 8 Put the words in the correct categories below. emu Big Ben Stonehenge baseball hot dog Kangaroo steak koala sheep farming kangaroo fishing. fish and chips soccer mining dingo Uluru rugby cricket roast beef wine growing Statue of Liberty Food Sport Tourist sights Animals Industries a . 1 a 1 Cet 2 3. 3 4 4 (Score 5) Total score: 50 © Pearson Education Limited 2006 PhotocopiableTest 10 (Module 10) 1 Put the verbs in brackets into the correct form. 1 My uncle has gone into hospital. I think T should cou (visit) him tomorrow. 2 We live in London and sometimes I really wish we ce (live) in the country. 3. overslept this morning. I should ..... (go) to bed earlier last night. 4 They were very upset. I wish I the news. 5 Sue told me the disco had been great. I wish ..... (90). 6 Be careful. This hill is very steep. You should (not cycle) down it too fast. 7 wish T...... (be) old enough to leam to drive. 8 I don't see my cousins very often. I wish they (not tive) so far away. 9 Tve got no pocket money left. I should buy) those expensive trainers. 10 This party is so boring. I wish I... (not be) here! (Score 10) (not tell) them (not 2 Complete the sentences with the correct alternative -ing form or to + infinitive. 1 Tye been trying ..... (phone) him for the last few days but there's no reply. 2 Tm sorry. I forgot ..... (go) to the bank. Can I pay ‘you back tomorrow? 3 (meet) my French penfriend 4 When Emma got stuck in the lift, she tried ... (stay calm) but she panicked. 5 Do you regret... (not go) to university? 6 Thope they remember .... (come) early tomorrow. 7 They walked straight past me. They didn't even stop (say) ‘Hello. 8 We regret ..... (announce) that the flight to Genoa has been delayed. 9 Has Linda stopped .. 10 Td completely forgotten (learn) Japanese? (take) that photo of them last year. (Score 10) 3 Complete the sentences with the correct form of these multi-part verbs. ‘come up with, give up, go around, grow up, set up, take over, take up, work out 1A: What do you want to be when you ... B: I want to be a lawyer. 2 The charity was ..... in 1990 to help children in developing countries. 3. It took us ages to the computer. 4 Tve ..... emailing him because he never replies. 5 Abig American company wants to .... the engineering firm she works for. 6 Last summer I bought a cheap train ticket and spent. two months ..... Europe. what had gone wrong with Tete 7 He .... sailing when he was nine and his ambition is to sail round the world. 8 Has anyone ..... a good idea for Sue's birthday, present? We can't give her chocolates again. (Score 8) 4 Complete the sentences with these adjectives. bewildered, ecstatic, exhausted, impressed, indifferent, shocked, spellbound 1 They had walked for three days in the desert and 2. He's... to his surroundings and doesn't notice if his room is comfortable or not. 3. She was ..... when she woke up and didn't know where she was. 4. The head teacher was ..... by how wel the students performed such a difficult play. 5 We were ..... and upset when we saw how ill he looked. 6 The scenery was magnificent and held us 7 When she heard she had won the scholarship, was absolutely ..... she (Score 7) 5 Complete the sentences with the correct form of these verbs. There is one extra verb. climb up, craw, plunge, scramble, stroll, struggle 1. The baby can't walk yet but she can 2 It was more difficult to come down the mountain than it was to 3 As soon as she realised the boy had fallen into the river, she ..... straight in to save him, 4 "Don't 1... with all those bags. Give me some to camry 5 I got up late every moming on holiday and down for breakfast about 11 o'clock. (Score 5) 6 Match the words to make everyday objects. 1 pizza a) remote 2 alarm b) maker 3 electric 9) carton 4 ¢) phone 5. microwave e) clock 6 key ) card 7 cash 9) computer 8 palmtop h) ring 9 coffee 4) kettle 10 mobile 3) oven (Score 10) Total score: 50 © Pearson Education Limited 2006 Photocopiable gInternet activities teaching notes Get extreme! Introduction s Ask students to look back at Lesson 3 and to summarise ‘the following sports: bungee jumping, ice diving, skysurfing, snowboarding, snowrafting, white water rafting, Online 1 Divide the class into pairs. There are two alternative ways of working online. Either students can choose from the list of specific websites where they can find the information needed or they can execute @ Web search using the listed search engines. The method you choose will depend on: the type of connection you have (slower for the former, faster for the later), time available (less time for the former, more for the latter) and language level of your students (lower for the former, higher for the later). ‘= Hand out the worksheet Get extreme! and go through the instructions to make sure students know what to do. 1 Give each pair the name of one of the following spor abseiting, zorbing, potholing, knee boarding, kit skiing. Pairs go online to ind the information needed to complete the table. Follow-op « Give students plenty of time to write their descriptions. ‘Ask them to exchange descriptions with another pair and to check the text for mistakes, ‘= Collect in the descriptions and redistribute them so each pair has a new text. ‘= Students prepare and act out their roleplays. Set the Homework if appropriate. Finding your way Introduction 1 Check that students remember the following expressions from Lesson 11: information desk, passport control, check- in, gate, terminal. = Ask them to make sentences using the following ‘expressions (using a dictionary as necessary): parking lot, cash dispenser, luggage trolley, bureaux de change, pay phone, pedestrian crossing. «= Revise prepositions and language for giving directions. Online 1 The purpose of this activity isto get students used to navigating websites and finding information quickly, so do not allow too much time for the tasks. «= Give out the hand out Finding your way. Students do ‘the online tasks either individually or in pairs, as indicated. (Answers for frst task: 15, west, M6, centre, 4, local, M25, 30.) = Encourage students to find the information quickly for the second task and to make notes for each form of transport under the headings advantages and disadvantages. They can then discuss their preferences with a partner and agree on the best form of transport. ‘= For the third task, specify the carrier (American Airlines [AA] for Student A; British Airways [BA] for Student 8), as they leave from diferent terminals. «= For the fourth and fifth tasks, students should work ‘individually to find out the information then tell their partner. «= After students have completed the online tasks, ask them to do the Follow-up activity and set the Homework if appropriate. Introdocton 1 Write the following phrases on the board: scoop, headin, classified ad, breaking news, byline, circulation, columnist, cover story, editorial, gossip column. Students work in groups and Rave five minutes to come up with definitions for the phrases. Online s Divide the class into pairs. Give out the handout Papers. For task one, either let students choose their own countries or guide them to countries where the same ‘issue might be expressed in different ways. 1 Before students do the second task, go to hhttp://www.newseum.org/todaysfrontpages/ yourself and find pairs of newspapers like Chicago Sun Times and Chicago Tribune to give to students if they find it hard to distinguish between quality and popular newspapers. 1» The registration process for the third task doesn't take long, and you are instantly given access to the process of creating a personalised newspaper. Note that you have to input an email address for the newspaper to be saved, so ‘make sure students have their own individual email accounts (if not, set them up on some free mail servers such as Yahoo!). «= After students have completed the online tasks, ask them to do the Follow-up activity if appropriate. A place not to forget Introduction 1 Revise vocabulary for describing buildings and landmarks. 1 Divide the clas into groups Writ the following phrases on the board and ask students to look them up in a dictionary: layer, flat-roofed, courtyard, tomb, burial chamber, aftertife, corpse, shaft. Elicit what famous landmark the phrases are connected to (pyramid). ‘= Ask groups to draw a pyramid, illustrating as many ofthe Dhrases as possible. Groups show thelr work to the cass. Online ‘= Depending on time available, the online tasks could be done during the lesson and the presentations could be prepared at home. It is important that you are available in class to help students extract the information they need from the websites. «= Divide the class into pairs and give out the handout A place not to forget. Give each pair a different topic to research. Students can prepare their presentations at home and give them in the next lesson. 1» Students can also work in pairs to make a comparison of ‘two pyramids. «= After students have completed the online tasks, ask them to do the Follow-up activity and set the Homework if, appropriate.Internet student activities Get extreme! Online 1 are going to play a game called ‘What sport is it?” Work in pairs. You will get the name of an extreme sport from the following: abseiting, zorbing, potholing, knee boarding, kite skiing. 1 Find out as much as you can about your extreme sport and complete the table below. EITHER = Use one of these websites: http://dir yahoo.com recreation/sports/ extreme_sports http://www.infoplease.com/sports.htmt http: //www.wildthings.com/index. html http://www.extremists.com.au http://www.sportspedia.com http://expn.go.com oR t= Make a Web search using one of these search engines: http://www.yahooligans.com http://www.ajkids.com hhttp://www.google.com http://www.altavista.com http://www.hotbot.com http://www.webcrawler.com http://www.metacrawler.com Follow-up 1 Write a short description of your sport and give it to your teacher. Use these cues: The sport is called It is practised by You play it in ... or on «.. The equipment you need to do this sport is and ... You win when you You have to be ... and of the sport). 2 Choose one of the descriptions and act out a roleplay. Use the role cards below. Take turns to act each role. + to be good at ... (name Student A You have read a lot about an interesting sport called ... . Try to convince your father/mother to buy you the expensive equipment needed and to let you go to a sports camp in the holidays. to learn the sport. ‘Student B Your son/daughter wants you to buy the ‘expensive equipment needed for the sport ... . You think the sport is much too dangerous and your son/daughter should spend the holidays with their grandparents rather than at a sports camp. Homework Write a short postcard to a friend from the sports camp, where you are learning the new sport. Write how you are spending your time and how you feeling about doing your dream sport. Name of sport Place where sport takes place Names of people who practise the sport Equipment Scoring system / how you win ‘Adjectives to describe people who practise the sport ‘Any other information © Pearson Education Limited 2006 Photocopiable(ntennet student activities Finding your way Online = You are in London. You are going to visit a friend in New York, so you need to get to Heathrow Airport. You have some directions for getting to the airport by car but they are incomplete. Use the Heathrow Airport Guide website (http://www.heathrow-airport- guide.co.uk) to find the information to complete the text below. ‘Heathrow Airport by car — Directions London Heathrow is __ miles of London, on the ___ motorway, near the (M25 interchange. All Terminals and appropriate motorway exits are signposted. Make sure you know which terminal to go to before setting out. Terminals 1,2 and 3 are located in the of Heathrow and can be reached via the following motorways: M4 Junction ____, M25 Junction 15, A4 (____ road), Terminal 4 is on the south side of Heathrow and can be reached via the following motorways: M4 Junction 3, ______Jnetion 14, A___ local road). = Work in pairs. Use the Heathrow Airport Guide to decide which will be the best way to get to the airport from Victoria Station in London: taxi, coach or rail. = You are now in the airport but do not know which terminal you need. Go to "Which terminal” and "Terminal Information” (http://www.heathrow-airport-guide.co.uk/ terminals.html) to find the right terminal to fly to New York. = Go to "Shopping and Duty Free” and "Duty Free Allowances” (http://www.heathrow-airport- guide.co.uk/dutyfree.html) to find out what you can take out of Britain to the USA. Tell your partner. 1 You have had a safe flight from Heathrow to JF Kennedy Airport in New York. Your friend is meeting you. Go to "Parking Information” (http://www.panynj.gov/aviation/ jgrpfram2.html). Decide which parking to use and how to get from the parking to Terminal 4 where you are. Tell your partner. The best parking lot: How to get to Terminal 4 from this parking lot: Follow-up Work with another partner. Tell your New York friend about your journey. Say why you chose a taxi/coach/rail to get to Heathrow, what you bought in the duty free shop and how you spent your trip on a plane. Homework Use the information from the activity to write a description of either of the airports. Write about the location, facilities and services. © Pearson Education Limited 2006 PhotocopiablePapers (ntermet otudent activities Your paper 1 Your paper 2 Your partner's | Your partner's Paper 1 Paper 2 Name of the country Title of the newspaper The headtine The main points of the story Online = Work in pairs. Go to http://www.onlinenewspapers.com Each choose two different countries from different continents and find out what the main news is in the major newspapers there. Complete the table above. Summarise the main news for your partner. = Newspapers can be quality or popular (tabloid) newspapers. Go to http://www. newseum.org/todaysfrontpages/ and find two or three papers that come from the same city/region (e.g. Chicago Sun Times and Chicago Tribune). Compare their headlines and try to decide which newspapers are quality and which are popular. 1 Write the headlines in the table below and rewrite them, if possible. = You will now create your own newspaper, from different Web resources, which will deliver the news you want every day. = Go to CRAYON - Create Your Own Newspaper (http://www.crayon.net/). Click "New User" under "Subscriber Login” in the top right comer of the page. Enter your email address, confirm it, then type in a password and confirm it in the boxes provided. = Choose the following settings for your paper: title, motto, page layout, graphics and security options. = Click on “Choosing a Source Selection Method” and decide which papers you want to be included in your newspaper. = Click on “Publish this newspaper” to create your paper. In a short time, your newspaper will be returned with your selected items. The next page will give the Web address of your newspaper, where you will go to read your paper each day. Follow-up 1 Copy three headlines from your CRAYON newspaper and exchange them with another student. 2 Choose one of the headlines and write the story for it. Try to write it in ‘tabloid’ style. Name of newspaper | Original headline Rewritten headline | © Pearson Education Limited 2006 Photocopiable adnternet student activities A place not to forget Online = The topic of this activity is ‘Famous landmarks: the Pyramids. You are going find out about the ancient civilization of the Egyptians. '= Work in pairs. Go to Mysteries of Egypt (http://www.civitization.ca/civieqypt/ eaypte.html) and click “Egyptian Civilisation”. = The teacher will give each pair a topic to research (geography, architecture, government, writing, religion, daily life and sciences). Find ‘out as much information as you can and give a presentation to the whole class. ‘= Complete the table below while you are listening to each presentation. Geography Architecture Government Writing Religion Daily life Sciences = Go to the National Geographic website (http://www.nationalgeographic.com/pyramids/ pyramids.html) and choose two pyramids by clicking on them. ‘= Compare the two pyramids by completing the table below. Follow-up Work in pairs. Use your information about the two pyramids to act out a roleplay. Use the role cards below. Take turns to act each role. Student A You are a tour guide in Egypt. You are showing the pyramids to a group of students from abroad. Give some background information ‘about the Egyptian civilization, describe the pyramids and answer any questions. Student B You are on a school trip to Egypt. You are listening to a tour guide talking about the Eayptian civilization and the pyramids you are visiting. Listen carefully and be ready to ask questions about the things that interest you. Homework Use the information you have collected to write a description of one of the pyramids. Pyramid 4 Pyramid 2 Composition ‘Special features © Pearson Education Limited 2006 PhotocopiableLanguage Powerbook Answer Key Module 1 warm-ap 2 es and 3 acetic expton por fajen "Sat erwonest wi arma : Bien ins cons meten the sits: 9 sang go (Wed. 99 fechaay go Sasa, owt si, sa na Pel eae dete. ie lan ‘ora coca panting ‘Bag: ote unt enon bok 1 Word Power i Te 2g 36 4b Sh 6c 7 8a 2 ‘oun ve adjecive ave Tncces Tuceed Succ sucess Dendpese iaclen aa ‘aly Stravey’ o000x brave bravely ‘ease 000K ears State tal ang Remember Present Simple Preset Continuous ays at psa hee the moment ‘slaty toe cual ? Stents’ oem answers ; 2 okt Your bother ba ut come 5 Te often ed to read War and Pace but Zavays fa to of 4 Weve never vsted the ach Republic. 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