Jetstream Upper-Intermediate Teacher Guide

Reading 2 1

Ask students to give you their impressions of Rudyard Kipling from the photo of him. Elicit or explain the meaning of the term Victorian authors (= British authors who wrote in the reign of Queen Victoria, ie 1837–1901) and give students a few minutes to read the information about Kipling, answer the questions, then check the information in pairs.

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He was the youngest ever person to receive the Nobel Prize for Literature (in 1907, when he was 42). Because some say he was a supporter of king and empire, while others say he supported the common man. Hundreds of poems and dozens of books, including Kim, The Jungle Book  and the Just So Stories.

Students can work individually to find the words or phrases in the text.

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out of print the common man reputation on the contrary respected

Put students in pairs and make sure they have their books closed to tell each other what they can remember.

Speaking and writing 1

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Tip: Suggesting an approximate length for writing helps students to have a better idea of what is expected. Poem link 

Students look up the poem and discuss the questions in pairs or small groups.

Answers b) keep your head = be calm and rational never breathe a word = say nothing lose the common touch = lose contact with ordinary people

Culture note Kipling’s famous poem If  was published in 1910 and was originally addressed to his son. It’s seen as a set of good qualities that are recommended for the development of a ‘good’, virtuous human being. Although now rather dated, and arguably less relevant in our competitive modern world, it’s still considered to have an important message for people in general. The main characteristics that the poem recommends are that people should be humble, patient, calm, rational, truthful, dependable and persevering. They should continue to have faith in themselves when others doubt them, they must put up with misfortunes without complaining, be prepared for and not be affected by the lies and hatred of wicked people, and should expect that their own words may be twisted and used for evil.

Lesson 3 Life soundtrack

To set the ball rolling, you could tell the class a short anecdote about your own childhood. Then give students a couple of minutes to think individually about their own childhood story and make notes of the key points.

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Students work in pairs to tell their stories to each other. Monitor and make a note of any common problems. When they’ve finished, you can use some of their mistakes for a quick error-correction activity.

You first!

Ask students to look at the paragraph outline and check that they agree this would be a suitable plan for the written version of their story. You could ask them to write the story in class or for homework. Suggest a word length of about 150 words. MA Weaker students could be given a shorter length, eg about 100 words.

Aims The focus of this lesson is to revise tenses used to express future time and expand vocabulary about emotions.

Put students in small groups to discuss the question and compare answers. Tip: Walking around the room, listening and noting any good sentences and mistakes you hear, is a good way of gaining an insight into things you might need to practise and review. It also offers ideas for future lessons and enables you to highlight good language to the rest of the class in feedback.

Unit 1

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