English
PAUL SELIGSON
3
CAMILA ABREU
English
English is an innovative four-level young adult series that quickly teaches students to express themselves both accurately and fluently, thus building their own identity in English.
SELIGSON
Components Student’s Book – Full Edition Workbook – Full Edition Student’s Book & Workbook 3A – Combo Edition
ABREU
Student’s Book & Workbook 3B – Combo Edition Teacher’s Book Class CD DVD (ID Café) Digital Book for Teachers Learning Platform – www.richmondenglishid.com
A complete easy-to-use teacher’s book with: A thorough introduction explaining all features of the series
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Step-by-step instructions including cultural and language notes
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Complete answer key
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Detailed information about all the song lines in the SB and WB
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A great variety of optional activities
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Plenty of useful tips for both novice and experienced teachers
Paul Seligson With over 30 years of global teaching and teacher-training experience, lead author Paul strongly believes we can accelerate our students’ learning by acknowledging and embracing their existing linguistic backgrounds and knowledge. This is exactly what our groundbreaking series does. Welcome to English !
A1 www.richmondenglishid.com
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PAUL SELIGSON CAMILA ABREU
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Contents Language Map ........................................................................................................................................................ 4 Introduction
............................................................................................................................................................. 8
Features Presentation
.................................................................................................................................. 17
Unit 1
........................................................................................................................................................................... 25
Unit 2
........................................................................................................................................................................... 38
Review 1
................................................................................................................................................................... 52
Unit 3
........................................................................................................................................................................... 56
Unit 4
........................................................................................................................................................................... 68
Review 2 Unit 5
........................................................................................................................................................................... 85
Review 3 Unit 6
................................................................................................................................................................... 81
................................................................................................................................................................... 98
....................................................................................................................................................................... 100
Review 4
............................................................................................................................................................... 113
Unit 7
....................................................................................................................................................................... 116
Unit 8
....................................................................................................................................................................... 130
Review 5 Unit 9
............................................................................................................................................................... 143
....................................................................................................................................................................... 147
Unit 10
.................................................................................................................................................................... 161
Review 6
............................................................................................................................................................... 175
Writing
..................................................................................................................................................................... 179
ID Café
..................................................................................................................................................................... 183
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ID Language Map Question Syllabus
1
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1.1 ³
1.2 ³
1.4
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2
How did your parents meet?
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2.1 2.2
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2.3
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2.4
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How many Facebook friends do you have? When is the right moment to settle down?
Grammar ³
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1.3
1.5
Vocabulary
Do you know all your classmates?
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Questions ending with prepositions
Relationships Phrasal verbs Types of friends
How green are you?
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Personality adjectives
Talking about relationships Talking about how your parents / grandparents met
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Review of Present tenses
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Emphatic forms
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Active listening phrases
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Going green
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The environment
What’s the best ad you’ve seen recently? Do you support any charities?
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How long have you been studying here? Which is worse: flooding or drought?
Asking questions to get to know someone
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How much time do you spend online? Which do you do more: listen or speak?
Speaking & Skills ³
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Describing your relationships Talking about your friends Describing your personality Talking about online dating
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Reading for main ideas & specific information
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Talking about funny / embarrassing / scary situations
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Adjective formation – suffixes
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Creating an ad
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Present Perfect Continuous
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Asking & answering about personal habits
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Present Perfect vs. Present Perfect Continuous
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Talking about environmental problems in your city
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Past Simple vs. Present Perfect Simple / Continuous
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Interviewing your partner
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Expressing numerical information
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Encouraging or discouraging a friend
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Describing a city
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Talking about the rules where you live Talking about a place you’ve been to
Endangered species
2.5 ³
Have you been feeling stressed lately?
Review 1
3
3.1
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3.2 3.3
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3.4 3.5
4
Was your weekend as fun as you’d hoped? Does the traffic drive you crazy? Have you ever missed any important dates?
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How many pets have you owned?
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When did you last break a rule?
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4.1 ³
4.2 ³
4.3 4.4
Which city would you most like to visit?
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Does your school system work well?
What’s the ideal age to get into college? What do you regret not having done?
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Cities
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Social conventions
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Past Perfect
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Urban problems
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Conjunctions of contrast
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Talking about the problems in your city
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Active listening phrases
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Past Perfect Continuous
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Sharing stories about missing an important event
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Common sign phrases
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Talking about rules & regulations
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Sharing stories about breaking a rule
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Describing an ideal school
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Debating educational issues Talking about choosing a career
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School life Do / Get / Make / Take collocations
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College life
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Too / Enough
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U.S. / UK English differences
What would you have said if you’d been late today?
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Should have + participle
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Talking about regrets
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Third Conditional
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Imagining what would have happened
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Would you like to be a genius?
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Predicting & checking predictions
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How do you deal with criticism?
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Sympathizing & criticizing
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Talking about shopping habits
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Discussing your views about spending money
4.5 Review 2
5
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5.1 ³
5.2 ³
5.3 5.4
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5.5
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Are you a shopaholic?
Have you ever borrowed money from a relative?
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Money & shopping
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U.S. money
Are you a good guesser?
Have you ever bought a useless product? Do you often buy things on impulse? When did you last complain in a store?
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Word formation
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To + verb / For + noun
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Modals of possibility / probability
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Speculating about your partner’s life
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Order of adjectives
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Sharing shopping experiences Creating an infomercial
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Supermarket
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Talking about if you have ever succumbed to supermarket psychology
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Shopping problems
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Making complaints & asking for a refund
Review 3
4
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Audio / Video / Pron. ³
Two friends talking about speed dating
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What three couples consider important for a relationship to last
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Alison’s descriptions
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Two friends talking about finding the right partner
Reading / Writing
Common Mistakes Box
R Box & World of English
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Questions ending with prepositions
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Prepositions at the end of questions ³ Expressions used when you need extra time before answering a question
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Celebrity gossip article
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Fall / Fell in love with & married to
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Cognates in Romance languages
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How many friends does one person need?
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Count on Present Simple: a habit / a state
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Cyber verbs: friend, google, e-mail
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Really desperate singles: online dating profiles
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Emphatic forms with adverbs & the auxiliary do
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Types of compound adjectives
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Online dating sites ³
Present Simple vs. Past Simple
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Talking about a date
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Communicating time Informal vs. formal language ³ Anectodes ³
Quiz: Oh, no! Not another green quiz! ³ Bottle Ǡ; clothes Rș
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Let / leave & spend / waste
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Writing an ad Al’s blog
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Present Simple vs. Present Perfect Continuous
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No impact man Reduced form of have / has
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Scientists’ opinions on global climate change
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Headlines: Environmental news from around the world
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Present Perfect vs. Present Perfect Continuous
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Conversations about products
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Ads
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Past Simple vs. Present Perfect Simple / Continuous
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A report: Species we may never see again ³ Mass global extinction ³
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Two best ways to change people’s behavior
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Asian Hǹ
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Adjectives in English have only one form
No + C or U noun means not a or not any Since vs. For
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Ads often remove articles, auxiliary verbs or subjects
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Two ways to express small quantities
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Over 10% of the sounds of spoken English is the schwa /ž/
Review 1 ³
Different places to visit
Visiting Hong Kong for the first time? ³ Rita’s tweets from Hong Kong ³
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Students talk about their hometowns
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Article about New York
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It has such beautiful architecture and such friendly people.
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To help remember pronunciation, create sentences with rhyming sounds
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Past Perfect: been vs. gone
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Have is the third most common verb in English By + past time expression + Past Perfect In tweets, join words to save space
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Everywhere vs. / In every places It vs. They
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Prepositions & articles in time expressions ³ Miss vs. Lose
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Past tenses
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Though / although / even though Them
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Juan’s & Sandra’s stories
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Signs
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Understanding signs
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Dialogs about regulations
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Confessions about breaking rules
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I’m afraid so. / I’m afraid not. / I don’t think so.
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Hey, teacher, those kids are doing great!
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Article about education: Hey, teacher, those kids are doing great!
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Verb + noun combinations
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Stress: penultimate vs. antepenultimate syllable
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Suffix -ate Documentary about the American education system
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Six ways to pick the wrong career
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Too vs. Enough Graduate vs. Major
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Suffix -ate
School vs. College Should have + participle
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The differences between U.S. and UK English are in pronunciation, spelling & vocabulary
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The suffix -holic describes people who do things compulsively Prepositional phrases
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Interviews about career choices ³ Should’ve vs. Shouldn’t have ³
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Dialogs about procrastinating
Word stress (words with 3, 4 and 5 syllables) ³ Guess the Word! ³
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Four dialogs
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Shopaholics Anonymous
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Third Conditional
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Shouldn’t / wouldn’t have + participle
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To + verb / For + noun
Smarter than Einstein?
Review 2 ³
Quiz: Shopaholic? Who? Me?
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Statement of a shopaholic Silent consonants ³ Competitive Dictation! ³
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John’s website
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Laila talking to her friend John ³ Five different extracts
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Two friends talking about a useless product
Lend vs. Borrow The bank lent / loaned me $5,000.
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“gh” is usually silent, but it can be pronounced Ior J ³ Silent B, G and T ³ Grand / buck / quarter / dime
Could vs. May vs. Might
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Two useless products I’ve bought!
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Supermarket psychology
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This tablet is full of useful features.
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Letters T and D at the end of words We often use extra phrases with “it could be” to emphasize uncertainty Portmanteau words: two words combined to make a new word
Dialogs about shopping problems
Review 3
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ID Language Map Question Syllabus
6
Vocabulary
Grammar
6.1
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Are you addicted to TV?
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TV genres & expressions
6.2
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What’s your favorite TV show?
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Turn phrases
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6.3
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Movies & videos
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6.4
What are the last three movies you saw? ³ Where do you usually watch movies?
Restrictive Relative Clauses ³ Non-restrictive Relative Clauses As / Like
When was the last time you did something crazy? ³ When were you last embarrassed?
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On / In
Talking about TV habits
Talking about famous people & entertainment options ³ Describing movies ³
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6.5
Speaking & Skills ³
Making a list of movies & Internet clips Creating a story for a movie
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Understanding details
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Expressing surprise
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Talking about your habits Sharing stories about being deceived
Review 4
7
7.1
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Does technology drive you crazy?
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Car parts & phrasal verbs
7.2
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What was the last little lie you told?
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Say vs. Tell
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Reported Speech 1
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7.3
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Are you confident with technology?
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Operating machines
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Indirect questions
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Reported Speech 2
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7.4
Are machines with personality a good idea?
Do you spend too much time on social networks? ³ Do you enjoy a good argument?
Listening & note-taking Discussing a book ³ Expressing your views ³
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7.5
8
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How important are looks?
8.2
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Do you like to hear gossip?
8.3
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Have you ever cut your own hair?
8.4
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8.1
8.5
Do you have a lot of furniture in your room? ³ Is your listening improving?
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What’s the hardest part of language learning?
Asking & answering questions about electronic devices ³ Talking about machines with personality ³ Sending text messages
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Appearance
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Reflexive pronouns
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Talking about appearance
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Modal Perfects
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Making guesses
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Have vs. Get
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Causative form
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Furniture
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Tag questions
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Both / Either
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Crime & violence
Talking about the things you do & the things you get done ³ Checking information ³
Making predictions
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Expressing preferences
Review 5
9
9.1
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9.2 ³
9.3 ³
9.4
Does crime often worry you? How could your city be improved quickly? Where will you be living in five years’ time? Have you ever been to court?
What was your best birthday present ever? ³ Are you good at making excuses? ³ What makes you angry?
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By
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Crime & punishment
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Review of verb families
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Talking about crime
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Passive voice
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Talking about a city’s transformation
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Future Perfect / Continuous
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Discussing ways to protect yourself from cyber crime
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Deciding on the right punishment for crimes
10
Identifying sarcasm Talking about stupid crimes ³ Giving excuses ³ Talking about temperament ³
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9.5
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Moods
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Binomials
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Common expressions with for & of
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Gerunds
10.1 ³
Do you have any pet peeves?
10.2 ³
How assertive are you?
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Would you say you were bossy?
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10.3
10.4
What’s your most common mistake in English? ³ Are you going to take an English 10.5 exam? ³
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Phrasal verbs
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Verb + gerund or infinitive
Separable & inseparable phrasal verbs ³ Nouns + infinitive, gerund or base form ³
Talking about pet peeves Role-playing an anger management session
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Testing your assertiveness
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Talking about toxic people
Proofreading Talking about your mistakes in English ³ Making recommendations ³ ³
Review 6
6
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Audio / Video / Pron. ³
Social TV
A TV critic talking about a show ³ Radio quiz about Tim Burton ³ Pauses in speech ³ Dialogs about movies & videos ³ Tips & tricks to making a short video ³ Telling a friend about a show ³
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Reading / Writing ³
Common Mistakes Box
Survey: TV or not TV?
Thought you knew what trashy TV was? ³ Four curious movie facts ³
R Box & World of English Compound nouns ³ Stream; trend / cyber buddies ³ Useful expressions ³
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That / Who vs. Which / That
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That vs. Which
Speech pauses Insert pauses to signal additional information ³ As vs. Like ³ Imperatives don’t need a subject ³ ³
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Media quiz
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Song vs. Music
Use on + digital / electronic media; use in + paper ³ To show surprise, echo information using a questioning intonation ³ Types of surprise ³
Lady Gaga’s interview Stressed words
Review 4 ³
Two people on a road trip.
Five dialogs But you said... ³ Ms. Harris talking to a help desk ³ Bruce & Ann comparing their cell phones ³ Ann talking to the cell phone ³ ³
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Urban Myth #89: The angry auto maker ³ Article: But how was I to know? ³
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Ad: Too busy to learn a new language? Texts
Interview
Please turn it on. ³ Please turn on the computer. ³ Say vs. Tell ³
Excuse me, could you tell me where the station is? ³ I asked him to help me. ³ I asked her not to be late. ³
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TV panel discussing The Dumbest Generation ³ Introducing the next revolution in beauty
It depends on a lot of factors. People say this is true, but I disagree.
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Gossiping at a party Must’ve / can’t’ve / might’ve ³ Britney telling Courtney about her birthday party
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Double C is pronounced N or NV
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Say & tell are in the top 25 most common verbs
Ways to ask someone to wait Indirect questions ³ Young people often use like in informal speech ³ When the final sound is N, -ed is pronounced W or G ³ The K in he, him & her is very weak or may not be pronounced at all ³ Note-taking ³ ³
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Beauty and the beast?
She looks much better. She looks like a new woman. ³ He looked at himself in the mirror. ³ He might have gone to a party. ³ ³
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TV review
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A language lesson Two friends talking ³ A college lecture ³ What happened to the Gap logo transformation ³ Two students leaving the lecture
I usually get my hair cut at Curl up & Dye. Did you have your eyes checked last week?
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Point
When the object is the same as the subject, use reflexive pronouns ³ Don’t stress suffixes in English ³ Students tend to avoid using modal perfects because it’s easier to use adverbs ³
In causatives, have & get mean the same, but get is more common in spoken English ³ Tag questions are very common in spoken English, but not in formal writing ³
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Predicting what the speaker is about to say is a useful listening strategy
I like grammar better than pronunciation. I prefer English to French. ³ I think both MTV and VH1 rock. ³ Pizza or pasta? I don’t want either for lunch. ³ ³
Review 5 ³
Five short interviews
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Medellín, in Colombia
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A radio show Cybercrime
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Crimes & punishments
Six extracts about crime & violence ³ Article: The Medellín miracle ³
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Excuses A couple talking about the quiz
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An anger management group
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How assertive is Keith? Three conversations
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The best definition for “toxic friend”
Recommendations for improving your English
Rob vs. Steal
Last night a UFO was seen by millions of people, but the story has been ignored by the press. ³ I will graduate from college in 2018. ³ When we celebrate our next anniversary, we will have been married for 50 years. ³ Think of / about me when I’m in jail. ³ I think he should do 100 hours of community service.
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Crime doesn’t pay. Especially if you’re a dumb criminal.
He will say / tell them he’s sorry. Humor vs. Mood ³ Argue / Fight vs. Discuss ³ A big thank you to each and every one of you. ³ Dad’s afraid of not finding a new job. ³ A dictionary definition ³ People who suck their teeth really annoy me. ³ List: Last week’s top 10 pet ³ I’m afraid of flying. peeves ³ Thank you for helping me with my project. ³ Bill’s really worried about the deadline. ³ Test your assertiveness ³ I never leave home without charging my phone first. ³ Please stop chatting on your phone at lunch. Turn it off. ³ Six ways not to learn English ³ When you buy new shoes, try them on first. better!
English verbs fall into four categories: Simple, Continuous, Perfect, and Perfect Continuous ³ The passive voice is often used to move important information to the front of the sentence ³
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By
Tips to help you using prepositions The pronunciation of -ed depends on the last sound in a regular verb ³ Tips for detecting sarcasm in writing ³ ³
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Pop crime?
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Quiz: What is your temperament?
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Binomials are pairs of words connected by a conjunction or a preposition
Try to remember prepositions in personalized phrases ³ The prepositions of, for & to are usually unstressed and the o is pronounced ž ³
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If you use two verbs together, the second one can be either a gerund or an infinitive
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When a phrasal verb needs an object, sometimes you can separate the verb and particle and sometimes you can’t
Messages on a website I have difficulty pronouncing new words. I have trouble / difficulty using the Present Perfect. ³ I find it easy to remember new expressions. ³ ³
Review 6
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Introduction is Richmond’s new four-level general American English course for young adults. With an amazing design, lots of interesting topics and opportunities for personalization in all four levels, English will make your students progress faster and be able to express their own identity in English.
What do Young Adults Most Expect from an English Course? You might want to note down your own answers before you read on. Our research suggests that, above all, learners expect: ➤
to become fluent listeners and speakers as fast as possible;
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confidence building, quick results, and a strong sense of progress;
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contemporary, interesting content, i.e., real-life, adult relevance with lots of personalization;
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overt teaching of grammar and vocabulary, a systematic approach to pronunciation, plenty of skills practice, and useful study tips;
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an appropriate, adult teaching style combined with very strong self-study elements, including autonomous learning tools to speed up their learning;
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value—both for the time they invest and the money they spend.
You will find all of these in Welcome to English
and much more.
!
The Language-Friendly Course Over four levels, takes young adult and adult learners from Beginner (CEFR A1) to Intermediate (CEFR B1) levels through rich contexts, careful selection and presentation of useful new language, informative language tips, insights, step-by-step rules, practice and, above all, personalization to help students build their own identity in English—with lots of laughter throughout! Hence the title English . Students are guided to express their own ideas and personalities, and learn to be themselves in the new language.
Methodology English is in every sense a communicative course, teaching learners to speak as fast as they can and focusing on both fluency and accuracy. You will note, for example, the large number of speech bubbles and the Common Mistakes (with anticipated errors that should be avoided) presented in each lesson. Learners need to be given opportunities to express their own ideas and opinions in comprehensible English as often as possible. progressively adapts as the series evolves to
reflect the best learning practices at each of the learner’s advancing levels. Initially, English Starter relies on lots of short question and answer exchanges supported by lots of drilling in the Student’s Book, to be done in class. Then, at the Elementary, Pre-Intermediate and Intermediate levels, such drills become more discretionary, moving into both the Workbook and the Teacher’s Book. The same goes for the lexis—where the initial simple matching vocabulary to pictures becomes more abstract and contextualized—and grammar, where spoon-feeding is reduced as learners’ confidence and foreign language learning experience grow. provides the tools to allow you, the teacher, to English incorporate your own pedagogical identity into the course, as well as to emphasize what you think will be more relevant for your learners.
Flexi-Lessons English has a unique flexi-lesson structure because one lesson is never enough to practice and consolidate all gives students more opportunities than of its content. most books to revisit, consolidate or extend what they first learned in the previous lessons. Rather than using a strict Present / Practice / Personalize lesson format, students are often exposed to grammar in one lesson, but only taught or drilled in “formal rules” in the next one. It is important to notice that grammar is sometimes presented in the Audio Script too, not just the lesson itself. Frequently, there is something extra related to the topic of the previous lesson in the next one. Why? Because learning is not linear, it is circular and repetitive. Constant and consistent recycling is essential for memorization, making learning much more likely. regularly builds bridges between lessons rather than packaging lessons in “artificially tidy” units just to fit a notional design. Besides, every lesson / institution / teacher is different, with its own identity. A lesson structure where there is little or no connection between lessons is unlikely to foster efficient or optimum learning—hence our flexi-lessons. An additional advantage is that students who missed a class can have the lesson explained to them by those who were there, providing a highly authentic information gap activity. Our flexi-lessons also have multiple entry points for you to choose from. You can begin with: ➤
the lesson title question, to see what students can come up with;
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the suggested warm-up activity in the Teacher’s Book;
➤
the Song line: hum, play, elicit it;
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Common Mistakes , to highlight what to avoid right from the start and to maximize opportunities to get things correct throughout the class;
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World of English , to provide a more interesting overview and / or insights into the lesson;
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5 box or the Grammar at the back, which also include exercises for students to have extra practice (the key to the Grammar is available on the Portal);
can be read between the lines, as you can see in the following example.
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the books-closed presentation (either of main lexis or grammar).
Tip For any listen and read activity, get students to shadow the text, i.e., mouthing and quietly saying the words to themselves, to connect with and “feel” the pronunciation.
Of course, you can go straight to the first exercise. Take a look at the colorful detailed presentation of the main features of English on p. 17-24.
Key Concepts English promotes the three friendlies: it is languagefriendly, learner-friendly and teacher-friendly.
Language-Friendly English is not just another international series. It is a language-friendly series, which embraces students’ existing language knowledge and background, to help them better understand how English works. For example, word forms and grammatical concepts are all familiar to young adult students, and helps them to see how much and how quickly they can speak by transferring these patterns into English, and also how to avoid all the obvious traps.
Learner-Friendly respects learners’ needs to be spoken to as adults, so students learn to speak English as fast and reasonably as possible. It also: ➤
supports students, helping them avoid obvious errors in form, word order and pronunciation;
➤
uses cognates and familiar language concepts to enrich texts and add depth and authenticity to language exercises;
➤
motivates students, as they discover they can recognize a lot of English, even as beginners, which they already have “inside themselves”;
➤
offers a vast range of activities, resources and recycling in order to ensure students have enough practice to finally learn to speak English.
helps students to negotiate and build their own new identity in English.
Teacher-Friendly respects each teacher’s need to teach as they want to. Some wish to teach off the page with little preparation, others dip in and out, while others largely follow the Teacher’s Book. All these options have been built into from the start. The flexi-lesson structure helps teachers to individualize, personalize and vary classes, as well as focus on what is important for them. It also helps students in monolingual classes to stay in English. Without ever forcing the first language (L1) in class, shows what is common / different between students’ L1 and English, helping them to more quickly avoid the Common Mistakes that a learner from their L1 background would typically make. The Teacher’s Book has a teaching-friendly visual code, providing a straightforward “quick route” or a substantially longer one. Everything that is essential is clearly separated from all the optional extras, which
Advantaging Monolingual Classes Globally, most classes are monolingual, which was how was conceived—to facilitate monolingual classroom learning. The frequent lack of opportunity to speak English locally means teachers need to maximize fluency practice, getting students to use the language as much as possible in class. In monolingual classes, learners share both the same L1 and most aspects of a culture, which a teacher can exploit. They share similar advantages / difficulties with English too, which should be a unifying strength for anticipating problems and errors. Accelerating through what is easier for learners and spending more time on what is difficult sharpens classes to maximize the learning potential. Yet, rather than using these strengths to enable more focused, localized pedagogy, they are often treated as weaknesses. Most English courses avoid a lot of common yet tricky words, phrases, notions, and structures, simply because they are difficult to explain to students whose language background is not the same. To our minds, that impoverishes a student’s learning diet, reduces opportunities to expand vocabulary quickly and can actually slow down learning. Adults need a radically different approach from children, whose mother tongue is not yet established, and who learn like sponges, absorbing all the English you throw at them. Teens’ and adults’ minds are different: they cannot help but translate—mentally at least—and immediately resort to their mother tongue when they cannot find the words to express their thoughts in English. Rather than going against what is avoids this trap by gently embracing similar natural, items when appropriate, but without forcing active use of L1, leaving that option up to you. To paraphrase Penny Ur (2011), “teachers should choose procedures that lead to best learning by whichever students they’re teaching” (extracted from Vocabulary Activities, Cambridge University Press, 2011). We believe ’s formula can help native speakers of Spanish and Portuguese learn both more comfortably and more efficiently. embraces students’ linguistic strengths. It helps students to use what they know and helps you, the teacher, to foresee these automatic transfers and focus appropriately on them. With , students can easily enjoy what is easy, and, at the same time, the more complex issues can be made clearer for them.
Tip Especially with lower levels, prioritize, teach and, if possible, display on your classroom walls words / phrases students need to speak and interact in English from the start. This increases their expectation to actually do so.
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The Right Level of Challenge treats adults with respect throughout, with the appropriate degree of challenge. Here are four examples:
1. A question syllabus Every lesson begins with a question as the title. This provides one of the task-based elements of . Students are set a challenge—in the form of a question—at the beginning of class, which they learn to accomplish by the end. This gives a constant sense of achievement crucial to building and keeping confidence. There are 60 questions in all, on audio and reviewed in the last exercise of each of the Review lessons. These questions can also form the basis for the oral test at the end of the course. Tell students that if they learn to ask and answer the 60 questions well—all of which they can see at a glance in the Language Map on p. 4-7—, they will have completed the level successfully. You can also use the question column in this map as the basis for a diagnostic test to determine where to place new students.
2. A balanced approach to grammar offers a rich grammar input, blending traditional and newer approaches, not just the usual elicitation, charts, and rules. It combines an innovative blend of: ➤
inductive grammar, with students discovering patterns and completing rules for themselves in and around the lesson-page grammar boxes;
4. Avoid common mistakes to speak better, more quickly You will quickly see that almost every lesson includes Common Mistakes . This is a flexible resource to help students and teachers anticipate and more quickly avoid, review and remember typical learner errors—without reference to or use of L1. It is a key resource in fostering accuracy of language form. The choice of errors is based on extensive research and our combined teaching experience worldwide, but, while obviously referring to typical L1 transfer problems, they never force you or your students to translate. On the contrary, unique to , the point is firmly made without any need for translation.
Course Structure and Components Nowadays, many English courses tend to be too long, or inflexible, meaning teachers have either to rush to get through them—denying students the practice they need to achieve an adequate degree of fluency—or start deleting sections, leaving students frustrated and sometimes even slightly cheated for not being allowed to use the material they paid for. was designed to be flexible, so you can tailor it to fit provides 80-100 class hours of teaching. your timetable.
Has… ➤
ten core units, each comprised of five approximately one-hour lessons, = 50 lessons of Grammar, Vocabulary, Speaking and Skills;
a discrete degree of contrastive grammar analysis, by showing what not to say via Common Mistakes .
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ten optional video lessons, Café, to be done at the end of each unit = 60 lessons including the video;
Plus, there is a full 20-page deductive grammar section at the back of the Student’s Book, providing a page of grammar accompanied by a corresponding page of exercises for each unit. This can be done in class, when necessary, or assigned as homework. The answer key is on the Portal, so you do not need to get involved in more marking—unless, of course, you want to!
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six one-page Writing lessons, to be done in class and / or at home;
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five two-page Review lessons (in class and / or at home);
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one two-page midterm Review game after unit 5;
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Grammar: ten pages of Grammar Reference + corresponding exercises + self-check answer key on the Portal;
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Audio Script: highlights features of pronunciation;
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Sounds and Usual Spellings: a complete pronunciation reference table (see Teacher’s Book Intro p. 14);
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Workbook: one page of review and extra practice material per lesson;
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Phrase Bank: most important phrases per unit / topic;
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Portal: includes a Teacher’s Area and a Student’s Area. These can be accessed using the code that comes with the book (see Teacher’s Book Intro p. 15);
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Digital Book for Teachers: IWB version. For shorterlength courses (of about 40-50 hours), we suggest you use the Split editions of , which incorporate units 1 to 5 and units 6 to 10 both of the Student’s Book and the Workbook. Use the midterm review as the basis for an in-class oral test at the end of Split edition 3A, plus the tests from the Test Studio.
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deductive grammar, through interesting facts about language in the World of English boxes;
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regular reminders of key rules, through the 5 box;
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And there is a wide variety of extra grammar practice in the Workbook, online and in the Tests, along with many suggestions for oral drills in the Teacher’s Book.
3. It has to be personal After providing the extensive oral and aural practice (and that students need, each phase of every lesson in many in the Workbook) ends with a MAKE IT PERSONAL activity. Imagine language learning without adequate personalization: it would be unpleasant as well as pointless, a bit like trying to learn theoretical Latin! This is how students take steps to build their English identity. They learn to say a little bit more about themselves each time—whether it is to ask and answer personal information, to give or share opinions (which in they do right from the start) or to role-play a situation, dealing with a series of questions or problems, thus growing both in confidence and knowledge. Successfully “making it personal” is what makes students believe that they can be, who they really are in English.
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Organization and Timing of a Unit UNIT1 Student’s Book
Approximate class time L1
L1
R1
L2
L2
L3
L3
L4
L4
L5
L5
5-7 hours
Review
Every two units + midterm review
R1
Writing
Every two units
W1
1 hour per writing
Café
1 episode per unit
ID Café 1
1 hour per episode
Workbook
5 pages per unit
WB1
1-2 classes per review
WB2
WB3
Student’s Portal
WB4
WB5
Homework – 1 hour per page. Not to be done in class 1 hour per lesson. Not to be done in class
Workbook (5 hours) ID Café (1 hour) W (1 hour) R (1-2 hours)
Total hours of 1 unit (5-10)
SB (5-7 hours)
Motivating Features Classic song lines to “hook” language Throughout , significant use of music is made in exercises, cultural references, images, and, most obviously, the authentic song lines situated at the top right of each lesson. (Lessons 1-4 in the Student’s Book and lesson 5 in the Workbook, because lesson 5 in the Student’s Book already Skills, the other for in Action.) has two titles, one for Why music? Besides being possibly the best, most motivating and certainly most popular source of English listening practice, most students, even beginners, have picked up a lot of English words through songs. But often they do not realize that they know them or the exact meaning of what they are singing. Unique to , the song lines have a direct link to each lesson, whether to illustrate grammar, lexis or the theme, and are designed to provide an authentic hook to help students to remember the lesson, the language, or just enjoy the puzzle of trying to remember the song itself. A great warm-up for any lesson is to hum the melody or play the song and see if students can remember the words.
Total course hours (80-100)
Tip If students do not know / like or respond well to the songs from which we have taken the song lines, a great homework activity is to get them to research and suggest a better song line which they like and which links to the lexis, grammar or theme of any lesson. In the Teacher’s Book step-by-step lesson plan, there is background detail about the song, singer / band and date of release, plus a tip for getting the most out of each song line. There is also an instrumental extract of the songs, available in the Teacher’s Area of the Portal, for you to use when appropriate.
Tip As students progress and acquire more English, ask them: What do you associate the song with? See what they come up with, e.g., a moment, night, dance, movie. The possibilities for personalization and genuine fluency practice are immense. In lesson 5 in the Workbook, students are asked to look back at the five songs in each unit and find the link to the lesson as a way of reviewing the units in a fun way. The answer is in the Workbook answer key.
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For both pedagogical and copyright reasons, we only reproduced a small key section of the song, but that is the aim: to “hook” part of the lesson in a memorable and motivating way. Obviously, with your own classes you can: ➤
get them to research the songs, singers / bands, find the complete lyrics, translations, videos, etc.;
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use snatches of the songs as tool for Warm-up, review, listening for pleasure, an end of the lesson sing-along, etc.
Below you will find some forms to explore the Picture Dictionary. The same suggestions can be used when appropriate. ➤
Students cover the list of words. In pairs, they take turns pointing to the photos and asking and answering about all the objects. Then they can exchange roles.
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Students cover the short dialogs in in Action. They look at the photos and read MAKE IT PERSONAL to act out the five conversations in pairs.
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Students cover the phrases. In pairs, they point to the photos and ask and answer a question which depends on the topic of the unit.
We are sure you will enjoy this new resource!
Note We do not suggest you use these songs in full. Many are not actually appropriate for the level when you look at the complete lyrics, but the lines we have chosen are globally famous and should be easy to identify and be sung by at least some students.
Welcome to World of English We teachers are used to talking about language with higherlevel students, but much less so at an Elementary level. helps you to do so right from the start. World of English boxes—built into most lessons—talk to students respectfully, as insiders or “language experts,” which of course they all are in their mother tongues. Easily comprehensible, yet adult in tone, these boxes give students interesting tips and facts about English and how to learn it faster.
Teaches Cyber English Information technology is responsible for many new English words, most of which are now “international.” Cyber English boxes regularly highlight and teach these contemporary words and expressions. Research suggests this is one of the most motivating aspects of language learning for all age groups.
Vocabulary Vocabulary teaching is a particularly strong feature of because of the variety of input and review options.
1. A built-in Picture Dictionary The most popular way to teach / learn vocabulary is through some kind of “picture + key” approach. Whether flashcards, a picture story or any other resource, students can determine the meaning from the visual input, without the need to translate, and then cover and test themselves. In , every unit begins with a contextualized, lessonintegrated Picture Dictionary. Core vocabulary is presented through various combinations of this basic four-step approach: 1. Match words / phrases to pictures. 2. Guess their pronunciation (from the stress / students’ own linguistic experience and growing knowledge of English). 3. Listen to the words in context and check / repeat as necessary, immediately and / or whenever you want. Students have the words individually on the Portal audio, so they can listen to them in and out of context, whenever they wish. 4. Cover and test yourself / a partner, either immediately or any time later for review. All review lessons begin by sending students back to the Picture Dictionary elements in each unit to review and remember words. Virtually none of the images in are purely illustrative. Almost all of them are contextualized and reworked to present, review and test vocabulary in our unique “Picture Dictionary System.”
2. A cognate-friendly approach ’s lexical syllabus is based largely on frequency due to our comparative research into a variety of corpus studies. is not exclusively based on frequency. We However, have not limited our choices to what is common in native speakers’ speech, as we are not trying to convert learners into native speakers, but rather to help them to express themselves, their ideas and identities as fast as they can using all their existing linguistic resources. Thousands of words with cognate relationships are common to English and most Latin languages. Over 1,500 of these are very common. There are also thousands of recognizable cognate-rooted words. By systematically building them into , we feel we have created a unique opportunity for students to progress more quickly and more comfortably with English. Put simply, they can both understand and produce more language—and more interesting adult language—faster. Throughout their learning process, students make crosslinguistic connections, so we have chosen to systematically nurture this strategy throughout . It enhances both their language awareness and their English lexical knowledge, making learning more efficient. prides itself on helping students to expand their vocabulary quickly. Lexical presentations often separate what is “known / easy,” whether from “international” English, words already seen in the course, or near cognates, from “what is new / unfamiliar,” to help students focus better. Familiar words mainly require attention for pronunciation and spelling, whereas the unfamiliar ones require more effort to learn meaning. This provides a valuable additional “hook” into students’ memory. Significant stress or word formation patterns are regularly highlighted to enable “learning leaps.” This can be seen on 3, p. 15, where adjectives are learned. For example, students learn some adjective suffixes (-able, -efficient and -friendly) consciously works on developing the confidence students need to begin to guess how words might be pronounced or spelled in English. Guessing—being willing to take a shot, bringing in words that are already known and which might work well in English—is a key learning strategy often ignored. Embracing cognates also allows more interesting and more adult speaking and listening tasks, e.g., asking Any coincidences / similarities / pronunciation surprises? What do you have in common? Who is more assertive?, etc. The authors all feel that a key lesson they have learned from their many years of teaching is “to let students use their brains,” and not be restricted by only seeing oversimplified language.
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Tip We do not suggest you drill all these words nor try to make them all into active vocabulary. In most cases, cognates are there just as passive vocabulary, actually helping students to understand more. We see no point in hiding words from students when they can cope with them, and indeed they usually enjoy doing so. The words which become active differ greatly from group to group and will always be your choice, not ours. We are simply trying to give students access to more adult language more quickly.
Skills Speaking teaches spoken English and prioritizes oral fluency. Why? Because that is what monolingual classes in nonAnglophone countries need / want most. In order to learn both fast and well, students should be given every opportunity to try to express their ideas and opinions in comprehensible English. However, the onpage skill heads focus only on Listening, Reading, and Pronunciation. Why? Since every lesson is full of controlled oral practice and personalized speaking opportunities even within Grammar, Vocabulary and other skills sections, had we put heads for Speaking, we also would have ended up with double heads throughout the book! So, we have opted to use speech bubbles on every page to indicate where there is a Speaking task.
Listening Statistics show Listening is approximately 45% of any language (Speaking is 30%, Reading 16%, and Writing 9%). In other words, we spend almost half of the time we are in contact with any listening. It is the primary skill too—just think how babies learn—and the one that needs the most practice. has a large amount of recorded material, around 200 tracks in the Student’s Book, together with 100 more tracks in the Workbook, which are available on the Portal. The audio is a mix of both authentic (for example, many videos taken from YouTube) and scripted material. All of it is available for learners on the Portal. In class, you can pick and choose what to use and how many times students need to listen, knowing that they can listen to all of it as much as they like at home. There is at least one listening activity in every Workbook lesson, as we strongly believe in assigning aural homework.
Reading provides students with substantial reading practice in terms of: ➤
amount: there is a lot to read in every lesson, from the authentic song lines and World of English boxes to the audio script at the back;
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complexity of text: through selective use of cognates to enrich texts. Compare, for example, the texts in Starter with those in traditional course books. We have used a very rich range of words, because knowing our target students’ language allows us to select a syllabus of words that are already familiar to them.
Most texts are from authentic sources, mainly the Internet, magazines, and newspapers. Some are “untouched,” while others are adapted to provide the best input for classroom language learning.
Writing Research suggests the following formula is what most teachers and students favor: writing is imposed where necessary, but is not overly forced in class because class time is precious. Rather, it is drip-fed throughout , when it is either essential or you consider it to be the best pedagogical option. There are plenty of optional supplementary writing exercises suggested lesson by lesson in the Teacher’s Book. The required writing syllabus is primarily covered by the six writing lessons, at the back of the Student’s Book, covering six different genres. Here students are given a clear written model, a variety of tasks to analyze it, specific writing tips and a structured model to draft and check it, then send on to a classmate before finally submitting it to you. The intention is to protect you, the busy teacher, from having to dedicate time to excessive marking of avoidable mistakes, as well as to help students to be more in control of their own writing.
Skills and
in Action
As you will immediately see, the fifth and final lesson in each unit is different from the others. It has a different background, is split in half and has two titles. Skills, gives half a lesson on specific The first part, reading or listening skills practice around an adapted authentic text. At lower levels, we prioritize a variety of reading skills, because it is generally difficult to get students to read, and also because our listening focus is so strong throughout the book. See the Language Map on p. 4-7 for a list of sub-skills. in The second half of this final lesson in each unit, Action, provides contextualized functional practice, usually dialog-lead and ending with a personalized roleplay, survey, or problem-solving situation. Communicative functions are everywhere in , but we felt it was necessary to have a specific functional outcome in an authentic context to close each unit. Teachers and students put such value on becoming communicative competent in familiar situations, with increasingly natural conversation strategies. See the Language Map on p. 4-7 for a list of functions.
Pronunciation A learning-friendly audio script Audio Script section is not just a script to be read and / or listened to with no clear focus. It is designed to provide real training with listening and pronunciation: after all, pronunciation is learned primarily through listening. It aims to help students to learn to listen better as the course progresses by focusing on features of pronunciation: ➤
noticing sounds, stress, aspects of connected speech, intonation, and spelling relationships; ➤ spoken language (e.g., noticing discourse signals such as fillers, pauses, repetition, self-correction, and interruptions); ➤ listening sub-skills, like inferring, predicting, identifying main points in discourse, understanding attitudinal meaning and all aspects of listening. Again, it is flexible and both teacher- and learner-friendly. All the tasks are “noticing” tasks, with different aspects to focus on in each text. The tasks are always “highlighted,” making them all free-standing to avoid the need for teacher intervention, unless you wish to spend time here. You can choose to do them in class, or students can do them on their own.
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It is a good idea for students to listen, read and notice the audio script tasks as extra preparation before a role-play. Rather than just listening (and reading) again and again, trying to memorize dialogs before role-playing them, these tasks give a clear focus for additional listening and pronunciation practice before a role-play. The Audio Script section brings relevant noticing tasks designed both to make students think and to motivate them towards pronunciation.
Tip An excellent homework activity is to ask students to do the noticing tasks and then field any questions in the next lesson. Word stress is shown in pink only the first time a word appears in either a word list or a reading text, but not in rubrics, nor when it appears again either in the same text, or later in the book. To include it every time would give no sense of syllabus or progress to students. The whole ethos of is to make students use their brains, not spoon-feed them! We want them to think “I’ve seen this already and I need to remember how to pronounce it.”
to sensitize students to the patterns of English and develop a “sense” for English. However, we have left this page largely optional, only sending students there from the Review lessons to learn the model words for each sound. You, the teacher, should do what you think works best with your students. While you have the option of teaching the sounds and even the does not force this, as it should symbols from this chart, depend on individual teaching preferences. The vowels chart on p. 154 of the Student’s Book is based on Sound Foundations: Learning and Teaching Pronunciation, by Adrian Underhill (Oxford: Macmillan Publishers Limited, 1994). This format helps students to understand how the sounds are produced in the mouth based on the opening of the jaw and the spreading of the lips. See the illustration below. lips spread
lips rounded closed jaw
Real help with all aspects of Pronunciation Pronunciation should be taught rigorously because of its basic role in communication. It allows us to understand and convey meaning, and good pronunciation helps you both to comprehend and to communicate better. However, this is an area where teachers often struggle, and course books have often failed to deal with it either systematically or in a “friendly” way. Pronunciation is at the heart of . New words are always introduced in context, so students at least hear, for example, nouns preceded by indefinite articles (a book, an apple), as they usually would outside a classroom, and are trained to pick them out in connected speech, rather than unnaturally, one at a time. At the same time, all the basic “listen and repeat” drills for new words, which so many students love and need, are available in the Workbook, for them to drill themselves outside class. ➤
Phonetic symbols are occasionally used in lexical presentations to highlight irregular sound and spelling patterns, when experience shows learners will probably otherwise get it wrong.
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A significant breakthrough is the Sounds and Usual Spellings table on p. 154-155. This gives two illustrated model words for each of the 40 sounds in U.S. English and access to the phonetic symbols.
Knowing all the potential sounds in a language sets a ceiling on students’ guesses and builds confidence. If students can learn those two words per sound, they should be able to have a reasonable guess at the pronunciation of words in a dictionary and begin to get comfortable with using phonetics. Remember, learning to guess the pronunciation of new words is a key skill. The table also provides model words to illustrate the usual spelling patterns for each sound. Sensitizing students to sound-spelling combinations is a key part of learning how to read, write and pronounce with confidence. Initially, just provides example words, but as the course progresses, the rules are made explicit to students. In Starter and level 1, we model the usual spellings for each sound in order to begin to familiarize students with predictable spelling-pronunciation relationships. In levels 2 and 3, we also provide the exceptions, so this slowly builds into a complete sounds-spelling reference. All of this aims
open jaw
The organization of the consonants chart on p. 155 of the Student’s Book is based on the articulation points used for producing those sounds according to author / teacher Robin Walker. ➤
Both the vowels and consonants charts are laid out as a “map of the mouth,” according to where in the mouth the sounds are produced.
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A unique feature is the highlighting of sounds that are difficult for Spanish and Portuguese speakers. This builds confidence, as these students immediately see what is easy for them, but also motivates them to focus and facilitates their efforts to learn what is hard for them. Learning sounds which do not exist in their L1 largely involves breaking habits of a lifetime, finding new articulation points and different combinations of muscle movement, voicing, and breathing.
Note For students with other mother tongues, we suggest you spend some time on the chart, marking it up for them in the same way. A good resource for this is Swan, M. Learner English, OUP, 2001, or, more recently, Hancock, M. English Pronunciation in Use – Elementary, CUP, 2003. ➤
Standard American English is the chosen model for all listen-and-repeat activities, but students are exposed to a range of accents and types of English, both native and non-native. We are all aware of the need to teach “International English,” and is full of global accents for this reason.
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All new polysyllabic words are introduced in context, with the stress highlighted for students in pink. We have chosen the oral syllable according to the Merriam-Webster’s online dictionary. In cases where the oral stress is not shown there, we marked the real syllable, again according to
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Merriam-Webster. Regularly marking stress on new words (in the book and on the board) means you progress from just teaching form and spelling to prioritizing teaching, modeling and recording spoken language. ➤
focuses right from the start on all aspects of connected speech, and there are exercises in all components on sentence stress, reductions, and intonation, particularly in the Audio Script, as mentioned previously.
Learner Autonomy Learner autonomy, sometimes also called learner independence, is the ability of a learner to take charge of his / her own learning. Autonomous learners have an active role in their learning processes, which means they make the most out of every learning opportunity, both in and out of class. There is never enough time for students to learn a language in class, even if they were to come and be fully attentive to every minute of every class. Nor is there ever time for them to cover every exercise fully. That means any good course has to be largely transparent to students both in and out of class and give them effective and efficient tools for autonomous study out of class. Learners need to be able both to self-monitor and to selfevaluate, or motivation becomes hard to maintain, and success less likely. is the most student-friendly course yet, as it is very linguistically accessible to students. Every page is written in concise, simple, cognate-friendly English to be easily understood by students who have missed class.
Facilitates Autonomous Learning Without adequate review, students are not going to learn much at all. Throughout the course, they can look forward and back to find interesting activities to practice on their own. The regular Review lessons after units 2, 4, 6, 8 and 10 recycle key vocabulary and grammar, review and extend the Common Mistakes , take them back to re-read and listen again to selected texts, and finally revisit and answer all the questions from the lesson titles. also has a fully integrated Easy Autonomous Learning , mapped out as links to other sections, program when that option becomes the logical next step. Step-bystep lesson plans in the Teacher’s Book also make it clear which components can be used to further practice or review core lesson contents. The components of
are:
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the reference to the Grammar section after each Grammar box;
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the reference to the Workbook at the end of each lesson;
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carefully scheduled links to the Writing lessons;
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the Sounds and Spelling chart.
Plus all the optional noticing tasks in the Audio Script and all the content on the Portal. Students who regularly have to miss class should be trained to use these routes to catch up. For example, how to: ➤
use the Picture Dictionary pages to cover the words and test themselves;
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listen again to texts which they have read in class via the audio on the Portal;
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work on their own pronunciation using the pink indication for word stress in all new polysyllabic words;
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do the Audio Script tasks and use the Sounds and Spelling chart;
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use the Word List and Phrase Bank from the Portal for constant review, e.g., by recording, listening to and repeating the Phrase Bank on their phones, in their cars, etc.;
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ask and answer the title questions, plus follow-up questions;
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look at and avoid the Common Mistakes;
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investigate and sing the Song lines via the Internet, etc.;
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enjoy all the features of the Portal.
We suggest you spend some class time taking students through each of these features and regularly remind them how much they can do with on their own.
English
Learning Platform
Welcome to the English Learning Platform. This resource consists of a Portal, a Virtual Learning Environment (VLE) and the Test Studio—a test generator. This amazing blended learning tool has been developed in parallel with the series and combines the best of formal and informal learning to extend, review and test core lesson contents. The full range of resources is available to teachers and students who adopt any of the English levels. Learning Platform will be regularly updated with English new features and content, and we believe both students and teachers will enjoy and benefit from its content. To access the platform, go to and use the access code that comes on the inside front cover of the Student’s Book.
Website Format Teacher’s Area: Download Grammar and Writing sections, answer keys, teaching tips, and Common European Framework (CEF) mapping documents. Teachers have access to the VLE to assign tasks and track students’ progress. You can also add your own activities, such as tests created in the Test Studio. The Test Studio is a test generator where you will be able to create unit tests, review tests, end-of-semester tests or tests for the whole book. You can choose to include reading, listening, grammar or vocabulary tasks in your tests. This tool allows you to create printable or interactive tests that can be uploaded to the VLE. You can also add them to your own Learning Management System (LMS). Café episodes and real Student’s Area: Watch all YouTube videos that are part of the core Student’s Book material. Listen to all audio material from the Student’s Book and Workbook. It is possible for students to download useful lists of Common Mistakes , World of English , tips, and more. Launch the VLE with formal extra practice. In the Student’s Area, students can keep up with breaking news and access ready-made activities to practice comprehension of current world news.
Workbook In the Workbook, a single page corresponds to each Student’s Book lesson, designed to consolidate and reinforce all the main language. Exercises can be used in class, e.g., for fast finishers or extra practice of specific areas. It includes:
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➤
a variety of exercises, texts, and puzzles to scaffold, continue practicing and extend the main Grammar and Vocabulary of each lesson;
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skills practice: at least one listening activity per lesson to continue practicing the most important skill outside class, plus plenty of short, juicy reading texts;
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a drill per unit at lower levels;
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cyber-tool references that encourage students to engage with English beyond the Workbook itself;
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an additional Song line for every 5th lesson;
➤
a final check-back activity to revisit the Song lines from each lesson in the Student’s Book unit, look for a link with the language / topic of the lesson itself as an additional fun way to review the unit and facilitate memorization. The answer key for these and all the other exercises is at the back of the Workbook, so you can use it entirely for autonomous study if you wish.
bring in some visual stills to support the listening, e.g., in the form of a PowerPoint presentation, flashcards, etc.
Café The video is a fun potpourri of popular American sitcoms used to present, review, consolidate and extend the main language content and context of each unit. There are ten independent episodes, which were specially produced for English . The episodes focus on the context of the unit and target the key elements to give students further practice in real situations. We suggest you watch and do these lessons at the end of each unit, or whenever appropriate after that. Remember: students can watch them on the Portal, so you can assign them all for homework if you are pressed for time. Besides the core unit videos, there are also extra units for each level: one for Starter and two for each of the other levels.
Gives Students Their Own Phrase Bank After dictionaries, phrase books are probably the world’s most popular language learning tool. In a four-page section provides a unique unitat the back of the Workbook, by-unit Phrase Bank of all the key phrases, expressions, and exchanges students are expected to learn. To provide context and reduce the need for translation, language is grouped by theme. Students are referred there after each unit to listen and review. But of course, they can come at any time—before, during or after any lesson—to look for phrases they wish to use. It is a great resource to download and listen to when working out or in a car, for example, or to mentally translate until students feel they have acquired them.
Teacher’s Book This book provides a complete step-by-step lesson plan for every lesson from beginning to end, offering: ➤
unit and lesson overviews;
➤
detailed lesson aims;
➤
a Warm-up for every lesson;
➤
alternative, books-closed presentations for key new structures where appropriate;
➤
language and cultural notes;
➤
background information about the song lines;
➤
a vast number of teaching tips to bring variety to your classes;
➤
regular suggestions for both stronger and weaker classes and for fast finishers;
➤
ideas for extra writing and homework;
➤
suggestions for IWB activities and extra material to bring to class.
Tip We have not forced students to translate, as that is your / their choice, not ours. Perhaps you can suggest they write any translations in pencil next to phrases they find difficult to remember. Then, another day, they should cover the phrase in English, look at the translations and try to remember the phrase. Once students can do it, they should erase the translation to feel a sense of progress. This encourages them to see translation as a temporary rather than a permanent tool.
Videos has an original blend of authentic and / or scripted video in every unit. We have always included the instruction “Listen / Watch” for any situations where a video player is not available. If this is your case, we suggest you try to
Digital Book for Teachers / IWB The Digital Book for Teachers is a separate media with all the pages of the Student’s Book. Teachers can use this resource to promote variety in their classes, so that students can see the images on the IWB instead of looking at the book. On the next pages you will find detailed information about all the features of English .
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Welcome to
Finally, an English course
you can understand!
Famous song lines illustrate language from lessons.
Lesson titles are questions you learn to answer during the lessons.
Common Mistakes anticipate and prevent your errors.
Contextualized Picture Dictionary to present and review vocabulary.
Speech bubbles: models for speaking.
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World of English: interesting facts and study tips.
5 boxes: extra grammar and pronunciation rules.
Stimulating Grammar practice.
Word stress in pink on new words. Make it personal: personalized speaking to express your identity in English.
Easy Autonomous Learning system integrates all components for comprehensive autonomous study.
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Authentic videos present topics in real contexts.
Skills: extra listening and reading practice.
Cyber English: the English of digital technology.
in Action: communication in common situations.
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Reviews systematically recycle language.
A midterm dynamic game reviews the language students have learned.
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Café: sitcom videos to consolidate language.
A complete Grammar reference with exercises.
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Two illustrated key words for each sound help students memorize them.
Colored frames identify voiced unvoiced consonants. and
Icons S and P highlight difficult sounds for Spanish and Portuguese speakers.
Extra examples of common spellings for each sound.
Pictures illustrate how and where sounds are produced.
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Audio Script activities to consolidate pronunciation.
Portal: practice activities, games, extra audio, videos... and more!
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Workbook to practice and consolidate lessons.
Phrase Bank to practice common expressions.
The opportunity for you to learn English!
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1 Unit overview: In unit 1, sts review and practice Past and Present tenses. They also study and use emphatic forms of auxiliaries and adverbs in the contexts of relationships, friendships, personalities, online dating, and personal love stories.
Do you know all your classmates? Lesson 1.1
Lesson Aims: Sts review and learn questions to get to know new people via the contexts of speed dating and speed friending. Function Language Asking and answering questions to get to know people quickly. Which soccer team do you and your family support? Talking about / Listening to ways to meet new people. I don’t know. Maybe by using a phone app. Talking about advantages and disadvantages of speed dating. I guess one advantage is that you meet a lot of different people. “What’s the most fun place you’ve been to?” “Hmm, let me think…” Taking part in a speed friending activity. Vocabulary: Fillers / Expressions for gaining time to think or answer: “Well, let’s see,” “That’s a good question,” “That’s a difficult one.” Grammar: Prepositions at the end of questions. Before the lesson: Write the lesson’s Song line (p. 5) on the board.
Warm-up Welcome sts and introduce yourself briefly. Get to know sts’ names. Then, have them read the Song line on the board. Ask: Have you heard this song before? Do you know the song title? Who recorded it? Then, elicit sts’ opinions about the Song line: Is this a nice way of introducing yourself? Would you be impressed?
Song line: Please allow me to introduce myself. I am a man of wealth and taste. Song: “Sympathy for the Devil” Band: The Rolling Stones (UK) Year: 1973 The song was also recorded by American band Guns N’ Roses in 1994 for the soundtrack of the movie Interview with the Vampire.
1 Listening A Books open. Although sts are likely to look at the photos on the page, do not explore them now, as they will be covered later in the lesson (2B). Instead, have sts look at their sets of questions from the Warm-up activity. Then, point to the webpage on p. 4 and ask: Did you ask similar questions? Allow time for sts to read and compare questions briefly. Assign new pairs. Have sts in each pair use questions from the webpage to interview each other. Classcheck by having sts report their partners’ answers to the whole class. Ask: What do you have in common? Any coincidences?
Tip To help sts get to know their own teacher (better), have them take turns asking you a few of the questions they wrote and the questions from the webpage on p. 4. Encourage them to guess your answers now and then. Personal answers.
Ask the whole class: When you meet someone new, what do you usually say about yourself? And what questions do you usually ask? Elicit a few questions from sts. Then, pair sts up and say: Think of five cool questions to get to know someone quickly. Write them down on a piece of paper. Have pairs work together to brainstorm five questions and write them down. Circulate among pairs and monitor their work.
B Point to A and ask the whole class: Are they all interesting questions? Which one(s) would you not ask on a first date? Have sts work in pairs to choose questions in A they wouldn’t ask on a first date. Classcheck.
Have pairs swap their sets of questions, or collect and distribute sts’ slips of paper at random. Ask sts to interview their partners with the swapped questions. Classcheck by having sts tell the class what they’ve learned about their partners.
C Ask the whole class: What’s the best place to make new friends? Then ask: What’s the best way to meet a new girlfriend or boyfriend?
Invite sts to look at the questions again. Ask: In your opinion, which is the coolest or best question to get to know somebody you’ve just met? Have sts read their selected questions aloud. For each question, ask the class: Would you ask this question to make a new friend? What about on a first date?
Personal answers.
Pair sts up and have them think of five ways or places to meet new people. Classcheck. Write Speed Dating on the board and find out how much sts know about it. Then, tell them they are going to hear two friends talking about speed dating. Say: Listen and see if they mention the places or ways you talked about. Play 1.1. Paircheck. Replay the track if necessary. Classcheck.
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1.1 1.1 Notice the sentence stress and pauses. M M C M C
M C
M C M C
= Mika C = Carlos Got any plans for the weekend? Yup, going speed dating first time ever. Spee what? Speed dating. Like normal dating, but faster. You go to the website, register, pay a small fee and write about yourself. If they OK your profile, they send you to a place with lots of potential partners. Oh, like dating roulette. And you get to talk to all the women? Yeah, all ten of them. In a restaurant, a bar or something. The women sit down and wait; the men circulate. Yeah, like human roulette. Only eight minutes per partner. That’s the fun of it. So, uh, what kind of women are you attracted to? Me? I’m, uh, not really looking for romance. Just, you know, I wanna, I wanna make new friends. So for you it’s “speed friending” then? Hey, love the word. Yeah. Not ready for a serious relationship yet.
C J C J
Well, gee, I don’t know… I, um… Listen, Charlie. Can I call you that? Uh… Yeah, Charlie. We only have eight minutes… Do you have your questions ready? C You mean like a list or something? No, I… J Well, I do. First question. What’s the... 1. 32, on his own / alone 2. No, he didn’t. impolite, objective 4. Personal answer.
3. impatient,
2 Grammar: Questions Ending with Prepositions A
Elicit questions sts can remember from Carlos’s first date. Point to number 1 and elicit the correct order of words. Warn sts that there is an extra word that won’t be used to form the questions. Have sts reorder the words in questions 1-3. Paircheck.
1. Who do you live with? are 2. What exactly are you looking for? do 3. What do you want to talk about? speaking Ways and places mentioned: speed dating, a website, a restaurant, a bar, speed friending
D Say: Carlos has tried speed dating before. True or false? Have sts write T or F next to number 1. Have sts work in pairs to decide whether sentences 2-5 are true or false. Play 1.1 again so sts can check their answers. Classcheck by writing the answers on the board. 1. F
2. F
3. T
4. F
Play 1.3 so sts can check their answers. Classcheck by writing the answers on the board. Replay 1.3 for choral repetition.
1.3 1 Who do you live with? 2 What exactly are you looking for? 3 What do you want to talk about?
5. F
E
Ask the class: What do you think of speed dating? Would you ever try it? Have a student read the opinion in the speech bubble and then ask the class: Do you agree? Assign new pairs and have them brainstorm three advantages and three disadvantages of speed dating. Classcheck, involving all sts in the discussion.
Personal answers.
F
Tell sts they are going to listen to Carlos meet his first date at the speed dating event. Have sts look at 1-4 and play 1.2 so they can complete the statements or answer the questions. Paircheck. Replay 1.2 if necessary. Classcheck.
1.2 Notice Z and silent Z. J = Jenny C = Carlos C Hi… You’re… uh, can’t read your name tag, Janna, Jenna… Jenny! Jenny. Nice name! J Yeah, whatever. And you’re… Carlos… Who do you live with? C Excuse me? J You’re not one of those 40-year-old losers who live with their parents, are you? C Uh… no. I live on my own and I… I’m 32. So, Jenny, tell me… What exactly are you looking for? J You’ll find out soon enough. Why don’t we get started then… What do you want to talk about?
Stronger classes Have sts mark sentence stress in questions 1-3. Tell them to underline the two or three most important words in each question. It is useful to inform sts that the “most important” words are the ones which carry the meaning—the ones people would have to include in the shortest possible text message. Monitor and help sts as necessary. Then, have sts share their answers with the whole class when you play 1.3 to check word order. Write sts’ markings on the board and use them to conduct a choral repetition as follows. Clap on each stress to make the stresses more noticeable for sts. 1. Who do you live with? 2. What exactly are you looking for? 3. What do you want to talk about? Read the 5 box with sts and have them circle the word to correctly complete the rule for common English usage. Classcheck. Read Common Mistakes and drill the correct question, “What do you spend the most money on?”. Have sts briefly ask and answer this question in pairs. Classcheck. Elicit more questions ending in prepositions, such as, “What are you looking at?” or “Who do you work for?”.
5 box
end
B
Focus sts’ attention on the photos on p. 4-5. Elicit all the details sts can see or recognize. Say: Now we’re going to listen to Carlos and Jenny getting to know each other. What’s part 1 about? Have sts use the photos to make predictions.
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1.1 Play the first part of 1.4 and then pause the track. Ask: Which photo are they talking about? (the photo of Disneyland). Have sts write 1 on the photo. Play the rest of 1.4 so sts can match the other photos to the remaining parts of the track. Paircheck. Replay 1.4 if necessary. Classcheck. Read the final question in B and ask sts to answer it in pairs. Classcheck.
1.4 Notice the intonation Ê Ì. J = Jenny C = Carlos 1 J First question… What’s the most fun place you’ve been to? C You mean like a city or something? J Use your imagination. C Let me think… Probably… uh… Disneyland. I went when I was a kid and there’s this… J OK. Your turn. 2 C So, Jenny, tell me about your friends… Who are… Which three people do you spend the most time with? J Jojo, Barry, and Harry. C OK. Are they your friends, co-workers or…? J My cats. I like cats better than most people, you know. C Oh… 3 C What about your parents? Who are you closer to–your mom or your dad? J Mom. Definitely. I haven’t spoken to my father in years… Don’t want to talk about that. C Oh, I’m sorry. J Don’t be. Your turn. 4 C Hmm… Gee, I don’t know… uh… What’s something you just can’t live without? J Hmm… That’s a difficult one. My cell phone. I’d die if I lost it. C Same here. My whole life’s in this cell phone. 5 J OK. My turn. What celebrity would you enjoy having dinner with? C Hmm… I’d have to say Megan Fox... J Oh my God, me too! She’s the best. I’ve seen all of her movies. C Really? Isn’t she fantastic? 6 C So… Speaking of movies, what was the last movie that made you cry? J That’s a good question… Well, probably Hachi. I mean, I know I love cats, but that dog was just so cute. C No way! I cried like a baby watching that one too. J Wasn’t the last scene like… the saddest thing you’ve ever seen? C Totally. 7 J Carlos, here’s my next question… What’s the one thing you’re most afraid of? C Promise you won’t laugh? The dark. J The dark? Oh, that’s kind of cute. C You think so? When I was a kid, I used to… 1. Disneyland (picture 3) 2. a woman and a cat (picture 2, continued on p. 5 as picture 6) 3. a woman and her mother (picture 4) 4. a woman and her cell phone (picture 8) 5. a man having dinner and thinking of Megan Fox (picture 5) 6. Hachi (picture 7) 7. a man in the dark (picture 1) Personal answer.
C Have sts complete the end of each question with an appropriate preposition or leave it blank where there should not be a preposition. Paircheck. Play 1.4 again so sts can check their answers. Classcheck by writing the answers on the board. 1. to
2. with
3. to
4. without 5. with
6. (blank)
7. of
D Invite a volunteer to ask you a question from C. Say: (Roberto), ask me number 1, please. Start your answer like this: Well, let’s see… I think it was… Invite another volunteer to ask you item 2 and use another expression from World of English . Read World of English with the whole class. Play 1.4 again and ask sts to check off any expressions they hear. Classcheck. Refer sts to AS 1.4 on p. 156.
Tip To help sts relate their first language and English, ask the class: Are there similar expressions in (sts’ mother tongue)? Which ones do you use the most?
Let me think… That’s a difficult one. question. Well...
E
That’s a good
MAKE IT PERSONAL Ask sts to swap partners. Have the
new pairs take turns asking and answering questions 1-7 from activity C. Encourage them to use expressions from activity D. Classcheck by having sts report their partners’ answers to the whole class.
F
Have sts work in the same pairs to prepare questions with words from the box. Tell them that they will take part in their own speed friending activity. Walk around and offer help as necessary. Classcheck questions by writing the answers on the board.
Possible questions: What are you good at? What are you most impatient with? Is there anything or anyone you’re jealous of? Who would you never live with? / Who would you enjoy living with? Which three things do you spend (the most) money on?
G
MAKE IT PERSONAL If possible, arrange desks in two opposing rows so that each half of the class sits facing the other. In a time limit of two minutes, have each pair of sts facing each other take turns asking and answering questions from F and other questions from this lesson. Remind sts to use expressions from World of English . When time is up, have one row of sts move down one seat and restart the activity with the new pairings. Repeat the procedure until sts have talked to at least three different classmates. Then ask: How do you feel now about speed friending? Did you have enough time to get to know people? Finally, have volunteers list things they found out they have in common with their classmates.
Workbook p. 4 ID Online Portal Grammar p. 116
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1.2
How did your parents meet? Lesson Aims: Sts review the Past Simple and learn / practice phrasal verbs in the context of stories about love and relationships.
Lesson 1.2
Function Language Listening to / Retelling a love story. I first met Adam two years ago. Reading / Listening to a celebrity gossip article. This couple broke up in 2002… Using phrasal verbs to talk about relationships. If you fall out with someone you love, you should… Telling a family love story. My father met my mother when she crashed into his car one day. Vocabulary: To be attracted to, to fall out, to fall for, to get along well, to get back together, to split up, to get to know (someone) better. Grammar: Phrasal verbs, review of the Past Simple. Before the lesson: If possible, arrange seats in a horseshoe (semicircle) shape or in a line.
Warm-up Tell sts that they are going to play a memory game. Have them sit in a semicircle or stand in a line and explain the rules of the game as follows: the first student in line says his / her name and a (true) piece of personal information, e.g., I’m Francisco and I’m an engineer. The next student has to repeat that information and add some info about himself / herself, e.g., He’s Francisco and he’s an engineer. I’m Joana and I live in Sao Paulo. The third student might say, He’s Francisco and he’s an engineer. She’s Joana and she lives in Sao Paulo. I’m Lucas and I’m single. Give prompts to guide the first sts and model the activity. Note that sts might tend to repeat a pattern, for example, saying their occupation again (e.g., I’m a doctor after the previous student says I’m an engineer). In order to avoid a simple substitution drill, ask sts to change topics each time or at least not to use the same type of information as the previous classmate. Monitor sts closely and correct their mistakes on the spot. Encourage classmates to help sts who have difficulty remembering the sentences. Be the last “student” in line, so you memorize sts’ names and more info about them—sts like to see their teacher challenged!
together, hanging out, going to restaurants… We talked about everything and got to know each other really well. After a few months—maybe three or four—we decided to move in together—Adam lived in this cute little house near Union Square. Things were great for the first few weeks. But then… well… little things, you know. He didn’t clean the place and he used to invite his friends over every night—I was never alone anymore, and… we argued a lot and fell out over little things like whose turn it was to do the dishes and stuff... Eventually, after two months living together we, uh… we broke up. I actually made him leave his own house, I was so angry! But then I started to miss him and I called him and we talked about stuff… and so we got back together again. I think I… I think I’ve fallen for him again! How weird is that? But who knows what our future will bring! 1. be attracted to (someone) 2. get along (well) 3. get to know someone better 4. fall out (with someone) 5. break up 6. get (back) together
3 Vocabulary: Relationships Point to pictures 1-6 and allow sts some seconds to understand the story. Then ask: Is this a typical love story? Is it familiar to anyone? Have sts work in pairs and match pictures 1-6 to the correct phrases.
Tip Ask sts to turn to AS 1.5 on p. 156 and do the AS task with them. Play 1.5 again and have sts notice connected speech. After that, ask sts to chorally repeat sentences with underlined connected sounds, e.g., I first met Adam two years ago or We went out together a few times.
Ask sts to listen to the woman in the pictures telling the story. Play 1.5 and ask sts to point to the picture being talked about. Pause the track after each scene of the story to check sts’ answers. Classcheck by writing the answers on the board.
B
A
1.5 Notice the silent t and the connections with vowels. I first met Adam two years ago. I was at a nightclub with my friends and he, uh… he started talking to me… I think he told me some really bad jokes or something. Anyway, I was attracted to him immediately, uh-huh, he has this really beautiful smile and… well, we went out together a few times and, you know, we got along really well—we both love dancing, so that really helped. I thought he was funny and charming and interesting… So different from my last boyfriend! And, yeah, anyway, we started to spend more time
Have sts work with different partners. Elicit the Past Simple forms of all the verbs in A. Then, have pairs work together to retell the story from the pictures in A. Monitor closely for accuracy. At the end, have six sts collaboratively retell the story to the whole class. Have sts work in pairs to answer the question “Do you know anyone who broke up and then got back together?”. Classcheck.
Personal answer. Draw sts’ attention to Common Mistakes . Make sure they use the correct past form of the verb fall and the correct preposition for the verb marry.
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1.2
C Point to the celebrities in the photos and ask if sts know their names. Have sts read the article and match the couples 1-3 to the celebrities’ pictures. Paircheck. Play 1.6 to classcheck.
Play 1.7 and ask sts to check the items that are 1.7. Paircheck. Classcheck. mentioned. Replay
1.7 Notice the false starts, repetitions and uh pauses. Kathy
1.6 1 This couple broke up in 2002, after knowing each other for many years. Some people say they fell out because she was cheating on him with her choreographer. 2 They met in 1989, when she moved to the USA. They started hanging out, moved in together and got married a year later. They adopted two children, but as time went by, they began to drift apart and eventually went their separate ways. They got divorced in 2001. 3 This couple fell for each other in 1998, got married in July 2000 and broke up five years later. Both went on to date Hollywood stars. Rumor has it that they’re still not on speaking terms to this day, although their two boys, David and Rocco, spend time with both parents. 1. Britney Spears (b) and Justin Timberlake (bottom right photo) 2. Nicole Kidman (a) and Tom Cruise (bottom center photo) 3. Madonna (c) and Guy Ritchie (bottom left photo)
D
Point to the first expression in bold in C and ask: What does “fall out” mean? Refer sts to the definition chart and have them write the present form of the verbs in bold from C beside their correct definitions. Paircheck. Classcheck.
Cheat
Drift apart
Hang out
Fall for
Move in
Break up
Read the Song line on top of p. 7 and ask if sts know the song or the singer who recorded it. Highlight the use of the phrasal verb “fall in love (with)” in the Past Simple.
I think be realistic that you, our expectations sometimes are so high… But most of marriage is lived in between the ups and the downs… And that it’s hard work. And not all the time, but it’s hard work. Gene Uh, I think one of the pieces of advice that my dad gave me is “Gene, always communicate. Always talk, talk things out.” And I really believe that communication is so essential… And that, uh, you need to work out many different areas before you get married. Uh, I think you need to talk about money matters. I think you need to talk about child rearing. I think religion is important. I think sex takes care of itself... Pretty much… At least initially. But I really do think there are some topics or some areas that need to be hashed out, otherwise it’s conflict. Karl You gotta learn to, uh, give more than you take, or you’ll never make it and, uh, that, that’s the bottom line. Bonnie And you need, you need to, you know, grow together, uh, in what, in what you do… Try new things, you know. Go out and start skiing if you haven’t done it, do it as a couple. Do things together, you know, or as a family if you have a family. I think those are important things too, you know. Don’t you have your own hobbies and your husband or spouse have their own hobbies. That’s not a real good way… Bill Every time, if you have a disagreement or a problem, you correct it before you go to bed. And, uh, then you never wake up and, uh, with a carry-over. And, uh, that has—to me—always been good advice. I’m not sure that Kay and I have always followed that, but, uh, you know, most of the time we have. Kay I’d have to say those who play together stay together, instead of going your own separate ways and doing your own things.
Song line: Well, let me tell you a story about a boy and a girl. He fell in love with his best friend.
facing life’s ups and downs
Song: “Fall” Singer: Justin Bieber (USA) Year: 2012
communication
being flexible shared interests solving problems quickly
E
MAKE IT PERSONAL Read World of English with the whole class. Ask sts to work in pairs to complete sentences 1-5 with their own ideas, using phrasal verbs whenever possible. Circulate and monitor their writing. Swap partners. Have sts compare their sentences in their new pairs. Classcheck by having sts say what ideas they had in common and what they disagreed about.
Personal answers.
B
MAKE IT PERSONAL Divide the class into groups of three or four and ask sts in each group to share their stories about how their parents or grandparents met. You may wish to model the activity and tell your own story to sts first. Closely monitor sts’ stories for language accuracy and remind sts to use phrasal verbs from the lesson. When they have finished telling their stories, have each group choose the most interesting story to tell the whole class.
Personal answers.
4 Listening A
Ask the whole class: What makes a relationship last? Point to the items and ask: Which four items do you think are most important? Tell sts they are going to watch and listen to couples who have been together for more than 40 years.
Workbook p. 5 ID Online Portal Grammar p. 116
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1.3
How many Facebook friends do you have? Lesson Aims: Sts review and practice Present tenses through the contexts of watching and listening to a video of a book author’s lecture on friendship, and talking about their own friendships, Facebook friends, acquaintances, and so on.
Lesson 1.3
Function Language Talking and reading about different types of friends. Very close friends: the people you can really rely on. Watching / Listening to a book author talk about friendship. So, if you look at the pattern of your relationships… Listening to a woman talk about her Facebook friends. Oops. I hardly know this one. Talking about a friend, an acquaintance, and a very close friend. We’ve known each other since school. Vocabulary: Acquaintance, to google (something), to e-mail (someone), to friend (someone). Grammar: Review of Present tenses. Before the lesson: Gather photos of celebrity friends from magazines.
Warm-up If the technology is available, show sts the website , or other online photos of celebrity friends, to gauge sts’ knowledge of celebrities’ friendships. Alternatively, show sts similar photos from magazines (see Before the lesson). As you show sts the photos, ask: Did you know they were friends? Do you think they are close friends? Do you think celebrities have a lot of friends?
5 Reading A Books open. Point to the book cover and ask the whole class: How would you answer this question? Tell each other in pairs. Classcheck by having sts report their partners’ answers. Personal answers.
B
Ask the class: Are all your friends close friends? Good friends? Point to the four definitions and say: Here are four different definitions of friends. Read them quickly and then answer this question: What are acquaintances, friends, good friends, and very close friends? Allow sts five minutes to read the four definitions and answer the question. Tell them not to worry about new words just yet.
Focus on Common Mistakes . Tell sts to observe the correct use of the preposition on in the sentence I can only count with on my family.
Tip Split the class into groups of four and assign each student in the group a letter (A, B, C, or D), so that each group member will read a different definition. Explain that st A should read the text on acquaintances, st B should read about friends, st C should read about good friends, and st D should read about very close friends. Emphasize that sts should first read their assigned text silently. Then, have sts tell their group what they’ve read in their texts. Encourage sts not to read from the definitions as they share ideas, but to summarize the main concepts in their own words. Stronger classes Sts who finish reading before their classmates can use the Internet on their smartphones, tablets, or class computer to look up the words traits and rely on an online English dictionary. If technology is not available, hand out
physical dictionaries. After you classcheck the reading comprehension, ask these sts to share their vocabulary findings with the whole class. Classcheck sts’ overall reading comprehension of the four definitions. Ask sts: Do you agree with all four definitions? Do you have friends that fit all these categories? Have sts work in pairs and guess the maximum number for each type of friend. Do not play 1.8 yet. Tell sts they are going to check their answers in C.
1.8 How many friends does one person need? Acquaintances: These are the people whose names, faces and traits you can memorize and remember when necessary. According to Dr. Dunbar, 150 is the maximum number of such connections your brain can manage. Friends: These are the people who you’re usually in contact with, though not necessarily on a weekly or monthly basis. Maximum number: 50. Good friends: These are friends who you may hang out with and probably do get along with, but if you have a serious problem, they’re not necessarily people that you can count on. Maximum number: 15. Very close friends: The people you can really rely on or borrow money from. Dunbar calls them the inner core. Marlene Dietrich used to call them the friends you can call at four o’clock in the morning. They’re like family in a way. Maximum number: 5. Acquaintances: 150 Friends: 50 Good friends: 15 Very close friends: 5
C Write the following short matching exercise on the board and ask sts to link each word to the correct definition. Then ask: What happens when you throw a pebble into a pond? pebbles Æ small stones (e.g., on a beach) ripples Æ small waves pond Æ a very small lake Point to the book cover in A and ask: Who wrote this book? (Robin Dunbar). Tell sts they are going to watch / listen to Dr. Dunbar talking about friendship. Remind them to observe the artwork on the page showing the circles of friends. Play 1.9 so sts can check their answers.
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1.3 1.9 Notice the schwa Ǩ, the sentence stress and the connections. … people’s imaginations in this particular context. Uh, in the last year or two the way it’s, it’s sort of blossomed and exploded and the fact that it’s become a kind of competition to see how many friends, uh, you can have on your Facebook. So it’s not uncommon for some people to claim three… five hundred friends, even a thousand, actually. And the question is: Why is that the case? The simple answer is, it’s Dunbar’s number. And I thank whoever created that acronym, I have no idea know who did it, it just appeared out of the blue on the Internet, a wonderful thing the Internet. And it, it sort of, uh, took off, uh, but there we are. And that number is around 150. There’s a lot of variation around that, uh, to be, to be fair. So, if you look at the pattern of your relationships, in this 150 as it were, what you’ll find is it actually consists of a series of layers a bit like the ripples on a pond. If you drop a pebble in a pond… if... the pebble… If you can imagine the layers, the ripples going out are the layers of your relationships. And as you go out you include more people, but you’re including relationships at a lower quality. And that ties up very closely with the amount of time you spend with those people. So the amount of time you spend with this inner core of about 5, and that’s another curious feature of it, is, the layers scale in a very, very consistent pattern. So they, they occur at 5, 15, 50, 150. Then we know out beyond that, there’s a 500, there’s a 1500.
Present Simple: (5) a habit (2) a state Present Continuous: (1) an activity happening around now (4) a future arrangement Present Perfect: (3) the duration of present state Direct sts’ attention to Common Mistakes and help them relate their first language to English, asking the class if the sentence “I’m liking” is possible in their first language. Explain that state verbs, such as like, know, seem, want, and understand, are not usually used in Present Continuous.
Stronger classes Point out to sts that, although the “rule” says state verbs are not normally used in Present Continuous, media and propaganda have used sentences such as “I’m lovin’ it” (McDonald’s).
C Point to sentences 1-7 and say: Alison is describing more Facebook friends. Have sts read the example sentence and fill in the blanks in 2-7 with verbs from the box in the correct tense. Paircheck. Play 1.10 to classcheck. Write the answers on the board.
Personal answers.
D
MAKE IT PERSONAL Play
1.8. Have sts in pairs use the
infographic to explain Dunbar’s theory. Ask: How well do these numbers describe your relationships? Do you agree with them? Classcheck.
6 Grammar: Review of Present Tenses A
Point to the lesson title question on p. 8 and find out which sts use Facebook, how many friends they have on it, how often they log on to Facebook or other social networks to contact friends, and so on. Ask: Are all your Facebook friends close friends? If appropriate, ask: Is Facebook just for young people? Do you know anyone who is 70 and uses Facebook? Point to the photo of Alison on p. 9 and say: Alison has more than 600 friends on Facebook. Do you think she knows all of them? Say: Read what Alison says about her friends in sentences 1-5. Who’s her closest friend? Paircheck. Classcheck.
3 Tomiko
B Write sentence 1 from A on the board and underline the Present Continuous verb: “Mario and I are drifting apart, I think.” Ask the class: What verb tense is this? Point to Present Continuous in the Grammar box and ask: Is it something happening around now or is this a future arrangement? Sts should write 1 in the correct box. Have sts work in pairs to match the remaining items, 2-5, from A to their correct uses in the Grammar box. Classcheck.
1.10 Notice Rș and Ǡ. Gd = granddaughter A = Alison Gd Grandma, I didn’t know you were on Facebook! A Oh yes sweetie, grandma’s not that old, you know. Would you like to see my photos? Gd Uh, OK. A Well, let’s see. Oh, you know Rachel, don’t you? She’s my next door neighbor. We get along really well. And this is Gabriel. He’s been my dentist since I was twenty. I’m seeing him this afternoon. Gd Grandma! Who’s that? A Oh, M.J. is some guy I met at the gym. He friended me and I accepted, but I barely even know him. He seems nice, though. Gd Wow! He’s cute! A Now, now dear. I’m old enough to be his mother. Now this is Robert. Robert and I used to be very close, but I think we’re drifting apart. Gd Oh! That’s Sheila! I know her. Wow, she looks so… young! A Oh yes dear. Sheila’s my oldest friend. We’ve known each other for fifty years. That was when we were nurses together. Gd Yeah, you look great in those uniforms. And who’s this? A Oh, that’s Rupert. He has a huge crush on me. He says he misses me after only a few days, but, honestly, he bores me to tears. Oh, but this photo is Julie and Pam, my pizza friends. We have a lot of fun together. As a matter of fact, we’re having pizza tonight. Gd Wow Grandma! I’m really impressed. You really are on Facebook!
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1.3 Weaker classes Elicit and write sentences on the board for questions a-f for sts to use as a model. Then, allow sts time to prepare their descriptions.
2. has been / am seeing 3. know / seems 4. are drifting apart 5. have known 6. misses 7. have / are having Go over Cyber English with sts and then write three questions on the board: (1) How often do you e-mail your partner / best friend? (2) Do you friend strangers on Facebook? and (3) What will you find if you google your name? Have sts ask and answer in pairs. Classcheck.
D
MAKE IT PERSONAL Ask sts to think of four different
people: a very close friend, a good friend, a friend, and an acquaintance. Have sts write down the four names. 1 Tell sts to answer questions a-f about each person. Ask them to jot down notes in a chart, as in the example below:
a b …
Alicia
José
four years
ten years
ten years
Paulo
eight years
Luisa
well
best friends
well
barely see her
…
a) I’ve known (José) for… b) We get along really well… c) We support the same soccer team… We are crazy about (the Red Hot Chili Peppers)… We work together… d) He works with me… He’s doing an MBA… I think she’s living abroad… e) We speak to each other on Skype every day… I never call him on the phone… f) We’re going to a dinner party next week… We’re planning to go to the USA together… Have sts work with new partners. Sts in each pair should tell each other about the people in their charts. The student who listens should guess the level of friendship being described: very close friend, good friend, friend, or acquaintance. Monitor closely for accuracy and offer help as needed. At the end, invite volunteers to tell the class about one of their friends. Ask the group to guess what the level of friendship is. Read the Song line on the top of p. 9 and find out if sts know the song or the band. Ask: Could this Song line also be the caption to a photo on Facebook? Do you think the song is about friendship?
Song line: 2 Model the activity yourself. Tell sts that you are going to describe a person and they will guess whether this person is a very close friend, a good friend, a friend, or an acquaintance. Say: I’ve known Luisa for eight years or so. We’re friends on Facebook, but I barely see or speak to her. She is very close to José, my best friend from college. I often see her at José’s dinner or birthday parties, but we never sit together. I don’t really know what she’s up to these days. Ask sts to guess which part of the friendship circle Luisa belongs to (an acquaintance).
Look at this photograph. Every time I do it makes me laugh. How did our eyes ever get so red? Song: “Photograph” Band: Nickelback (Canada) Year: 2005
Workbook p. 6 ID Online Portal Grammar p. 116
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1.4
When is the right moment to settle down? Lesson Aims: Sts look at compound personality adjectives in the context of online matchmaking services and describing oneself. They also learn and practice emphatic uses of the auxiliary verbs do and does and some adverbs.
Lesson 1.4
Function Language Reading profiles on a matchmaking website. I’m a really outgoing kind of guy, with hundreds of friends. Describing people with compound adjectives. Adventure-seeking man looking for like-minded, thoughtful woman. Listening to women talk about men they see on a website. Wow! He sure looks handsome! Using emphatic forms to express opinions. I do believe that… I definitely think… Vocabulary: Personality adjectives: easygoing, outgoing, thoughtful, knowledgeable, open-minded, fun-loving, adventure-seeking. Grammar: Emphatic forms: auxiliary verbs do and does; adverbs certainly, definitely, sure. Before the lesson: Write the following question prompts on the board: Would you ever date somebody who… 1. is not prepared to listen to new ideas? 2. is kind and thinks about other people? 3. is extremely intelligent or an expert on something? 4. is an older person who likes to do young things?
Warm-up Find out who in the class is single, married, etc. Then ask: Is it easy to find a partner these days? What’s an ideal partner in your opinion? Have sts work in pairs to take turns asking and answering questions 1-8 on the board (see Before the lesson). Encourage sts to ask follow-up questions and extend the talk by asking “Why?” or “Why not?”. Classcheck.
5. enjoys being alone? 6. likes doing dangerous or unusual activities? 7. is shy or reserved? 8. is stressed?
1. prepared to listen to new ideas = open-minded 2. kind; thinks about other people = thoughtful 3. intelligent; knows a lot about something = knowledgeable 4. a person with similar ideas and interests = like-minded 5. enjoys having a good time = fun-loving 6. likes doing dangerous or unusual activities = adventure-seeking 7. friendly; extroverted = outgoing
7 Vocabulary: Personality Adjectives A
Start off the lesson with the Song line on the top of p. 11. Ask if sts can recognize the song or the singers who recorded it. Then, focus on the line “a chance for folks to meet” and ask: Where do people usually go to make new friends or find a partner?
Song line: This is an invitation across the nation. A chance for folks to meet. There’ll be laughin’ and singin’… Song: “Dancing in the Street” Singers: David Bowie / Mick Jagger (UK) Year: 1985 This song was originally written by Marvin Gaye and others for Motown’s Martha and the Vandellas (USA, 1964). American band Van Halen also recorded a version of it in 1982.
Ask: Do you think some people might prefer to meet others on the Internet? Point to the website and ask the class: What kind of website is this? Focus on the website title, “Really Desperate Singles,” and, if appropriate, find out who in class is in the same condition (or is a “desperate” housewife, husband, and so on). Have sts look at the postings and ask: What are these people writing about? Why? Which nicknames are the most creative? Point to the words in bold and have sts match them to definitions 1-8. Paircheck. Classcheck.
8. relaxed = easygoing
B Play 1.11 and have sts listen and read the texts in A. Pause the track after each text and ask: What do you think he really wants? What’s he looking for? Promote sts’ discussion in pairs before you classcheck. 1.11 Really Desperate Singles Adventure-seeking man looking for like-minded, thoughtful woman who wants to settle down and start something meaningful. I’m a really outgoing kind of guy, with hundreds of friends. I live in uptown Manhattan, so I’m always ordering take-out. I need a girl who wouldn’t mind cooking with me at least twice a week. I’m tired of eating out. I am an easygoing kind of guy who enjoys hanging out with someone special, watching movies, going out with friends. Not really looking for anything serious right now. Lonely, knowledgeable Yale graduate looking for some fun. I speak seven languages and have a PhD in Medieval Literature. If you think you’re my type, don’t hesitate to write. Who knows, I might finally settle down with the right person. Hi, how are you? I am a fun-loving single dad of a 5-year-old daughter and a 7-year-old son, who are everything to me. On Friday, they go to their mother’s, so my weekends are mostly open. I want to find Ms. Right and perhaps settle down. Recently left prison (don’t worry, just a little tax problem), looking to start a new life. Want to meet financially stable, open-minded, attractive and childless woman.
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1.4 Personal answers.
C Have sts read the World of English feature about types of compound adjectives. Pair sts up and ask them to classify the bold adjectives from A as type 1, 2, or other. Classcheck by writing the answers on the board. Type 1: open-minded, like-minded Type 2: fun-loving, outgoing, easygoing Other type: adventure-seeking, thoughtful, knowledgeable
D
MAKE IT PERSONAL Assign new pairs. Have sts say which adjectives in A best describe themselves. One partner should ask “What are you like?” and the other should answer. Classcheck by having sts report their partners’ answers.
Point to the sentences in the Grammar box and ask: Which words are being used for emphasis? Play 1.13 and pause after each sentence so sts can repeat. Replay 1.13 and ask sts to underline stressed words and, in the rule at the bottom of the box, cross out the incorrect word. Paircheck. Classcheck by writing the answers on the board.
1.13 a b c d e
Wow! He sure looks handsome. You certainly are difficult to please, aren’t you? This one’s definitely not for me. He does sound like he wants to start a new life. I do appreciate his honesty, though.
With emphatic forms, auxiliaries and adverbs are usually stressed.
Personal answers.
Read Common Mistakes with sts. Explain that after emphatic auxiliaries we must use infinitive verb forms.
8 Grammar: Emphatic Forms
C Point to 1-5 and explain that Betty and Anna are now talking about other men on the website. Have sts fill in the blanks with the emphatic forms provided and a suitable verb. Paircheck. Classcheck by writing the answers on the board.
A
Tell sts they are going to listen to Anna talk to a friend about a man from the website in A. Ask: Who are they talking about? Play 1.12. Paircheck. Classcheck.
1.12 Notice Ȓ and ȶ and sentence stress. A = Anna B = Betty B Oh my God, oh my God, look at this one. Wow! He sure looks handsome. A He’s gorgeous, but, honestly, I’m not sure I’d be willing to take a chance on him. B Why not? A Betty, what do you mean “why not”? Look at the man’s profile. B OK, I know, but he does sound like he wants to start a new life. A Not with me he won’t. I don’t need that kind of trouble, thank you very much. B You certainly are difficult to please, aren’t you? Nobody’s good enough for you. A Hmm… Well, I do appreciate his honesty, though. I mean, he could’ve lied or simply not mentioned it at all. B So why don’t you give the guy a chance then? A Nope. This one’s definitely not for me.
1. does look – sheldonplus 2. do want – Barry Young 3. sure looks – kingofqueens 4. definitely looks – Cute_Guy_22 5. does seem – Lifestooshort33
D
MAKE IT PERSONAL Ask: How do you go about online
dating? Have you tried it? Does it work? Have pairs of sts read the six different opinions on online dating and decide which ones they agree with. Sts in each pair should compare and justify their views. Refer sts to the model language in the speech bubbles and remind them to use emphatic forms. Monitor pairs’ discussions closely and take notes of any mistakes. Classcheck and provide sts with correction and feedback on their performance.
Personal answers.
newchance
B
Write two sentences on the board: He looks handsome. and Wow! He sure looks handsome! Ask sts to compare both sentences and raise the topic of emphasis.
Workbook p. 7 ID Online Portal Grammar p. 116
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1.5
How much time do you spend online? / Which do you do more: listen or speak? Lesson 1.5
Lesson Aims: Sts practice Present and Past tenses to tell an anecdote and learn informal expressions to respond as active listeners. Function Reading websites’ URLs and descriptions.
Language www.crazyblinddate.com This matchmaking service has very strict admission criteria. Answering online users’ questions. No, you have to pay only once for a lifetime membership. Listening to friends talk about a blind date. “So... how did it go last night?” “You mean the date?” Telling an anecdote and responding actively. “I get in the car and I see this huge mouse!” “Are you serious?” Vocabulary: Matchmaking, whether, inner, tagline, shallow, “They’re done with it.” Informal expressions for listening actively: “Oh dear!”, “Hang on a sec.”, “You mean…?”, “No way!”, “What happens next?”, “Go on.” Grammar: Making narratives more vivid with Present tenses.
Warm-up For a high-energy start, begin the class with rousing drills. Follow the model below. Alternate from individual to choral repetition. T She looks beautiful – Sure. She sure looks beautiful. Repeat. Sts She sure looks beautiful. T He seems like a nerd – Does. He does seem like a nerd. Repeat. Sts He does seem like a nerd. T Now you. You are difficult to please – Certainly. Sts You’re certainly difficult to please. T She is not intelligent – Definitely. Sts She’s definitely not intelligent. T He isn’t good-looking – Definitely. Sts He’s definitely not good-looking. T I appreciate his honesty – Do. Sts I do appreciate his honesty. T She loves him – Does. Sts She does love him. T They’re from Mexico – Certainly. Sts They’re certainly from Mexico. T He isn’t open-minded – Definitely. Sts He’s definitely not open-minded. T I’m an easygoing and thoughtful person – Sure. Sts I sure am an easygoing and thoughtful person.
B
Have sts read the descriptions and match them to the websites’ URLs in A. Remind sts that there is one extra address that will not be used. Paircheck. Classcheck. Ask: In your opinion, which sites are the most useful?
2
1
4
C Ask sts to cover the texts in B and listen to check their answers. Play 1.14. 1.14 www.trekpassions.com What couple argues about finances anymore? Here you can find that special match who can debate whether Jean-Luc or James T. was the better captain. From the home page: “A 100% free online community and Sci-Fi personals site for science fiction lovers, including but not limited to lovers of Star Trek and Star Wars.” Its tagline is: “Love long and prosper!”
Skills: Reading for Main Ideas and Specific Information
www.darwindating.com Yes, online dating can definitely be shallow. This matchmaking service has very strict admission criteria. They claim they match “beautiful people only.” And that doesn’t include inner beauty. On the site, they even have what they affectionately call the “Chimp Calculator” to test your unattractiveness level. What they promise is “Online dating minus ugly people.”
A Books closed. Ask: Can you remember what we talked about last class? Elicit the topic of online dating. Then ask: Can you tell me three common views or opinions people usually have about online dating? Refer sts to MAKE IT PERSONAL in 8D on p. 11 to refresh their memory if needed.
www.scientificmatch.com At $2,000 for a lifetime membership, this site guarantees that it will find you a match based on physical chemistry. Their lab analyzes your supplied DNA sample (immune system genes) to find that perfect someone, and then destroys it after they’re done with it.
Books open. Brief ly introduce the names of the websites, have sts look at the images for each and elicit guesses about the types of services each website is likely to offer.
Personal answers.
D
Point to the highlighted words and phrase in B. Elicit what the first one (whether) means and ask sts to match it to the correct synonym, if. Have sts match the rest of the words to their synonyms. Paircheck. Classcheck and elicit, then drill, pronunciation.
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1.5 finished – they’re done with it if – whether inside – inner slogan – tagline superficial – shallow
E
Have sts work in pairs. Point to the questions posted online and tell sts they need to answer them as if they work for the matchmaking agencies. Tell sts that they can find the answers in the texts in B. Classcheck by having three different sts share their answers with the whole class.
1. No, you pay $2,000 just once (for a lifetime membership) and they will destroy your DNA sample after they’re done with it. 2. The “Chimp Calculator” will test your level of unattractiveness. 3. Yes. It’s for all sci-fi lovers, not just Star Trek or Star Wars fans.
R She gets up and leaves. K What do you mean “leaves”? R She says, “Look, I don’t think this is going to work out,” leaves some money on the table and walks away. K Just like that? R Just like that. K Are you serious? R Yep. So there you go, one more disastrous date for my collection. How ’bout that? K Oh, dear. Well, don’t let it get to you, Roberto. You know, there’s plenty of fish in the sea. R Yeah, yeah… Oh well. 1. www.crazyblinddate.com 2. Yes, he thought she was gorgeous. 3. No, the woman left in the middle of the conversation.
B
in Action: Listening Actively A
Direct sts’ attention to the lesson title on p. 13. Elicit sts’ impressions by asking: What do you think you do more often: listen or speak? (refer to sts’ native language as well). Read World of English with the whole class. Ask: Is this information new to you?
Tell sts that they are going to hear two friends talk about a date. Say: Roberto went on a first date with a woman he met online. Explain that Roberto used one of the websites listed Skills A. Invite volunteers to read questions 1-3 to the in whole class. Play 1.15 and have sts listen for the answers to these questions. Paircheck. Classcheck.
K K R K R K R K R
K R
K R K R K
1.15 Notice the intonation Ê Ì. = Kelly R = Roberto So… How did it go last night? You mean the date? Yep. Well, we arranged to meet at Starbucks on 57th. You know, the cozy one… Uh-huh. I got there a bit late because of the traffic and… Well, anyway, I opened the door and, to my surprise… Go on… There’s this gorgeous woman sitting right in front of me, drinking coffee. I couldn’t take my eyes off her. You see, I had no idea what she looked like, and boy, was she pretty. Hang on a sec. You mean you hadn’t seen her photo? No! You see, that’s the thing with this site I’ve been using—you don’t know what the other person looks like until you meet them face to face. You only know they will be beautiful. No way! Yeah, and that’s the beauty of it—the surprise element, you know. What happens next? Our eyes meet, we shake hands and, you know, try to break the ice, talk about the coffee, the weather, the traffic… And then?
Read questions 1-6 with the whole class and elicit some answers sts remember from the listening activity in A. Replay 1.15 so sts can mark true (T) or false (F) for items 1-6. Paircheck. Classcheck.
1. F (Roberto and another woman met at a coffee shop.) 2. F (He did.) 3. T 4. F (They talked a little.) 5. T 6. T
C
Point to the Formal vs. Informal chart and have sts try to predict what Kelly says. Play 1.15 again so sts can check their predictions. Replay or pause the track as necessary. Classcheck. Read the 5 box with the whole class. Ask: Do we do the same in our language? Do we use shorter language when speaking informally?
Tip Ask sts to turn to p. 157 for AS 1.15 and do the AS task: to notice the rising or falling intonation in the active listening expressions. Pause after each expression and encourage choral repetition. 1. You mean the date? 2. Go on. 3. Hang on a sec. 4. No way! 5. What happens next? 6. What do you mean “leaves”? 7. Are you serious? 8. Oh, dear!
D
Pair sts and ask them to take turns saying 1-8. Have sts listen to the intonation in 1.16 first as a guide. Monitor sts’ pronunciation closely. Encourage peer correction. Classcheck by having different sts say each of the phrases in 1-8.
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1.5 1.16 You mean the date? Go on. Hang on a sec. No way! What happens next? What do you mean “leaves”? Are you serious? Oh, dear.
E MAKE IT PERSONAL 1 Have sts read World of English . Ask: Do you ever use the Present tense to tell a story in (sts’ mother tongue)? Help them reflect on the question with some examples. Then, read Common Mistakes with the whole class. Explain that Present tenses can make stories more vivid. Tell sts a brief story about something you’ve experienced or seen. Use Present tenses to model the activity. For example, you might say: It all happened this morning. I’m walking to work, sleepy as I can be, when I see an old friend from college sitting in a café just before me… I think “Wow… That guy! We went to college together ten years ago!” And I’m there thinking, “What’s his name? José? Julio?
I’m sure it starts with J… Is it Juan? Well, what if I just go over there and say hello?” OK, so I walk in his direction and, as I get nearer, he looks at me, stands up and says “(your name)! It’s me, Gustavo! From college!”… Phew! I would’ve never remembered his name—thank God he said it! 2 Pair sts up and invite them to take turns telling a story. Allow pairs some time to think of their stories and write down some notes. Explain that sts can also use one of the pictures as a basis for inventing and telling a story. Refer sts to the informal expressions in C and ensure that they listen actively and respond to their partners’ stories. Monitor pairs closely for accuracy and offer help whenever necessary. At the end, invite volunteers to tell their stories to the whole class.
Workbook p. 8 ID Online Portal Grammar p. 116 ID Café Video p. 138 see TB Intro p. 8-16
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2 Unit overview: In unit 2, sts learn and practice the Present Perfect Continuous via the contexts of eco-friendly actions and sustainable lifestyles. They also have the opportunity to compare this new verb tense to the Present Perfect Simple and the Past Simple.
How green are you? Lesson Aims: Sts learn and practice adjectives with the suffixes -able, -friendly, and -efficient in the context of greener, more sustainable lifestyles.
Lesson 2.1
Function Language Reading / Taking a quiz on green actions. Leaving appliances on stand-by mode wastes energy. Talking about how green people are. Do you have water-efficient faucets in your home? Inventing and advertising new green products. With our new disposable clothes, you can… Vocabulary: Energy-efficient appliances, reusable cloth bags, water-efficient faucets, refillable water bottles, solar heating, Styrofoam cups, household waste. Grammar: Adjectives with the suffixes -able, -friendly, and -efficient. Before the lesson: If possible, bring some realia to class to pre-teach some of the words from p. 14-15, such as bottled water, a reusable cloth bag, an energy-efficient light bulb, and a Styrofoam cup.
Warm-up Take out the realia you have brought to class, or objects already in the classroom, related to the words on p. 1415. Walk around the classroom, displaying or pointing to objects one by one, and drill pronunciation without writing any words on the board. Have sts repeat after you, test their memory and ask questions such as: Is bottled water expensive in our city / country? What types of light bulbs do you use in your house? Do you carry your groceries in a reusable cloth bag? How often do you drink your coffee in Styrofoam cups?
1 Vocabulary: Going Green A
Books open. Point to the photos and elicit any vocabulary sts already know. Draw sts’ attention to the first bold word in the quiz (appliances) and elicit the correct picture. Have sts work in pairs to match the remaining bold words in the quiz to photos 1-9. Say: Now, we are going to listen to another teacher check this exercise with her students. Play 2.1. Paircheck. Classcheck. Have sts repeat words after you as you check answers, or replay 2.1 and pause after the teacher says each word. Point to photo 1 and write on the board: a bottle of water and bottled water. Raise sts’ awareness of the fact that bottled water is an uncountable noun and that a bottle of water is a countable noun. Point to photo 2 and ask: What is it? Is it a countable noun? Have sts individually decide whether the nouns in photos 3-9 are countable or uncountable. Ask them to write C or U next to the bold words in the quiz. Paircheck. Classcheck.
2.1 Teacher Leaving the faucet running. Carlos? Carlos Uh, photo 7.
Teacher Keiko Teacher Alwin Teacher Pierre Teacher Everton Teacher Priscila Teacher Eloisa Teacher All sts
Energy-efficient light bulbs. Keiko. Photo 2, teacher. That’s it. OK. Household waste. Alwin. Household waste? That’s 5. Right again. A reusable cloth bag. Uh, Pierre. That’s photo 8. Exactly. Now, photo 9. Everton. Uh, photo 9. Appliances. Leaving appliances on stand-by. Yes. OK, Priscila. Photo 3. That’s solar heating. Solar heating, uh… yes. OK, Eloisa. Photo 1. That’s bottled water. Bottled water. Bottled. And the last one then. Styrofoam cups must be… Photo 6.
appliances (9) (C) reusable cloth bag (8) (C) fans (4) (C) faucet (7) (C) energy-efficient light bulbs (2) (C) solar heating (3) (U) bottled water (1) (U) Styrofoam cup (6) (C) household waste (5) (U)
B
Point to the quiz in A and ask the whole class: What’s this quiz about? Point to the Y, S, and N symbols and say: Listen to the quiz, read and answer “yes,” “sometimes,” or “no.” Play 2.2 and allow sts to take the quiz themselves.
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2.1 2.2 Oh, no! Not another green quiz. We all know what we should be doing, but how green have you really gone? 1 Leaving appliances on stand-by mode wastes energy. Do you always unplug your computer or cell charger when not in use? 2 Americans throw away about 40 billion soft drink aluminum cans and bottles every year. Do you recycle bottles and cans at home? 3 Disposable plastic bags can take up to 1,000 years to decompose. Do you reuse plastic bags or take a reusable cloth bag when you go shopping? 4 Fans are about ten times more nature-friendly than air conditioning. Do you use fans instead of A/C? 5 Leaving the faucet running when you brush your teeth twice a day can waste almost 30 liters of water per day. Do you turn the faucet off while brushing your teeth? 6 Energy-efficient light bulbs last up to ten times longer. Do you use energy-efficient light bulbs in your house or office? 7 Solar heating can help you save as much as one-third of your monthly power bill. Does your house or apartment building have a solar heating system? 8 It takes more than 30 million barrels of oil a year to make the plastic for the world’s bottled water. Do you use refillable bottles for water at home? 9 A Styrofoam cup takes 500 years to decompose. Do you use Styrofoam cups at work or home? 10 A typical American family produces 30 percent more household waste than a typical Mexican family. Do you separate organic and nonorganic household waste?
Have sts match 1-3 to their definitions. Paircheck. Classcheck by writing the answers on the board. Then ask: Are there similar suffixes in (sts’ mother tongue)? At the end, read World of English with the whole class and ask whether sts have any questions.
3 2 1
D
Read item 1 with sts. Elicit possible answers for item 2 and write the correct answer on the board. Invite sts to create green phrases for items 3-7, adding -able, -efficient, or -friendly to the adjectives provided. Ensure that sts notice singular / plural prompts and use the indefinite article when appropriate. Paircheck. Classcheck. Have sts swap partners. Refer them to the model dialog in the speech bubbles. Ask them to take turns asking and answering questions about their homes, using phrases 1-7. Monitor sts’ work closely for accuracy and offer help as necessary. Classcheck by having sts talk about their partners’ homes.
Tip For further practice, direct sts to Grammar on p. 119. 2. a fuel-efficient vehicle 3. environment-friendly detergents (also possible environmentally friendly) 4. rechargeable batteries 5. energy-efficient appliances 6. a reusable water bottle
Personal answers. Pair sts up and have them compare answers. Refer to Common Mistakes to help them talk about their green habits. Ask: Who’s the greenest person in our class? Read the Song line on the top of p. 15. Ask whether sts know the song or the singer who recorded it. Ask them if anyone knows the song to sing the line or hum it for the class.
Song line: Heal the world. Make it a better place for you and for me and the entire human race. Song: “Heal the World” Singer: Michael Jackson (USA) Year: 1992
C
Drill the pronunciation of 1-3. Engage sts in choral and individual repetition. Write the highlighted suffixes, -able, -efficient, and -friendly, on the board and elicit or present more examples of adjectives with these suffixes, such as “a sustainable project,” “an adorable creature,” “a memorable moment,” “a cost-efficient trip,” “fuel-efficient airplanes,” “userfriendly software,” “a dog-friendly hotel,” or “a childfriendly restaurant.”
7. pet-friendly insecticides
2 Pronunciation A
Invite volunteers to name what they can see in both pictures (a clock and a sock, a nose and a rose). Direct sts’ attention to the underlined sounds. Pair sts up and have the pairs write the words next to the correct phonetic symbol. Play 2.3 so sts can check their answers. Classcheck and drill pronunciation for all words.
2.3 Sock, clock. Bottle, cloth, product. Nose, rose. Clothes, disposable, eco, program, solar, Styrofoam.
Sock, clock: bottle, cloth, product. Nose, rose: clothes, disposable, eco, program, solar, Styrofoam.
Stronger classes Direct sts to the pronunciation chart on p. 154 and have them practice saying word lists for sounds Ǡ and Rș. After completing the classcheck, ask sts to recite for the whole class some of the extra words they remember from the pronunciation chart. 39
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2.1
B
Have sts work in pairs to come up with combinations of the words in A that could make new product names, as in the example “disposable clothes.” Monitor closely and offer help whenever necessary. Classcheck by writing possible answers on the board.
Possible answers: Eco-product / program / clothes / bottle / etc. Solar clock Styrofoam product
C
MAKE IT PERSONAL Read the example ad with sts. Divide the class into small groups of three or four. Explain
that sts should write a short ad for one of the products they came up with in B. Walk around the class and offer help and feedback whenever possible. Classcheck by having groups swap ads or inviting volunteers to read their ads to the class. Ask: Whose ad is the most convincing?
Personal answer.
Workbook p. 9 ID Online Portal Grammar p. 118
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2.2
How long have you been studying here? Lesson Aims: Sts study and use the Present Perfect Continuous to talk about recent habits and changes in their lives. Language I started by cutting out garbage, taxis… I couldn’t possibly survive without my car. I’ve been walking to work at least twice a week. How long have you been reading this book? How long have you been going there? Vocabulary: Expressions: “The list goes on and on,” “…and stuff like that,” “…and so on.” Grammar: Present Perfect Continuous. Before the lesson: If possible, arrange seats in a horseshoe / semicircle shape or in a line.
Lesson 2.2
Function Watching / Listening to No Impact Man. Talking about going green or “no impact” for a year. Reading a blog post about one man’s green lifestyle. Interviewing a friend about recent habits or changes.
Warm-up Tell sts to predict what a “no impact man” means. As sts say what comes to their minds, write their ideas on the board.
C Pair sts up and have them ask and answer the questions. Encourage them to justify and explain their opinions. Classcheck by having sts report their partners’ answers. Personal answer.
3 Listening A
Point to the poster and have sts read the DVD’s title. Ask the whole class: Is it a comedy or a documentary? Why is it called “No Impact Man”? Allow sts some time to guess and interpret the title. Then say: Let’s watch the video and 2.4. Classcheck. check our guesses. Play
2.4 Notice the silent letters. It started out as an experiment. I wanted to see if I could leave no impact on the environment for an entire year, and I asked myself, “Was it possible I could become a happier person by reducing my impact on the environment?” And the answer I found out is a resounding “yes.” So I started by cutting out garbage, taxis, throw-away coffee cups… I eliminated tomatoes in the middle of January, A/C in the dead of August, bottled water from France, and new clothing from who knows where. I saved money, lost weight, gained energy, improved my health, spent more quality time with my family and friends, renewed my relationship with my wife and discovered an overall sense of freedom. I learned that, yes, sometimes less is more. It’s a documentary about a man who performed an experiment: to have no impact on the environment for a year.
B
Read sentence 1 with the group. Have sts read
World of English and elicit or provide more examples, such as “I have no money” or “There are no eggs in the fridge.” Ask sts to read the rest of the sentences and work in pairs to decide whether statements 1-5 are true (T) or false (F). 2.4. Classcheck. Then, replay
1. F (for a year) 2. T 3. T
4 Reading A
Focus on the website and ask: What kind of website is this? What’s Al talking about? Allow sts some time to skim through the text and answer. Say: Al has watched Colin Beaven’s video (“No Impact Man”), and it has inspired him. Point to men A, B, and C, just above the top right section of the blog, and ask the class: How green is Al’s lifestyle now? Say: Listen and read to find out. Play 2.5. Classcheck.
2.5 This morning I ran into an old friend on my way to work. He could hardly recognize me. “You look so… different,” he said. “Have you been working out or something?” Well, yes, I’ve been working out like crazy every day, but I guess it’s the “something” that has made the difference. You see, I’ve been trying to copy the idea I saw in a film called No Impact Man. It’s about a guy called Colin Beaven, who tries to have zero impact on the environment for a year. So instead of simply switching to energy-efficient light bulbs, buying eco-friendly cleaning products, avoiding disposable cups and stuff like that, he takes the whole thing to the next level: no TV, no elevators, no public transportation, no household waste… The list goes on and on. No Impact Man has had such an impact (!) on me that Clara and I are trying to green up our lifestyles too. For example, I’ve been walking to work at least twice a week, taking the stairs, using recycled paper, and so on. At home, we’re beginning to recycle, trying to unplug all appliances, installing water-efficient faucets—you name it. And you know what? Clara and I have been feeling great lately. But I think that’s really as far as I can go. I’d never be able to give up TV, sell my precious car (which I’ve only been driving since Monday!), or buy used clothes. So my question is: Can I make a difference, or am I wasting my time?
4. T 5. F (he lost weight)
B
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2.2
B
Song line:
Ask sts to go back to the text in A and identify key points that justify their choice of “green man B.” Paircheck. Classcheck.
Al has “been walking to work at least twice a week, taking the stairs, using recycled paper, and so on.” At home, Al and his partner are “beginning to recycle, trying to unplug all appliances, installing water-efficient faucets.” But he believes “that’s really as far as [he] can go.” He says, “I’d never be able to give up TV, sell my precious car (which I’ve only been driving since Monday!), or buy used clothes.”
C Point to the text in A again and ask: What do these highlighted expressions mean? Have sts swap partners and work in pairs to guess or infer meaning from the text. Classcheck. All highlighted expressions mean “etc.”
D Point to Al’s last question in A, “Can I make the difference, or am I wasting time?” Have sts read the model sentences in the speech bubbles. Say: Now answer Al’s question together. Ask sts to share their opinions in pairs and then open the discussion to the whole class. Personal answer.
Tip Refer sts to Writing Bank on p. 148.
5 Grammar: Present Perfect Continuous A Books closed. Read sentence 1, “Al probably has a gym membership,” and ask sts whether it is true or false. Do the same for sentences 2-3. Then, reveal that all the sentences are true. Books open. Point to sentences 1-3 and ask sts to find and underline evidence for each statement in the text in A. Paircheck. Classcheck by writing the answers on the board.
Someone told me long ago, there’s a calm before the storm. I know, it’s been coming for some time. Song: “Have You Ever Seen the Rain?” Band: Creedence Clearwater Revival (USA) Year: 1971
1. Sentences b and c emphasize the duration of an action / state. Sentence a has a general meaning of lately. 2. d
C Point to the woman in the photo and say: Suzana’s also seen the video “No Impact Man” and is now trying to go green. Draw sts’ attention to the prompts, and read example 1 with the whole class. Help sts write sentence 2 with the prompts given. Remind sts that they should use used to with a base verb to talk about habits in the past, but that they should use the Present Perfect Continuous to talk about Suzana’s new habits. Paircheck. Classcheck by writing the answers on the board. 2. She used to buy conventional appliances, but she’s been buying energy-efficient ones / appliances lately. 3. She used to use lots of disposable products, but she’s been trying to avoid them for the past few months. 4. She used to use a / her car every day, but she’s been leaving it at home twice a week since April. 5. She used to throw away household waste, but her kids have been recycling it for the last two weeks. 6. She used to buy few eco-friendly products, but her husband has been buying lots of them for some time now.
6 Pronunciation A
Point to sentence 1 and say: Listen to this question and notice how the verb “have” is pronounced. Play 2.6 and pause after the first question. Replay the track if necessary. Say: Now listen to sentence 2. How do we pronounce “has” in this case? Play the rest of 2.6. Classcheck.
2.6
1. “I’ve been working out like crazy every day” (line 3) 2. “I’ve been walking to work at least twice a week” (lines 12-13) 3. “which I’ve only been driving since Monday!” (line 17)
B
Invite sts to work collaboratively to find out rules for themselves. Have sts complete item 1 in pairs. Classcheck. Point to the sentences on the board (see the answer key to A) and ask sts: How would you classify these sentences?
Read Common Mistakes and the 5 box with the whole class. Have sts go over item 2 and cross out option a, b, c, or d. Classcheck. Read the Song line on the top of p. 17 and ask if sts know this song or the band that recorded it. Draw sts’ attention to the example of Present Perfect Continuous in the line.
1 How long have you been living alone? 2 How long has she been trying to go green? Focus on connected speech and falling intonation symbols on both sentences. Model the sentences with your own voice and have sts repeat them chorally. Replay 2.6 for choral and individual repetitions. Monitor closely to ensure that sts produce weak forms of have / has.
B
Point to the speech bubbles and say: Listen and read. Play 2.7 and pause after the first question. Play the prompt, “I live near the park now,” and pause the track. Say or elicit the question starter “Really? How long…” and allow sts time to come up with the full question themselves. Correct any mistakes on the spot and encourage good pronunciation—reduced forms of have / has, connected speech, and falling intonation, as practiced in A.
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2.2 Resume 2.7 and pause after each reply. Choose different sts to come up with the question individually, but have the class chorally repeat each question after it is played and checked in 2.7.
2.7 M M W M W M W M W M W
= man W = woman Guess what! I go to the gym twice a week now! Really? How long have you been going there? I live near the park now, you know? Really? How long have you been living there? Susan’s going out with Paulo. Can you believe that? Really? How long has she been going out with him? John’s learning how to recycle glass. Really? How long has he been learning that? Rick plays the guitar really well. Really? How long has he been playing it?
C Have two volunteers read the model dialog in the speech bubbles. Then model the activity yourself by asking a student: Do you drive? If yes, ask: How long have you been driving? Ask another student: How long have you been living in (city)? Invite a volunteer to ask you a question with one of the verbs from the box, e.g., “How long have you been working as a teacher?” Have pairs of sts take turns asking and answering “How long have you been…?” questions with the verbs provided. Monitor closely for accuracy and pronunciation. At the end, progress to an open pair activity; that is, have two sts at a time (preferably not two sitting together) ask and answer a question while the rest of the group listens.
Personal answers.
I live near the park now, you know? Really? How long have you been living there? Susan’s going out with Paulo. Can you believe that? Really? How long has she been going out with him?
Workbook p. 10 ID Online Portal Grammar p. 118 Writing Bank p. 148
John’s learning how to recycle glass. Really? How long has he been learning that? Rick plays the guitar really well. Really? How long has he been playing it?
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2.3
Which is worse: flooding or drought? Lesson Aims: Sts study and practice Present Perfect vs. Present Perfect Continuous through the context of global warming and natural disasters. Language Floods in all parts of the world have been getting worse year after year. Talking about global warming and natural disasters. I think droughts are obviously caused by global warming. Listening to scientists talk about the effects of global warming. The Earth has been getting warmer at a steady rate since 1998. Talking about local natural disasters and problems. Officials say Amazon deforestation is not as bad as it once was. Vocabulary: Floods, droughts, deforestation, poaching, threatened species, dumping, fossil fuels, rising sea levels. Grammar: Present Perfect vs. Present Perfect Continuous. Before the lesson: Write these verbs / expressions on the board: live, work, drive, study English, eat fast food, do exercises, read.
Lesson 2.3
Function Reading / Listening to newspaper headlines.
Warm-up Books closed. Have sts review and practice the Present Perfect Continuous with an activity similar to 6C on p. 17, but with books closed this time. Have sts work with partners they don’t usually sit next to. Point out the words on the board (see Before the lesson) and tell sts they will be asking questions with these words. Model the activity by asking a student: Where do you live? Then ask: How long have you been living in (neighborhood / city)? Have another student ask you a question. Ensure that sts understand that the follow-up questions will use “How long…?” with Present Perfect Continuous. Explain that sts first need to ask about present habits, e.g. “Do you drive?” or “Are you reading anything at the moment?”, before they ask “How long have you been…?” Monitor closely and take notes for delayed correction. Classcheck and give sts your feedback.
C6 Officials say Amazon deforestation is not as bad as it once was. C7 Dumping of e-waste is on the rise in developing countries. C8 The UN has labeled the world’s rising sea levels “alarming.” C9 Poaching in Latin America has declined. 2
1
7
3
6
8
9
4
5
Drill pronunciation of the words in bold. Then ask: Are there periods of droughts in our country? How severe are they? How long do they last? Where’s our e-waste being dumped? Can it be recycled? Do you think sea levels are rising because of global warming?
B
7 Vocabulary: The Environment A
Books closed. If the technology is available, display the photos from p. 18 with the Digital Book for Teachers. Alternatively, google some photos of natural disasters. Write Global Warming on the board and ask the whole class: In your opinion, which photos are related to global warming? Allow some time for sts to discuss the question in pairs. Classcheck. Point to photo 1 (floods) and ask: Do you think floods are caused by global warming? Have sts repeat the word floods after you. Point to photo 9 (poaching) and ask: Is poaching a problem in (your country)?
Books open. Have sts look at the headlines and match them to photos 1-9. Paircheck. Play answers. Classcheck.
2.8 so sts can check their
2.8 Notice ń and N. NR = news reader C = correspondent NR Here are the headlines from our correspondents around the world. C1 Floods in all parts of the world have been getting worse year after year. C2 Droughts seem to be getting more and more severe. C3 Countries like India are becoming less dependent on fossil fuels. C4 Threatened species list is getting smaller. C5 Experts disagree on the causes of global warming.
Have sts work in pairs to answer questions 1-2. Monitor and write down notes on sts’ performance and opinions. Save feedback and corrections for after they finish their discussions. Classcheck sts’ ideas and give them your language feedback.
Personal answers.
8 Listening A
Ask the whole class: Should we worry about global warming? How serious is it? Say: Some people believe there’s no global warming. Have sts read the six sentences that express opinions about global warming. Point to the sentences and say: You’ll hear six scientists who totally disagree with these opinions. Match each scientist’s opinion on p. 19 to the corresponding counterargument. Play the first scientist in 2.9 and then pause the track. Ask: Which sentence is she talking about / disagreeing with? Classcheck. Play the rest of 2.9. Paircheck. Replay the track if necessary. Classcheck.
2.9 Notice the long and short pauses. Argument A A number of independent measures of solar activity indicate the sun has actually cooled by a few degrees since 1960, over the same period that global temperatures have been warming. Over the last 35 years of global warming, sun and climate have been moving in opposite directions.
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2.3 Argument B This is like saying that forest fires have happened naturally in the past, so any recent forest fires can’t be caused by humans. It just doesn’t make sense. Argument C Climate researchers have been publishing papers for years saying that global warming is happening right now. Around 97% of researchers agree on this. Argument D The Earth has been getting warmer at a steady rate since 1998, and there are no signs of it slowing any time soon. In fact, globally, the hottest 12-month period ever recorded was from June 2009 to May 2010. Argument E Since the mid 1970s, global temperatures have been increasing at around 0.2 degrees Celsius per decade. However, weather imposes its own dramatic ups and downs over long-term periods. This means we expect to see record cold temperatures even during global warming. Argument F A large number of ancient mass extinction events have been strongly linked to global climate change. Because the world’s climate has been changing so rapidly, the way species typically adapt (for example, migration) is, in most cases, simply not possible. 1. c
2. f
3. a
4. d
5. b
6. e
Have sts match pairs of sentences a-c to grammar uses 1-3. Paircheck. Classcheck.
a. 2 Completed action – process happening now b. 1 No difference (can be used interchangeably) c. 3 How much / many? – emphasis on how long
B
Point to the newspaper clippings and say: Look at all this news about the environment. What are the main topics? Allow sts to read briefly and then list the key points (renewable energy, poaching, deforestation). Point to the first story and elicit the correct answer. Have sts read each clipping and circle the correct verb tenses. Classcheck.
announced been trying found been increasing / increased looked OR been looking lost
C
MAKE IT PERSONAL Assign new pairs. Have pairs look at the photos on p. 18 again and answer questions 1-3. Refer them to the model dialog in the speech bubbles. Classcheck sts’ ideas and provide them with language feedback.
Personal answers.
B
Pair sts up. Replay 2.9 and ask: Do you agree with the scientist or with any of the counterarguments on the list in A? Discuss in pairs. Classcheck by having sts report their partners’ opinions.
Personal answers.
9 Grammar: Present Perfect vs. Present Perfect Continuous
D MAKE IT PERSONAL Tell sts they are going to hear five questions. Say: We are going to do dictation. Write down the five questions you hear. Play 2.10. Replay the track if necessary. Classcheck by writing the answers on the board. Have sts swap partners and take turns asking and answering the questions. Monitor sts’ work closely and take notes for delayed correction. Classcheck.
A
Read the Song line on the top of p. 19 and ask whether sts have ever heard the song or are familiar with the singer who recorded it. Focus on the verbs in the line and say: Tell me two different verb tenses in the line.
Song line: You’ve been talking in your sleep, things you never say to me. Tell me that you’ve had enough… Song: “Just Give Me a Reason” Singer: Pink, featuring Nate Ruess (USA) Year: 2013
Have sts read the first pair of sentences. Write them on the board and ask: Which one is in the Present Perfect Continuous? What about the other one? Read the three rules in the Grammar box with the whole group and refer sts to Common Mistakes for examples showing that the Present Perfect and the Present Perfect Continuous cannot always be used interchangeably. Highlight the use of since and emphasize that state verbs (e.g., know) are not used in Continuous tenses.
2.10 1 2 3 4 5
How long have you been living here? Have you been studying English for long? How long have you known our teacher? Have you had much fun recently? Have you been sitting on that chair for the whole lesson?
1. How long have you been living here? 2. Have you been studying English for long? 3. How long have you known our teacher? 4. Have you had much fun recently? 5. Have you been sitting on that chair for the whole lesson? Personal answers.
Workbook p. 11 ID Online Portal Grammar p. 118
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2.4
What’s the best ad you’ve seen recently? Lesson Aims: Sts continue to practice the Present Perfect Continuous in the context of advertisements. They also use and compare Past Simple vs. Present Perfect and Present Perfect Continuous.
Lesson 2.4
Function Language Reading ads and inferring the meaning of new expressions. Our meditation retreat will help you deal with life’s ups and downs. Listening to (dis)satisfied customers. I’m taking it back to the store first thing tomorrow. Retelling stories. The battery has died twice, but only because… Role-playing interviews with dissatisfied customers. How long have you been learning Chinese online? Interviewing a friend on different topics. No way! How long have you been collecting iPods? Vocabulary: Retreat, up to, at least, life’s ups and downs. Grammar: Past Simple vs. Present Perfect and Present Perfect Continuous. Before the lesson: Write the following prompts on the board: A … ever… travel by plane? Where… fly to? When… go there? … have fun?
B … ever… watch (name of a movie)? Who… watch it with? When… you watch it? … like it?
Warm-up Review “Have you ever…?” and Past Simple questions. Direct sts’ attention to the prompts on the board. Elicit questions from the prompts. Drill pronunciation. Divide the class into groups of three and have sts take turns interviewing their group members using the questions on the board. Sts may interview two people at the same time. Monitor sts’ interviews closely for accuracy and correct any mistakes on the spot. Classcheck answers and ask volunteers to share any experiences they found that they had in common with others in their group.
10 Reading A
Explore what sts can see in the photos and have them guess what type of product is being advertised. Then, have sts read the ads quickly to check their guesses. Ask the whole group: Which promise(s) do you find hard to believe? Why?
C … eat Japanese food? Where… eat it? When…? … like it?
Ad 2: 3. Not looking your best Ad 3: 2. Need some time out 4. No cell phones or tablets allowed
D Read World of English with sts to explain the concept of ellipses. After reading the examples in the box, ask: Is there such a thing in (sts’ mother tongue)? Do we also have ellipses in our language? Point to the ads in A and ask sts to find examples of ellipses. Paircheck. Classcheck.
Ad 1: (Are you) thinking of upgrading your phone? (Are you) tired of batteries that won’t last? (The) introductory price (is) $59. (The) offer (is) limited to one unit per customer.
Personal answers.
B
Point to the words in bold in A and have sts match them to definitions 1-4. Paircheck. Classcheck. Then ask: Are any of these words or expressions similar in (sts’ mother tongue)?
Ad 2: (Are you) not looking your best? No physical exercise (is) required. All major credit cards (are) accepted. Ad 3:
1. retreat
(Are you) feeling stressed out?
2. up to
(Do you) need some time out?
3. life’s ups and downs
No cell phones or tablets (are) allowed.
4. at least
C
Point to the blanks in A and say: There are some phrases missing in these ads. Look at 1-5 in C and fill in the blanks. Paircheck. Classcheck.
Ad 1: 1. Tired of batteries that won’t last 5. Offer limited to one unit per customer
E
Have two different sts read the opinions from the speech bubbles. Pair sts up and ask them to look at ads 1-3 in A and say which products they’d most and least like to try. Monitor sts’ discussions closely and take notes for delayed correction. Classcheck and then tell sts which one you’d most and least like to try yourself. Provide sts with language feedback.
Personal answers.
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2.4
F
Say: We’re going to listen to a conversation at a party. People are talking about one of these ads. (Point to A.) Play conversation 1 in 2.11 and then pause the track. Ask: Which ad are they talking about? Say: Now let’s listen to conversations 2 and 3 and match them to the correct ads in A. Resume 2.11. Paircheck. Classcheck.
2.11 Conversation 1 Z = Zach P = Pedro Z Hey Pedro, I tried to call you, like, five times. Dude, where were you? P Ah Zach, sorry bro. Not my fault. It’s this thing I bought… Z One of those green models? P Yeah, but, uh, I’m taking it back to the store first thing tomorrow. Z Oh yeah? How come? Conversation 2 B = Bruce T = Tom T Still working for Orange? B I quit last month. T Bruce! No! You loved that place. B Yeah. I worked there for over ten years. But, like, you see, I... I just couldn’t handle the stress... T I know what you mean, sure. So, uh… Have you found a job yet? B Nope. T So, like, let me try a different question. Have you been looking for a job? B No… You see, I spent the whole month away from Chicago… just meditating, relaxing and trying to find some peace of mind, you know? Conversation 3 L = Lorna B = Beth L How come you’re not eating anything Beth? B I can’t Lorna. I’m on Dr. Maden’s green diet. L Oh, you mean the tall skinny guy, right? The one that was on TV the other day? B Yeah, yeah that’s the one... L So then, is it working? B Well, uh, my diet’s changed radically… like, I’m only eating lettuce, and seeds, oh, and nuts. Yeah, I adore nuts.
Z Oh yeah? P I’ve been using it for about an hour, and the battery has died twice. Z No kidding! Talking, Facebooking, or what? P Basically tweeting, plus a twenty-minute conversation. To think I threw away the old phone! I had my old Nokia for three years, and the battery life was so much better. Stupid me! Conversation 2 B = Bruce T = Tom B No… You see, I spent the whole month away from Chicago… just meditating, relaxing, and trying to find some peace of mind, you know? T Wow! But where exactly did you go? B I went to a meditation retreat up in the mountains. I was there for about a month, you know? T And…? B I’m a brand new man. T No way! B Yeah. Never been happier. Conversation 3 L = Lorna B = Beth B Well, uh, my diet’s changed radically… like, I’m only eating lettuce, seeds, oh, and nuts. Yeah, I adore nuts. L Sounds boring… How long have you been following this diet? B Well, let’s see... I started right after Christmas, so that makes what…? Five months. L Wow! I’m impressed! So… how much weight have you lost? B Are you ready for this? Two pounds! L Oh, that’s nice! B What do you mean “that’s nice”? Lorna, I’ve been eating bird food for five months and I’ve lost two pounds! Two! Not three, not four. Two pounds! L Have you been working out too? B Well, I’m kind of starting next week… maybe. 1. dissatisfied
2. satisfied
3. dissatisfied
H
Have sts swap partners. Tell pairs to guess or decide from memory whether sentences 1-6 are true (T) or false (F). Make the activity feel like a competition and explain that each correct guess is worth one point. Play 2.13 for the full conversations. Classcheck by writing the answers on the board and have sts add up their points. Find out which pair(s) of sts scored more points.
1. 1
2. 3
3. 2
G Ask the whole group: How many customers were satisfied? Listen to the second half of the conversations and check. Play 2.12. Classcheck. Encourage sts to say why each customer was satisfied or dissatisfied. 2.12 Conversation 1 Z = Zach P = Pedro P Yeah, but, uh, I’m taking it back to the store first thing tomorrow. Z Oh yeah? How come? P Man, the battery life’s ridiculous.
1. F
2. T
3. F
4. F
5. F
6. F
11 Grammar: Past Simple vs. Present Perfect Simple / Continuous
A
Focus on the photos of Pedro, Bruce, and Beth and ask the class: Do you remember what problem each of these people has?
Draw sts’ attention to blanks 1-6. Explain that sts will need to fill in the blanks using Past Simple, Present Perfect, or Present Perfect Continuous. Before they start, read Common Mistakes with the whole class. Sts should fill in blanks 1-6 with the correct verb tense. Paircheck. Play 2.14 so sts can check their answers.
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2.4 2.14 1 I’ve been using it for about an hour, and the battery has died twice. 2 I had my old Nokia for three years, and the battery life was so much better. 3 I worked there for ten years, but I just couldn’t handle the stress. 4 I went to a meditation retreat up in the mountains. I was there for about a month. 5 My diet’s changed radically. 6 I’ve been eating bird food for five months and I’ve lost two pounds! 1. ’ve been using / has died 2. had 3. worked 4. went / was 5. ’s changed 6. ’ve been eating / ’ve lost Pair sts up and have partners take turns retelling what happened to each customer, adding all details they remember from the stories. Closely monitor sts’ stories and offer help as necessary. Classcheck by having three different sts retell one story each. At the end, read the Song line on the top of p. 21 with the whole class and ask if they know the song or the band who recorded it.
Song line: Well‚ I’ve been haunted in my sleep, you’ve been starring in my dreams. Lord, I miss you. Song: “Miss You” Band: The Rolling Stones (UK) Year: 1978
B
Elicit question 1 from sts. Sts write questions 1-5 using the correct verb tenses. Play 2.15 to classcheck. Have sts take turns asking and answering questions 1-5 in pairs. Monitor closely for accuracy. Classcheck by having sts report their partners’ answers to the whole class.
1. Have you found a job yet? 2. Have you been looking for a job? 3. How long have you been following this diet? 4. How much weight have you lost? 5. Have you been working out too? Question: Personal answers.
C Focus sts’ attention on the pop-ups. Say: This is Raul. He’s been studying Chinese with this website. Does he look happy? Point to Tomiko and say: This is Tomiko. Do you think she’s happy with her pet alligator? Assign new pairs and explain that sts are going to roleplay two interviews, with st A playing Raul and st B playing Tomiko. Refer them to the prompts in the speech bubbles and elicit some of the questions sts will need to interview each other. Monitor closely and offer help whenever necessary. Then, ask sts to record one of the interviews on their cell phones or other recording device, if available. Allow sts time to listen to themselves. Then, invite volunteers to play their recorded interviews for the class.
Personal answers.
D MAKE IT PERSONAL Explain that sts are going to interview each other on one of the topics from the box. Sts may choose the topic about which they would like to be interviewed. Allow sts some thinking time to plan their questions and even jot down some notes before they actually start the activity. Have sts work in pairs to interview each other using questions from this lesson, especially questions with Present Perfect Continuous, Present Perfect, and Past Simple. Take notes while you monitor their work. At the end, provide sts with language feedback and have them report some of their partners’ answers.
Personal answers.
2.15 1 2 3 4 5
Have you found a job yet? Have you been looking for a job? How long have you been following this diet? How much weight have you lost? Have you been working out too?
Workbook p. 12 ID Online Portal Grammar p. 118
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2.5
Do you support any charities? / Have you been feeling stressed lately? Lesson Aims: Sts continue to practice the Present Perfect Continuous in the context of lifestyle changes and learn expressions to encourage or discourage new ideas. Language People have been killing this beautiful animal to make medicine for hundreds of years. Expressing numerical information. “How many giant pandas are left in the wild?” “Fewer than 2,000.” Watching / Listening to a video about animal extinction. Twenty-five percent of our mammal species are at risk. Encouraging and discouraging people. “Way to go, Janet.” “What’s the use of buying an electric car?” Talking about recent changes in your lifestyle. I’ve been trying not to eat too much. Vocabulary: Vulnerable, extinction, woodpecker, whale, seal, golden lion tamarin, rhino. Encouraging and discouraging expressions: “Keep up the good work!” “What’s the point of…?” “Why would you want to…?” Grammar: Present Perfect Continuous.
Lesson 2.5
Function Listening to a report on threatened species.
Warm-up For a high-energy start, and more pronunciation and grammar practice, begin the class with rousing drills. Follow the model below. Alternate from individual to choral repetition. Eat less recently. I’ve been eating less recently. Repeat. T Sts I’ve been eating less recently. Work out more for the past two weeks. I’ve been working T out more for the past two weeks. Repeat.
Sts I’ve been working out more for the past two weeks. Walk to work—lately. I’ve been walking to work lately. T Repeat.
Sts T Sts T Sts T Sts T Sts T Sts T Sts T Sts T Sts T Sts T Sts T Sts T Sts
I’ve been walking to work lately. Now you. Avoid sugar—for the past few months.
I’ve been avoiding sugar for the past few months. Study English—for two years.
I’ve been studying English for two years. Save money—since January.
I’ve been saving money since January. Look for a job—for three months.
Tip Drill animals’ names from the chart and have sts play a quick memory game. Pairs of sts should cover the chart and test each other, e.g., st A: “What’s this?”, st B: “That’s a woodpecker.” Focus on the title above the photos (“Species we may never see again”). Ask: Are all of these animals threatened species? Draw sts’ attention to the numbers on each photo. Ask: What do these numbers represent? Point to the third column of the chart and read it with sts (“Number left in the wild”). Explain that the phrase “in the wild” means in the animals’ natural habitat, rather than in zoos. Read World of English with the whole class. Then say: Listen to a report and complete the chart with the correct numbers. (Point to the chart and the numbers on the photos.) Play 2.16. Paircheck. Replay the track if necessary. Classcheck by writing the answers on the board.
I’ve been looking for a job for three months. She.
She’s been looking for a job for three months. Since April.
She’s been looking for a job since April. Now, listen. Read this book. How long have you been reading this book? Repeat.
How long have you been reading this book? Live here. How long have you been living here? Repeat.
How long have you been living here? Now you. Look for a boyfriend.
How long have you been looking for a boyfriend? Go to the gym.
How long have you been going to the the gym? Wait for me.
How long have you been waiting for me? Practice English.
How long have you been practicing English?
Skills: Expressing Numerical Information A
Books open. Explore the photos with sts and ask which animals they can name. Refer sts to the names in the chart to help them and ask questions such as: Where in the world can we see giant pandas?
2.16 Our planet has some amazing species, but too many of them face extinction. Here are some of the rarest animals on Earth. Perhaps the most famous rare animal is the giant panda. In 2004, scientists found fewer than 2,000 pandas in the bamboo forests of China, and there are only 300 pandas in our zoos too. Imagine the world without pandas! Next, one of the rarest marine animals. The Hawaiian monk seal only lives in the ocean around the beautiful islands of Hawaii, and fewer than 1,000 of these magnificent creatures remain. OK, next up is the adorable golden lion tamarin from the Atlantic forests of Brazil. There are only around 1,500 of them left in the wild, although at least this number is now up from just 200 in the 1970s. Way to go Brazil, keep up the great work! It’s not such good news for the mountain gorilla. Its habitat in the mountains is also a war zone, and many gorillas are killed. In fact, these gorillas were only discovered about 120 years ago, and now there are only about 800 left in the African mountains. Another ocean mammal in extreme danger is the northern right whale. Because of hunting, fewer than 500 of these extraordinary creatures are still alive. A similar sad story is the Javanese rhino. People have been killing this beautiful animal to make medicine for hundreds
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2.5 of years—and now there are approximately 50 left. And the worst story of all. Due to loss of habitat, scientists believe that there are very few ivory-billed woodpeckers in the world, maybe even none. How awful is that? Come on people! Wake up! Let’s finally learn from this and try to save what is left of our rich and varied wildlife—before it’s too late. It’s now or never…
2,000 1,000 1,500 800 500 50 possibly none
Tip Drill and write the model question on the board: How many giant pandas are left in the wild? Elicit the answer, “Fewer than 2,000.” Say the prompt: Mountain gorillas. Elicit the question, “How many mountain gorillas are left in the wild?”, and the answer, “About 800.” Pair sts up and have them take turns asking and answering questions about the number of animals left in the wild, using the figures from the chart. Monitor their questions and answers closely and correct any mistakes on the spot. At the end, have all sts say the numbers chorally.
B
Have sts use questions 1-3 to interview each other in pairs. Have a student read the model answer from the speech bubble for the whole group. Classcheck by having sts share their most interesting stories with the class.
Personal answers.
C Tell sts they’re going to listen to / watch a video about threatened species. Point to the text, and have sts work in pairs to guess the answers, circling the best options. Play 2.17 so sts can check their answers. Classcheck by writing the answers on the board. Ask the class: How does this information make you feel? Can we do anything about it?
in Action: Encouraging and Discouraging A
Tell sts that they are going to listen to / watch the rest of the video. Ask: Which are the two best ways to change 2.18. people’s behavior? Then, have sts read 1-5. Play Paircheck. Classcheck. Ask: Do you agree? Why or why not?
2.18 Notice I, Y and E. Are we failing to communicate? Have we forgotten what first inspired our love of nature? All the evidence shows that the single most important factor behind taking action is our childhood experience. The wellspring of our commitment comes from the emotional high we reach when in contact with nature. But how can this wonder be harnessed to change our behavior? Showing the loss of animals in faraway places may pull a few heartstrings—even attract donations. But does it really change our behavior? What if we were able to communicate to people the wonder of nature that surrounds them and promote education that leads to awareness of threatened species and the habitats they live in? In all parts of the world, we’re beginning to see that public awareness does lead to change, where people can see the benefits from making their own contribution. It’s not the depressing accounts of the wildlife we are losing that moves us. It’s awe and wonder, enhanced by understanding, that can inspire us to take action. It’s love, not loss. 2, 5
B
Read World of English with sts and have them practice saying phrases 1-4. Play 2.19 so sts can check their pronunciation. Replay 2.19 and pause after each phrase for choral and individual repetition.
2.19 1 2 3 4
Are we failing to communicate? our love of nature the single most important factor the loss of animals
All underlined letters are pronounced as /Nj/, “schwa.”
2.17 We are living in the age of the sixth mass global extinction. Experts warn that within the next 30 years, we’ll lose one-fifth of the entire species on the planet. And if trends continue, we’ll lose half our species in the next hundred years. One-quarter of our mammal species are at risk of dying out in the wild.
sixth 30 one-fifth = 20% half = 50% 100 one-quarter = 25%
C Tell sts they are going to listen to five people who watched the video and decided to take action. Ask sts to listen and take notes. Ask: What have these people decided to do? Play 2.20. Paircheck. Replay the track and classcheck. 2.20 1 Notice Z and O. P = Phil L = Laura P … threatened species. Anyway, so Claire and I went on the Internet, accessed WWF.com, and we adopted a whale. L Phil, why would you want to adopt a whale? P Well, we paid 50 bucks and they… L Oh Phil! Seriously. What is the point of spending money on an animal you will never see? Life’s too short. Live a little. P Honestly, Laura, don’t you think…
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2.5 2 Notice ș and ț. W = woman M = man W … so, anyway, guess what. I’ve just created this brandnew blog to try to raise public awareness and I’ve been getting a lot of hits… M Oh yeah? Let’s have a look. Hmm… Wow, Brenda, you’ve put a huge effort into this. It looks really good. Keep up the good work. W Thanks a lot! Yeah, I’m really pleased with it. I know it isn’t much, but I need to follow my heart. The gorillas’ lives are on the line here. And you know what… 3 Notice the connecting Z. M = man M1 … and that’s why, as I told you, we need to attract as many donations as we can. M2 Uhmm… And how exactly are you planning to do that? M1 Well, I don’t know. I’ve been thinking of going door to door. M2 Door to door! Wow, you are determined! Good for you. Don’t give up! 4 Notice the connections. M = man W = woman M Honey, I have a little surprise for you. W What? M Look over there. W Oh my God, don’t tell me it’s that new electric car you’ve been going on and on about. M Yep. Bought it this morning. Wanna go for a ride? W Honey, what’s the use of buying that when you know nothing’s gonna change? Look around you! This must be the only electric car in the neighborhood. 5 Notice Ȓ and /s/. W = woman W1 … so, since then, no more plastic bags. Ever. I’ve been using my own reusable bags whenever I go shopping. W2 Every time? Way to go Janet! I wish I had that kind of selfdiscipline. 1. Phil decided to adopt a whale (via WWF). 2. She created a blog to raise public awareness (about gorillas). 3. He decided to raise / collect donations. 4. The man bought an electric car. 5. The woman gave up plastic bags / has been using her own reusable bags.
D Tell sts they are going to listen to the conversations again. Say: You heard people talking to friends about their ideas and actions to help the environment. How did those friends react? Were they positive? Did they express encouragement or discouragement? Draw smiley and sad faces on the board and
ask sts to draw either one or the other next to conversations 1-5. Replay 2.20. Paircheck. Classcheck.
1. /
2. -
3. -
4. /
5. -
E Have sts read the discouragement and encouragement phrases in the chart. Play 2.20 again so sts can listen and complete the chart. Pause after each conversation, replaying if necessary. Classcheck by writing the answers on the board. Encouragement:
Discouragement:
the good work
would you want
Good for you
the point of
Way to go
the use of
F
Ask the class: When do you need encouragement? Point to the topics and have a student read the model comment in the speech bubble. Assign new pairs. Have partners talk together about situations in which they usually need encouragement and find out what they have in common. Classcheck.
Personal answers.
G Have sts swap partners. Ask the new pairs to read the motivational quotes and choose their favorites. Classcheck by having sts talk about their partners’ views. Ask: Which one is most inspiring for (partner’s name)? Personal answer.
H
Divide the class into groups of three. Ask all sts to write down three things (real or not) that they have been trying to change in their lifestyles recently. Read the model sentence in the speech bubble to the whole class. Monitor sts’ writing closely and offer help if necessary.
Within their groups, sts should describe what they have been trying to improve, and partners should respond encouragingly or discouragingly, using phrases from E. Classcheck by having some volunteers tell the whole class what they have been trying to improve, and have sts from other groups respond with supportive or unsupportive phrases.
Personal answers.
Workbook p. 13 ID Online Portal Grammar p. 118 ID Café Video p. 139
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R1
Review 1 Units 1-2 Grammar and Vocabulary A Picture Dictionary. Pair sts up and have partners test each other and review the main vocabulary items in units 1 and 2. Monitor sts up closely throughout the picture dictionary activities and correct vocabulary and pronunciation on the spot. Tip In order to provide sts with as much fluency practice as possible, expand the activity into the mini-dialogs suggested below. Picture Dictionary
6 stages of a relationship, p. 6-7
3 funny stories, p. 13
Procedures
Mini-dialogs / Suggested language
Have sts hide the words in 3A with a notebook or a sheet of paper. Ask pairs to take turns pointing to pictures 1-6 and saying the six stages of a relationship.
St A: (points to picture 1) St B: Be attracted to someone. (points to picture 2) St A: Get along well with someone. (points to picture…)
Stronger classes: Have sts hide the words in 3A and retell the story by using pictures 1-6. Ask pairs to alternate sentences.
St A: First, she was attracted to the guy. St B: In this picture, they are getting along well. St A: Then, they got to know each other better.
St A: How do you spell believe? St B: B-E-L-I-E-V-E. St A: Right. How do you spell key? St B: K-E-Y. St A: That’s right. St B: Now you. How do you spell ear? How do you spell women?
6 stages of a relationship: be attracted to (someone) fall out (with someone) get along (well) get (back) together get to know someone better
Give sts a minute to look at pictures 1-3 in in Action E and World of English . Working in trios, each student should choose a picture and tell a funny story. Remind sts to use Present tenses, as well as this and these. As one student tells a story, the other sts in the group should use informal language from C to respond and listen actively.
break up 3 funny stories: The lady got into the car and saw a huge mouse. The man ran was running for the bus and he crashed into a street light.
St A: I finished shopping at this supermarket. I put the bags in the trunk and I’m ready to go… but when I open the door, I see this huge mouse… St B: Hang on a sec, you mean a real mouse?! St C: Are you serious?
The man saw a UFO while he was driving. 10 “green” words: reusable cloth bag solar heating rechargeable batteries energy-efficient light bulbs energy-efficient appliances water-efficient faucets
Have sts hide the quiz in 1A with a notebook or a sheet of paper. Pair sts up and have them take turns pointing to pictures 1-9 and testing their partner.
St A: (points to picture 1) What’s this? St B: It’s bottled water. (points to picture 2) What’s this? St A: It’s an energyefficient light bulb. (points to picture…)
9 environmental problems, p. 18
Ask sts to hide the headlines in 7A with a notebook or a sheet of paper and work in pairs to test each other on pictures 1-9.
St A: What’s picture 1? St B: Floods. What’s picture 5? St A: Global warming.
7 endangered animals, p. 22
Have sts cover the chart in Skills A with a notebook or a sheet of paper and work in pairs to name all the endangered species on the page.
St A: (points to picture) What do you call this animal? St B: Golden lion tamarin. What about this one? St A: That’s the giant panda.
10 “green” words, p. 14-15
2 words for each vowel sound (not the picture words); say and spell them, p. 154
Ask sts to turn to the pronunciation chart on p. 154. Focus sts’ attention on the list of words for each vowel sound, just below the pictures. Model the activity. Choose two words for the sound L and test the whole class by asking: How do you spell “people”? Tell sts to choose two words (but not the picture words) and test their partners.
environment-friendly detergents reusable water bottles pet-friendly insecticides fuel-efficient vehicles 9 environmental problems: droughts floods dumping of e-waste rising sea levels global warming poaching deforestation threatened species fossil fuels
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R1 7 endangered animals:
4. I don’t get along well with people who are too arrogant.
giant panda
5. If my partner cheated on me, I wouldn’t know what to do.
Hawaiian monk seal
6. When you want to get to know someone better, you should go camping with them.
golden lion tamarin mountain gorilla northern right whale Javanese rhino ivory-billed woodpecker 2 words for each vowel sound (possible answers): L beat, achieve ǹ ability, abolish, academic ș brook, crook X zoo, zoom, fool Ǫ Kenya, Netherlands Ǩ abbreviation, across ̛U burn, heard ǣ aboard, according, crawl abnormal, abstract ˄ butter, button, bucket Ǡ lobster, because
B
Have sts choose two prepositions from the three options provided and insert them in the correct places in questions 1-7. Play 1.1 so sts can check their answers. Then, have sts swap partners and work in their new pairs to ask and answer questions 1-7. Monitor and take notes for delayed correction. Classcheck to find any answers sts had in common and provide language feedback.
1.1 1 2 3 4
So, do you want to talk about politics? Are you any good at cooking on a barbecue? How much money do you spend on shoes in a year? Do you get very jealous of your partner if they spend time with other people? 5 Are you afraid of having a serious relationship with anybody? 6 How many of your exes are you still in contact with? 7 Do you rely on your mother for fashion advice? 1. to (talk), about (politics) 2. at (cooking), on (a BBQ) 3. on (shoes), in (a year)
7. If someone wanted to get back together with me, they’d have to be really romantic. Then, ask sts to change the underlined phrases to make true sentences about themselves. Monitor and offer help if necessary. Pair sts up and have partners tell each other their modified statements and find two things they have in common. Classcheck.
Personal answers.
D Direct sts to look at the phrasal verbs in 3D on p. 7. Have them work in pairs, with each student miming three different phrasal verbs for his / her partner to guess. Classcheck. Personal answers.
E Ask sts to choose best options from a-c to complete items 1-7. Paircheck. Classcheck by writing the answers on the board. 1. a
2. b
3. b
4. c
5. a
6. a
7. b
F
The Animal in You! Read instructions 1-3 with the whole class and ask sts to write down their answers. Explain that in step 3 sts should combine the animals from 1 with the adjectives from 2, e.g., “an easygoing lion.”
Then, tell sts that the combinations are meant to reveal their personality. Play 1.2 and have sts check the meaning of each combination. Classcheck and ask: Do you agree with the results?
1.2 OK, now put each noun and adjective together. OK? So you should have three combinations, for example, an imaginative panda, an easygoing chicken or an outgoing whale. Right, so let’s find out what this means. Ready? The first combination is how you see yourself. Your self-image—OK? The second combination is how other people see you. Yeah, that’s what they think of you. And, wait for it, the third combination is the truth, it’s how you really are. That’s you! Surprised? Or do you agree?
4. of (your partner), with (other people) 5. of (having a serious relationship), with (anybody)
Personal answers.
6. in (contact) with 7. on (your mother), for (fashion advice)
C
MAKE IT PERSONAL Have sts match items 1-7 to the
correct endings in the column on the right. Classcheck.
G Have sts fill in the blanks in sentences 1-5 with the Present Perfect Simple or Present Perfect Continuous forms of the verbs provided. Paircheck. Classcheck. 1. has grown
1. I sometimes fall out with my parents over using the car.
2. has been campaigning
2. I often go to the mall to hang out with my friends after work.
3. has been raining
3. I’m usually attracted to people who have a good sense of humor.
4. have never seen 5. has been
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R1
H Point out the Common Mistakes box and tell sts that there are two mistakes in item 1. Copy the sentence on the board and elicit corrections from the whole class. Tell sts that it is now their turn to correct the sentences. Explain that sts should find the number of mistakes listed in parentheses. Have sts work in pairs to correct sentences 2-10. Whenever sts are uncertain, encourage them to flip back through p. 4-23 and check their answers in units 1 and 2. Classcheck by writing the answers on the board. 1. What sports are you good at? 2. When did you fall in love with her? 3. Jed was engaged for six years. 4. Who do you usually hang out with? 5. Sue thinks that Toy Story is a sad movie, but Paulo doesn’t agree.
1.3 Amazing Facts! Fact one: Are you afraid to swim in the ocean? Sharks kill 8 to 12 people a year around the world, but really they should be scared of us. Scientists estimate that humans kill 100 million sharks annually. Fact two: In 1990, 43% of the global population lived in poverty. By 2010, only 21% were living on less than $1.25 a day. The United Nations hopes to end extreme poverty by the year 2030. Let’s hope they can! Fact three: Edison Pena is one of the 33 miners who were stuck in a Chilean mine for 69 days in 2010. Edison ran 6 miles a day when he was in the mine and one month after escaping he ran the 42 kilometer New York marathon in just 5 hours and 40 minutes.
6. She doesn’t often eat meat, but she liked my barbecue.
1. 8, 12, 100 million
7. Don’t leave your laptop on stand-by mode for too long.
3. 1, 33, 69, 2010, 6, 1, 42, 5, 40
8. Leo has been living in Boston for two years. 9. We have known each other since 2008. 10. The tree in my garden has grown two meters since I planted it.
Skills Practice A
Briefly elicit what sts remember about the blog written by a man named Al who decided to try a greener lifestyle after watching the documentary No Impact Man. Pair sts up and play 2.5 from unit 2. Pause after each paragraph to allow partners to tell each other the paragraph’s main ideas from memory. Classcheck and play the next paragraph. Repeat the process for the remaining paragraphs on the track.
Al met a friend, and his friend said he looked very different. Al told his friend that he had been trying to copy the attitudes of a man named Colin Beaven, from the film No Impact Man, who tries to have zero impact on the environment. The film has had so much impact on Al’s life that he and his wife have been trying to green up their lifestyles. The changes include going to work on foot at least twice a week, taking the stairs, and using recycled paper. He wonders if he can make a difference or if he is wasting his time. Then, have sts answer questions a-d in pairs. Classcheck sts’ answers.
2. 1990, 43(%), 2010, 21(%), ($)1.25, 2030
C Tell sts not to focus on the dialogs for now. Draw their attention to the prompt for item 1 and model forming the question. Have sts use the remaining prompts provided to form questions 2-4. Paircheck. Play 1.4 so sts can check their questions and fill in the blanks with the emphatic words they hear. Classcheck. 1.4 M = man W = woman 1 M1 Do you have any nicknames? M2 Not really, no. Although my brother calls me “big ears.” Oh, it does annoy me! M1 Aw! That’s mean! They used to call me “potato” at school, but I’ve absolutely no idea why. 2 W1 What’s the first thing you notice when meeting someone new? W2 Oh, I’m definitely a shoe person. I always notice if people have dirty shoes. W1 Me, I don’t notice clothes, but I do notice teeth. If they have something in their teeth… yuck! 3 W Are you more often optimistic or pessimistic? M Oh, I don’t know. I guess I’m about fifty-fifty. W No, you always seem so laid-back and happy. I think you’re a really positive person. 4 W If you could have only three electrical appliances at home, what would they be? M Hmm, difficult. Only three? Well, the first is my laptop. I do use it almost every day. W Lights? Do they count as an appliance? They sure are important.
Personal answers.
B
Dictation. Draw sts’ attention to the pictures and tell sts that they are going to listen to some facts about them. Explain that sts should listen and write the numbers they hear in the corresponding white circles below each photo. Play 1.3. Paircheck. Replay 1.3 and classcheck by writing the answers on the board.
1. does, absolutely 2. What’s the first thing you notice when meeting someone new?; definitely, do 3. Are you more often optimistic or pessimistic?; so, really 4. If you could have only three electrical appliances at home, what would they be?; do, sure
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R1
D
Have sts swap partners and work in their new pairs to act out dialogs 1-4 from C. Remind sts to stress the emphatic words. When all sts have finished, tell them to listen again and compare their sentence stress to the stress used in the audio. Play 1.4 again. Classcheck.
Personal answers.
E Read the title of the article in F (“Save the World, Save Your Money!”) with the whole class and have sts guess or predict what the text will be about and what Boston500 involves. Personal answers.
F
Go over questions 1-5 with the class and ask sts to read the text to find the answers. Paircheck. Classcheck.
1. Boston500 could help people save $100 a year on their energy bills and create lots of new “green” jobs for the community. 2. Thicker walls protect against high and low temperatures. 3. Solar panels do not usually generate enough energy for a house. 4. Windows could be turned into solar panels to increase the area of panels on a house. 5. Biodegradable waste is smelly.
G Have sts swap partners and ask: In what ways can we save energy at home? Refer sts to the model text in the speech bubble and then give sts two minutes to discuss the question in pairs. Classcheck ideas. Personal answer.
H
MAKE IT PERSONAL Question time! Tell sts that they are
going to hear twelve questions, which are the lesson titles from units 1 and 2. Ask them to listen and briefly write down their personal answer to each question. Emphasize that sts do not need to write the questions down—only their answers. Play 1.5. If necessary, pause after each question, but only long enough for sts to jot down very brief notes, e.g., yes, no, etc. Language Map on p. 2-3 and Have partners look at the take turns asking and answering the lesson title questions from units 1 and 2. Monitor sts’ work closely for accuracy and encourage them to ask follow-up questions when appropriate. At the end, ask sts how they felt performing the task: Do you feel comfortable with all the questions? Which ones are easy? Which ones are difficult?
1.5 Do you know all your classmates? How did your parents meet? How many Facebook friends do you have? When is the right moment to settle down? How much time do you spend online? Which do you do more: listen or speak? How green are you? How long have you been studying here? Which is worse: flooding or drought? What’s the best ad you’ve seen recently? Do you support any charities? Have you been feeling stressed lately?
Personal answers.
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3 Unit overview: In unit 3, sts learn Past Perfect and Past Perfect Continuous in the contexts of getting to know new places and cultures, discussing urban problems, and understanding, explaining and questioning rules.
Which city would you most like to visit? Lesson 3.1
Lesson Aims: Sts learn and practice adjectives and expressions to describe places. Function Language Reading about famous cities. You’re at the heart of the city. Identifying different text types. In a cybercafe, waiting for the rain to stop. Describing cities you’d like to visit. Well, I’d really like to visit Sydney. Ancient, Asian, skyscraper. Using alliteration to memorize words. Vocabulary: Landmark, skyline, smog, slums, square, upscale, tourist spots, harbor. Expressions: “It’s the place to go,” “find my way around,” “at the heart of.” Grammar: Review such, so, prepositions of place, some, and any.
Warm-up Have sts look back through p. 14-23 and, in pairs, take turns asking and answering the lesson question titles (“How green are you?” on p. 14, “How long have you been studying here?” on p. 16, and so on). Monitor sts’ performance and take notes of any mistakes for delayed correction. Classcheck.
Have sts focus on the words in bold in texts 1-4. Ask them to match these words to photos a-g. Paircheck. Classcheck. Then ask: What else can you see in the photos?
square – B skyscrapers – C harbor – D slums – G fashionable neighborhood – A skyline – E smog – F
B
1 Vocabulary: Cities A Books closed. Ask: Which city would you most like to visit? Elicit as many answers as possible and write the city names on the board. Books open. Start off with the Song line on the top of p. 27. Ask: Do you remember this song? What’s the name of the band? Is that your idea of a “paradise city”? Song line: Take me down to the Paradise City, where the grass is green and the girls are pretty. Song: “Paradise City” Band: Guns N’ Roses (USA) Year: 1988
Point to photos a-g on p. 26-27 and the city names on the board. Ask: Do you recognize any of your favorite cities in the photos? Can you guess where these photos were taken? Draw sts’ attention to texts 1-4 on p. 26. Say: You can read about four different cities here. Read the texts briefly and try to guess which cities these people are describing. Pair sts up and allow them a few minutes to read the texts and discuss their guesses with their partners. Play 3.1 and have pairs test their guesses for the names of the cities. Allow pairs to make changes to their guesses if they wish. Then, classcheck sts’ guesses, but don’t tell them the answers just yet.
Point to text 2 in A and ask: What type of conversation is this? Is it an e-mail? Point to the answer choices and have sts write “2” next to “Friends talking on Skype.” Have sts match the rest of the texts in A to the correct text types. Point out that there is one extra option that will not be used. Paircheck. Classcheck.
(2) Friends talking on Skype. (4) A guide talking to tourists. (3) A vacation blog post. (1) Friends playing a guessing game. – Introduction to a guidebook. Read Common Mistakes with sts and help them compare singular and countable forms of the same structure, e.g., “It has such a beautiful view” and “He’s such a friendly person.”
C Have sts look at the underlined words and phrases in the texts in A. Model the activity. Ask: Which phrase means “in the most important place”? Instruct sts to copy the phrases next to the correct definitions in the box. Paircheck. Classcheck. at the heart of landmark tourist spots find my way around it’s the place to go upscale
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3.1
D
Have sts look at photos a-g again. Say: I’m going to describe a photo, and then you’re going to try to guess which photo it is. As an example, describe photo d by saying: There are many buildings in the background. You can see a bit of water, it might be the sea or maybe a river… Keep describing more details in the photo until sts correctly identify it. Refer sts to the model in the speech bubble. Have sts repeat the activity in pairs. St A should describe a photo and st B should try to guess it. Tell partners to alternate roles. Monitor sts’ work closely and offer help if necessary. Classcheck by having a few sts describe photos for the whole class to guess.
Personal answers.
E
Point to the texts in A again and ask: What about now? Have you already guessed which cities they’re talking about? Have sts recall the guesses they made earlier in pairs and write them down, if they have not done so already. Then play 3.2 so sts can check their answers. At the end, ask: Any pronunciation surprises?
1. Beijing
2. New York
3. Rio de Janeiro
4. Mexico City
F
Focus on the pronunciation symbol and illustrations (a plane, a train). Ask: What sound is this? Next, elicit the pronunciation for Asian and ask: Does it have the Hǹ sound? Then, point to the word fashionable and ask: How about “fashionable”? Does it have the sound Hǹ? Explain that sts should cross out words in the box which do not have the sound Hǹ. Paircheck. Play 3.3 so sts can check their answers. Pause after each word if necessary.
3.3 Hǹtrain, plane. Asian, chaotic, dangerous, skyscraper,
stadium, sunbathe, upscale, volcanoes. man, fan, fashionable, flat, statue, traffic.
fashionable flat statue traffic Drill pronunciation for all the words in the box. Read World of English with the whole group and have sts come up with a phrase with at least four words from the box. Classcheck.
G
MAKE IT PERSONAL Pair sts up, or have them swap partners. Explain that st A should describe a city without mentioning its name and st B should try to guess it. Partners should alternate roles.
Ask partners to tell each other about a city they’d like to visit. Encourage them to give as many details as possible, including tourist spots, weather, nightlife, the people, the food, and everything else they know about the city. Monitor closely throughout the activity and offer help as needed. At the end, invite volunteers to tell the whole class the reasons why they’d like to visit one of the cities they chose.
Workbook p. 14 ID Online Portal Grammar p. 120
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3.2
Was last weekend as fun as you hoped? Lesson Aims: Sts learn and practice the Past Perfect via the contexts of visiting a place for the first time, experiencing different social conventions, and tweeting. Language It’s usual for people to shake hands and bow slightly. He hadn’t told me about bowing! By the time my stay was over, I’d learned my way around the city. Last year, I went to this amazing place, you know? I’d never been there before and… Vocabulary: Shake hands, bow slightly, push your way through, pour, blow on your soup. Grammar: Past Perfect; by + past expression + Past Perfect. Before the lesson: Prepare sets of cards with vocabulary from lesson 3.1, using the words and phrases below: square smog find your / my way around upscale harbor at the heart of (the city) slums landmark tourist spots skyline It’s the place to go.
Lesson 3.2
Function Taking a quiz and watching a video about a different culture. Reading tweets about a visit to Hong Kong. Reading about an exchange student in London. Delivering a one-minute monologue about a place you visited.
Warm-up Divide the class into groups of three. Give each group a set of premade cards (see Before the lesson). Have sts take turns selecting a card and explaining its meaning in their own words for the rest of the group to guess. Instruct sts to begin by telling the group whether their card has a word or an expression. Monitor closely and offer help when necessary. At the end, ask: Which word or phrase was the most difficult to guess? Which was the hardest to describe?
2 Reading A
Explore photos a-h and elicit as many details from them as sts can supply. Ask: What are people doing in photo a? What about photo c? Use the pictures and descriptions to pre-teach vocabulary sts will see in the quiz: hug, pour, blow on your soup, leave a tip, chopsticks, bow, and shake hands. Have sts match photos a-h to the underlined words in the quiz. Classcheck. Then ask: How much do you know about Hong Kong? Are customs there very different from here? What about the people? Read the quiz title with the whole class and ask: Has anyone ever been to Hong Kong?
Elicit the correct option for sentence 1, but don’t give sts the answer just yet. Have sts work in pairs to guess what the customs in Hong Kong are and to circle the best 3.4 so sts can check their options for 1-9. Then, play answers. Classcheck.
3.4 Notice the short and long pauses. While people in Hong Kong are very familiar with western culture, there are still unique social etiquettes that tourists should observe. When greeting someone in Hong Kong, a handshake is common, but do it with a slight bow. Kissing on the cheek and hugging is not practiced. It is OK to gently push your way through the crowd as Hong Kong is so densely packed; in fact, if someone says they’re sorry while navigating the crowd, it’s considered impolite. When giving gifts, always give them with two hands. Do not give clocks as the Chinese associate clocks with death. And gifts are never opened in
front of the person that gave them. When eating with others, it’s important to be aware of important table etiquette. As a courtesy, fill the tea cups of others before pouring your own cup, even if their cups are not empty. When you need a refill, keep the lid of the teapot half open, and the waiter will get the hint. Blowing on the soup is considered OK to cool down the soup. After you’re done, don’t leave your chopsticks standing straight up, as this signifies death. Leave them flat on the table. Tipping is customary—a service tip of 10% is expected—and tip the server directly, as leaving a tip on the table is considered impolite. Now you know a little bit more about Hong Kong. This is Rosanna Wilcox, informing you about Hong Kong.
Photos:
Quiz:
shake hands and bow – g
1. usual
hug – a
2. shouldn’t
kiss them on the cheek – c
3. say nothing
push your way through – h
4. later
pour – b
5. bad
blow on your soup – d
6. friends’
chopsticks – f
7. blow on your soup
leave a tip – e
8. bad 9. shouldn’t
B Point to the quiz in A and ask: If you were going to Hong Kong, which of these social conventions would be hard for you to adapt to? Have sts read the model in the speech bubble. If necessary, write a model on the board: I think I’d find it hard (not) to… Pair sts up and have them discuss the question, using the model in the speech bubble or the sentence starter on the board. Classcheck by having sts tell the class which social conventions would be difficult for their partners to adapt to. Also, ask partners: What did you have in common?
Personal answers.
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3.2
C
Song line:
MAKE IT PERSONAL Say: What about social conventions
here in (your city)? Have sts read the example sentence in the speech bubble and refer them to the ideas in the box that could help them write down their local social conventions.
I knew you were trouble when you walked in, so shame on me now. Flew me to places I’d never been.
Split the class into groups of three or four and ask sts to think of “rules” for tourists who are visiting their city. Walk around the classroom to monitor their work and offer help as needed. Classcheck.
C
Personal answers.
Read Common Mistakes with sts and explain the difference between the sentences. Have sts complete Rita’s tweets with the verbs from the box, using the Past Perfect. Paircheck. Classcheck.
3 Grammar: Past Perfect A Start off reading Cyber English with sts. Ask: Do you use Twitter? What do you tweet about? Tell sts that they are going to read Rita’s tweets. Say: She’s in Hong Kong for the first time. Ask them to read the rubrics and find out why she’s there (to meet her in-laws). Explain that Rita is tweeting about her experiences in Hong Kong. Point to the text, and elicit what “OMG” means (Oh my God). Point to options 1-5 and have sts complete the text with them. Paircheck. Play 3.5 so sts can check their answers. Classcheck by writing the answers on the board.
He hadn’t told me she’d made I’d never seen anyone do that I’d left on the table I’d said sorry
B
Do task 1 with the whole class. Point to and read the sentence “Hue’s mom gave me a gift that she’d made.” and ask: What happened first? Have sts check the right answer. Classcheck. Draw a timeline on the board and pinpoint the two actions happening in the past, as below: She made the gift.
Æ
She gave me the gift.
Æ
Now
Read the rule for the Past Perfect with the whole class. Focus on form, then elicit and write more example sentences from A on the board (I had never seen… He hadn’t told me…, and so on). Draw sts’ attention to the contracted form of had and help them compare contractions with had and would, as in “I’d never visited Hong Kong before” vs. “I’d like to visit Hong Kong.” Have sts do task 2 individually and match pictures a-b to the correct sentences. Classcheck.
Grammar box:
Song: “I Knew You Were Trouble” Singer: Taylor Swift (USA) Year: 2012
She made the gift. a b
Read the Song line on the top of p. 29 with sts and ask if they know the song or the singer who recorded it.
Go over World of English with the class. Ask sts if, in their first languages, it’s possible to find the same verb twice, as in, for example, “I had had too much to eat.”
had / ’d been had / ’d read hadn’t told had / ’d committed had / ’d made
had / ’d finished
D Find out if any sts have been to or would like to visit London. Tell them they are going to read about Bruno’s experience as an exchange student in London. Have sts read 1-7 and underline the correct verb tenses. Paircheck. Classcheck by writing the answers on the board. When checking the answer for number 6, read the 5 box with the whole class. 1. thought 2. ’d gotten 3. spoke 6. ’d learned 7. ’d never driven
E
4. ’d learned
5. were
MAKE IT PERSONAL Tell sts that they are going to play
a game called “Mystery Monolog.” Ask sts to prepare a one-minute monolog. Have a student read the model in the speech bubble. Read questions 1-6 with sts and explain that they should use the answers to these questions in their monolog. Allow sts time to work individually to answer the questions and plan what they are going to say. Pair sts up. Have st A deliver his / her one-minute monolog, ask st B to wait until the end of the monolog to guess the place or ask more questions. Then, sts should swap roles. Monitor sts closely and offer help, especially during individual planning. At the end, have a few volunteers recite their monologs and ask the whole group to guess the mystery places.
Personal answers.
Workbook p. 15 ID Online Portal Grammar p. 120
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3.3
Does the traffic drive you crazy? Lesson Aims: Sts learn and practice the contrast conjunctions although and though in the context of urban problems in New York City and in sts’ own city. Language People honk all the time… I think the worst problem by far is all the thieves. Contrasting ideas. Although I love this city, I can’t stand the crime. Listening to people talk about problems in their hometowns. I don’t mind the pollution. I think I’m used to it. Surveying people about how they feel about urban problems. Does the traffic drive you crazy? Vocabulary: Urban problems: roadwork, thieves, littering, lines, finding a parking spot, going through the red lights, potholes, security checks, traffic jams. Expressions: “It drives me crazy,” “I can’t stand…,” “I don’t mind…,” “It doesn’t really bother me.” Grammar: Although, though. Before the lesson: Write the following sentence starters on the board:
Lesson 3.3
Function Reading and talking about urban problems.
I did not have any money because… We couldn’t get a cheap hotel room because… She’d already by the time I
Warm-up Divide the class into pairs or small groups and have sts brainstorm endings for the sentence starters you wrote on the board (see Before the lesson). Give groups a point for each ending, and an extra point for each one that is original (i.e., an ending no other group came up with). Remind sts to use the Past Perfect for an event that happened before something else in the past.
.
Read the Song line on the top of p. 31 and find out whether sts know the song or the band which recorded it. Ask: What does “jungle” refer to? (a big city).
Song line: It’s like a jungle, sometimes it makes me wonder how I keep from going under. A-huh-huh huh-huh.
4 Vocabulary: Urban Problems
Song: “The Message” Band: Grandmaster Flash and the Furious Five (USA) Year: 1982
A
Explore the photos with sts and use the photos as a visual aid to elicit the vocabulary in them. Point to one image at a time and ask: What’s this? What are these people doing? What can you see in this photo? For example, point to the photo of the woman honking and ask: What’s she doing? If sts don’t know the word honking, write or say: She’s honking (at somebody or something). Present the term with a gesture and drill pronunciation.
Point to the photo of a man robbing a woman and ask: What’s happening? What do we call this man? Elicit or say: He’s a thief. Have sts repeat thief after you. Then ask: Is that a common urban problem? After covering all the photos and introducing as many new words as possible, draw sts’ attention to the words in bold in 1-10. Have sts match the words in bold to the photos. Paircheck. Classcheck and drill pronunciation of all the words in bold.
1. roadwork – e 2. thieves – f 3. littering – d 4. security checks – i 5. potholes – a 6. stuck in traffic jams – h 7. go through red lights – g 8. parking spot – j 9. honk – c 10. lines – b
B MAKE IT PERSONAL Read Common Mistakes with the whole class. Then ask: Did you know that New York City had all these problems? What about our city? Have sts read the model sentences in the speech bubbles. Have sts work in pairs, looking at the photos in A and listing the five most serious problems in their city. Instruct pairs to discuss and decide on the order of importance or relevance of the five problems. Closely monitor sts’ discussions for accuracy and correct any mistakes on the spot. Classcheck by comparing pairs’ lists of problems and the order in which they listed the problems.
Personal answers.
5 Reading A
Ask: Are there many foreigners living in New York City? Tell sts that they are going to read about the experiences of non-native New Yorkers.
Read the speech bubbles from the Statue of Liberty with the whole class. Have a look at what each foreign-born New Yorker said and fill in the blanks with sentences 1-10 from 4A. Tell sts to fill in the blanks with the numbers only. Paircheck. Play Classcheck.
3.6 so sts can check their answers.
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3.3 9 and 7 6 and 8 2 4 5 and 1 3 and 10
B
Point to the texts in A and ask the whole class: Which writers (or writer) described a problem that has gotten worse? Classcheck and have sts write the answer to item 1. Then, have sts identify the writers in A who described problems 2-4. Paircheck. Classcheck.
1. Rosa and Takako 2. Anton 3. Kurt 4. Jean Pierre and Lucy
C Ask: What’s your opinion about the impression of these writers? How do they feel about living in New York? Point to options 1-3 and have sts discuss in pairs. Classcheck. Personal answers.
D Read World of English with the whole class. Have sts find five examples in A and work in pairs to answer the question “What are they contrasting?” Classcheck. Examples: Jean Pierre: “Well, not that different from Paris, though.” This sentence contrasts driving manners in New York and Paris. Lucy: “You know what really drives me nuts, though?” This sentence contrasts heavy traffic, which she is used to, and parking space, which is something that bothers her a lot. Kurt: “Although I love this city, I can’t stand the crime.” This sentence contrasts the person’s feelings regarding the city. Rosa: “Even though the post 9/11 trauma has passed, the police have been in a constant state of alertness…” This sentence contrasts the end of the 9/11 trauma with the fact that there are still constant security checks. Takako: “Not anymore, though.” This sentence contrasts the fact that streets used to be cleaner and now there is trash everywhere.
E
MAKE IT PERSONAL Tell sts to complete 1-4 using their imagination. Refer them to the model dialog in the speech bubbles. When they have finished, ask them to work with new partners to share and compare ideas. Classcheck by having sts talk about their partners’ sentences.
Personal answers.
international students are from and what problems they mention. Play 3.7. Paircheck. Replay 3.7 if necessary. Classcheck by writing the answers on the board.
3.7 Notice O, U and K. T = teacher S = student R = Raul To = Tomiko A = Andre T Wow! Raul, how about you? Where are you from? R I’m from Lima. S Oh, I have been there! T And how do you like living there? R Well… it’s a huge city, you know… The traffic jams drive me crazy. T Well, London has them too, you know… Get ready! R But I don’t need to drive here, so… you know... T Lucky you. And… is Lima a very polluted city? R Oh, yes! But… I don’t mind the pollution. I think I’m used to it. But the traffic jams… they make me want to scream. T I see… Tomiko, traffic’s a big problem in Tokyo too, I imagine. To Yes, but I’m not from Tokyo. I’m from Osaka. T Osaka? Really? I lived there for a year. I love that city! To Me too. And yes, Osaka has a lot of traffic and, you know, people… uh… how do you say that? They, uh… you know, beep beep… T Honk? To Yeah, drivers honk all the time. R They do that in Peru too, especially the taxi drivers. To But I live on the 45th floor, so… I’m OK with the noise. But I can’t stand the long lines. There are too much.... ah, too many people and everywhere you go. You always have to wait for everything. T Yes, it is annoying, isn’t it? And Andre, how about Barcelona? A Well, Barcelona… It’s… uh… T Yes? A It’s a beautiful city… But… uh... it’s full of tourists and where there are tourists, there are thieves. T Oh, come on! A It’s true. The thieves make me so angry. I can’t stand the crime. But I find the tourists really annoying too. They throw paper everywhere… T You mean there’s a lot of litter on the streets? A Uh-huh. But my neighborhood is really clean, so… the litter—is that the word? T Yes. A The litter doesn’t really bother me. T Right. OK. Guilherme, how about you… Raul
Lima
Tomiko Andre
a. traffic jams
Osaka
a. honking
Barcelona
a. thieves
b. pollution b. lines b. littering
B Play 3.7 again and have sts draw sad (frowning) or “don’t-mind” (straight-mouthed) faces next to problems in A, according to how annoying each speaker describes it to be. Paircheck. Classcheck.
6 Listening A
Tell sts that they are going to listen to three international students talking about their hometowns. Point to the chart and ask sts to pay attention to where the
Raul
a. traffic jams /
Tomiko Andre
a. honking . a. thieves /
b. pollution . b. lines /
b. littering .
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3.3
C Read the lesson title on the top of p. 30 and ask the whole class: Does the traffic drive you crazy? Point to the words in the box and have sts complete sentences 1-6 with suitable options. Paircheck. Play 3.8 to classcheck sts’ answers. 3.8 1 The traffic jams drive me crazy. 2 I don’t mind the pollution. 3 I’m OK with the noise. 4 I can’t stand the crime. 5 I find the tourists really annoying. 6 The litter doesn’t really bother me.
1. drive 2. mind 3. ’m
1. drives 2. annoy 3. go 4. doesn’t
E
MAKE IT PERSONAL Create a class survey. Have sts individually prepare three questions about urban problems. Ask them to use vocabulary from this lesson and expressions from C. Draw their attention to the prompts in the speech bubbles, which they can use as a model.
Walk around the classroom, monitoring sts’ work and offering help as needed. Then, ask sts to stand up and mingle, interviewing as many classmates as possible with the questions they prepared. Monitor and take notes for delayed correction. Classcheck by asking sts what kinds of answers were most common for each of the questions they asked. Provide sts with feedback on their performance and language use.
4. stand 5. find
Personal answers.
6. bother
D
Read Common Mistakes with the whole group. Then, ask sts to circle the best choices in sentences 1-4. Classcheck by writing the answers on the board.
Workbook p. 16 ID Online Portal Grammar p. 120
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3.4
Have you ever missed any important dates? Lesson Aims: Sts learn and practice the Past Perfect Continuous through the context of narratives, especially stories of missing important events due to traffic jams. Language A bus had gone through a red light and crashed into three cars. What do you mean? No wonder! When we finally got to the stadium, they’d been playing for well over an hour. Telling a story about being stuck in a traffic jam. … I was going to the airport. We’d been away for two weeks… Vocabulary: Expressions for listening actively: “Oh, no!” “What do you mean?” “You’re joking!” “No wonder!” Grammar: Past Perfect Continuous. Before the lesson: Write the following prompts on the board:
Lesson 3.4
Function Listening to sad stories about traffic jams. Listening actively. Retelling stories.
in this city drives me crazy. 1. 2. I can’t stand people who . 3. doesn’t really bother me.
4. What annoys me the most is 5. I find a bit annoying. 6. I believe the best solution for
Warm-up Review urban problems. Direct sts’ attention to the sentence starters on the board (see Before the lesson) and invite volunteers to complete the sentences with their own opinion about urban problems in their city. Monitor closely for accuracy and offer help if needed. Then, have sts work in pairs and tell each other their sentences. Ensure that sts pair up with classmates they don’t usually work with. At the end, classcheck similarities by asking partners: What did you two find in common?
7 Listening A
Point to the pictures and ask: What’s his name? What’s her name? Where are they from? Tell sts to work collaboratively in small groups and make up one story for Juan and another for Sandra, using what they can see in the pictures. Classcheck their stories. Then play 3.9. Ask: Were your guesses close to the real stories?
3.9 Notice how the similar sounds link. Story 1 R = Rachel J = Juan R You look a little bit depressed, Juan. What’s wrong? J Yeah, well, last Thursday I had a job interview—the third in a week. R You poor thing! J You see, I’d been trying to find a job as an architect for months, without success, of course, but I was really optimistic about that particular interview. Anyway, the big day finally came, and, hmm, guess what—there was a massive, massive traffic jam on the main avenue. R Oh, no! J Yep, but, you know, I wasn’t too worried, since I’d woken up at 5 and left home at 6… you know, just to be on the safe side. R Right. What time was the interview? J 7:30. R Seems more than enough, doesn’t it?
. is
.
J Well, that’s what I thought. At 6:30, though, I was still stuck in exactly the same place, so I turned on the local traffic radio to see what was going on. R And…? J Apparently, a bus had gone through a red light and crashed into three cars. On the day of my interview! R Oh, no! Did you make it in time for the interview? J Hmm… Guess what time I got there. 8:50! R You’re joking! Gee! And how did it turn out? J Surprise, surprise… I didn’t get the job I’d been dreaming of since I graduated! Darn it! R Well, I’m sure something better will come along… and next time be sure to rent a helicopter on the day of the interview. J Ha, ha, very funny. Story 2 S = Sandra E = Ethan S … But I still haven’t found what I’m looking for. E I didn’t know you liked U2. S Oh, I’m a huge fan. I’m crazy about Bono. E Really? Have you ever seen them live? S Yep. Well, sort of. E Uh? What do you mean? S Well, when I heard they were coming to São Paulo, I bought two tickets right away. Incredibly expensive, but I didn’t care. Anyway, I spent the next two months anxiously waiting for the big day—the day I’d been waiting for since I was sixteen. E Wow! S On the day of the show, my friend and I left work two hours earlier—you know, just in case—and took a taxi. E OK, go on... S Well, after an hour we realized that the taxi had only moved a few blocks, so both of us started to freak out. E No wonder! Just a few blocks in one hour! S Yeah, I know… People were honking like crazy, but there was nothing we could do—even the bus lanes were jammed. You see, it’d been raining nonstop, which kind of explains all the chaos.
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3.4 E So what happened in the end? S Well, we abandoned the taxi, ran like crazy and, by the time we finally got to the stadium, they’d been playing for well over an hour. Thank God the security guards let us in. E So you only caught—what—the last ten minutes of the show? S Only the last six songs! But that was the best half hour of my life. I swear. Juan had been trying to find a job as an architect for months and he was going to his third job interview that week. He was particularly optimistic about that interview, but on the “big day” there was a massive traffic jam—a bus had gone through a red light and hit three cars. Juan arrived late and missed the interview. Sandra had bought two tickets to see U2 and had been waiting anxiously for two months to see them live. On the day of the concert, she and her friend left work two hours earlier and got a taxi to the stadium. They couldn’t make it on time, though. It had been raining nonstop and the traffic jam was huge. They got out of the taxi and ran to the show, but when they arrived, U2 had already been playing for over an hour. She only saw the last six songs of the gig.
B
Have sts work in pairs to decide whether sentences 1-4 are true (T) or false (F). Play 3.9 again so sts can check their answers. Classcheck.
1. T
2. F
3. F
4. T
C
Ask sts to go to AS 3.9 on p. 159 and copy the underlined expressions next to their meanings in the chart. Paircheck. Classcheck.
2. You poor thing! 3. No wonder. 4. ... how did it turn out? 5. You’re joking!
8 Grammar: Past Perfect Continuous A
Go over the Grammar box with sts and have them answer questions a and b on their own. Paircheck. Classcheck.
1. ’d been trying 2. ’d woken up 3. ’d gone through 4. ’d been dreaming of 5. ’d been waiting for 6. ’d / moved 7. ’d been raining nonstop
C
Have sts study World of English on their own. Then, ask them to form new pairs. Point to the pictures in A and explain that sts will retell both stories in pairs, using a variety of past tenses. Before sts start, refer them to the model in the speech bubbles. Monitor closely for accuracy and correct any mistakes on the spot. At the end, invite volunteer pairs to collaboratively retell stories 1 and 2 to the whole class.
Refer to the answer key in
.
D Have sts revisit AS 3.9 on p. 159 to notice the prepositions and articles in the highlighted expressions. You may wish to write them on the board. Then, read Common Mistakes with the whole class. E
MAKE IT PERSONAL Ask: Have you ever missed anything important because of traffic? Ask each student to write down notes about the story with the aid of questions 1-5.
Divide the class into small groups and have them share stories and respond / listen actively to other group members’ stories using expressions from C. Go over Common Mistakes before sts begin. Classcheck. Ask: Which was the saddest story? Which was the funniest? Finish the lesson with the Song line on the top of p. 33. Ask whether sts know the song or the singer who recorded it. Ask: Do you agree with these words?
Song line: You only get one shot, do not miss your chance to blow. This opportunity comes once in a lifetime, yo. Song: “Lose Yourself” Singer: Eminem (USA) Year: 2002
Personal answers. a. Yes.
b. No.
B
Ask sts to fill in the blanks in items 1-7 with the verbs from the box. Ask them to use the Past Perfect or the Past Perfect Continuous where appropriate. Remind them to use contracted forms. Paircheck. Classcheck by writing the answers on the board.
Workbook p. 17 ID Online Portal Grammar p. 120 Writing Bank p. 149
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3.5
How many pets have you owned? / When did you last break a rule? Lesson Aims: Sts use language involving rules and regulations and practice narrative tenses by talking about a rule they’ve broken. Language Please fasten seat belt while seated. I’m afraid you can’t park here. My wife used to get into trouble all the time at school for not wearing the right uniform. Confessing rules you’ve broken. I was crossing the road when these police officers suddenly stopped me and tried to give me a fine for crossing in the wrong place! Vocabulary: Refrain from, pick up after, tow away, fasten, lifeguard, trespasser, under surveillance, on duty, at owner’s expense, at your own risk. Grammar: Review narrative tenses. Before the lesson: Write the following questions on the board:
Lesson 3.5
Function Understanding rules and regulations. Listening to people explain and question rules. Reading confessions.
Which animal(s) would you consider keeping as a pet? Which one would you “adopt” (i.e., give money to charity to help)?
Warm-up Show sts the questions on the board and have pairs of sts discuss them. Classcheck by having sts report their partner’s answers.
Skills: Understanding Rules and Regulations A
Books open. Focus on the lesson title question, “How
many pets have you owned?” Have sts take turns asking and answering the question in pairs. Classcheck. Point to and read the sign “Speed limit 5 mph” with the whole class. Point to photos a-j and elicit the corresponding photo for this sign. Ask sts to read the rest of the signs and match the remaining photos to these signs. Paircheck. Play 3.10 to classcheck. Have sts work in pairs to think of at least two possible places where they might see each of the signs. Classcheck. At the end, ask the class: Which four signs are intended to be funny? Do you find them funny?
3.10 W = woman M = man a W No! No, no, no, please not my car. I only parked for a few minutes. I only went to the store. M Don’t even think about parking here. Unauthorized vehicles will be towed away at the owner’s expense. b M1 Hey! You can’t come in here, this is private property! Get him, Samson! M2 Ahhhh! M3 Trespassers will be prosecuted. If the dogs don’t get you first. c M Smile! This building is under 24 hour surveillance. d W Come on Harry. No Harry, not here. Come on Harry. Not here. Oh Harry, OK then, here.
Which one would you sponsor in a zoo? Why?
M Attention dog guardians! Please pick up after your dog. Thank you. Attention dogs! Grrrr woof. Good dog. e M Swim at your own risk. The sharks will be delighted! By the way, no lifeguards on duty here. f M In order to maintain a relaxing environment, please refrain from cell phone use. g M1 Welcome aboard flight AA735 for Los Angeles. M2 Please fasten seat belt while seated. Life vest under your seat. h M Speed limit five miles per hour. i W Here boy. Here Harry. Here Harry. Harry! M Dogs must be on leash. j M Drink or smoke here and you will end up in jail! a. Don’t even think of parking here! Unauthorized vehicles will be towed away at owner’s expense. b. Trespassers will be prosecuted (if the dogs don’t get you first). c. Smile! This building is under 24hr surveillance. d. Attention dog guardians! Please pick up after your dog. Thank you. Attention dogs! Grrrr woof. Good dog. e. Swim at your own risk—the sharks will be delighted! By the way, no lifeguards on duty here. f. In order to maintain a relaxing environment, please refrain from cell phone use. g. Please fasten your seat belt while seated. Life vest under your seat. h. Speed limit 5 mph. i. Dogs must be on leash. j. Drink or smoke here and you will end up in jail! Funny signs: b, c, d, e
B
Ask sts to match the verbs, people, and expressions in the first column to their meanings in the second column. Paircheck. Play 3.11 to classcheck.
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3.5 Verbs: Refrain from = avoid Pick up after = clean up someone’s mess Tow away = remove someone’s car using another vehicle Fasten = close securely People: A lifeguard = someone who helps swimmers in trouble A trespasser = someone who enters private property without permission Expressions: Under surveillance = monitored On duty = working At owner’s expense = whoever owns it will pay the costs At your own risk = although you know it’s dangerous
C
Ask sts to look at B and choose two words or phrases they wouldn’t expect to see written in (1) a cybercafe, (2) a hospital, (3) their favorite beach, (4) their English school, and (5) a zoo. Walk around the class and offer help if necessary. Classcheck.
Personal answers.
D MAKE IT PERSONAL Point to the rules in A again and ask the class: Which rules are the most important? Pair sts up and have them discuss important rules by taking turns asking and answering these questions: “Have you ever broken any of these rules?” and “Would you ever break any of these rules?” Classcheck. Personal answers.
C D C D
empty and I… and I just need to cash a check at the bank. Can I park here for just 10 minutes? I’m afraid not. But I’m starving. I can bring you a muffin on my way back, how about that? I’m sorry, miss. Our parking area’s for patrons only. There’s another parking lot right across the street and… Well, I want to speak to the manager…
Conversation 3 E How may I help you sir? F What do you mean “how may I help you”? Can’t you see I’m going for my morning run? E I’m afraid this is private property sir. You can’t go beyond this point. F Since when? E Since yesterday. Mr. Jobs just bought this whole area. You see the gate? F Well, I’ve been jogging here since 1999, so this is my area too. They can’t just close it off like that. E Sir, I’m afraid I’m going to have to ask you to step back. Conversation 4 G Hmm… excuse me. H Yes? G I was uh… I was walking right behind you and I saw… Well, there’s a little something you might have forgotten to do. H What do you mean? G Well, ask your dog. H What? Oh… Oh! I’m sorry. Did I forget to clean up after Alfred? G I’m afraid so. H My bad! Sorry again. How embarrassing. Well, thanks for the heads up. G No problem. Bye! H By the way, I’m Bruce. Your face looks familiar. Do you…
in Action: Explaining and Questioning Rules A
Tell sts that they are going to hear four conversations Skills A. Instruct sts to listen and circle about the signs in the correct signs as you play 3.12. Paircheck. Classcheck.
3.12 Notice the intonation on questions ÊÌ. Conversation 1 A Excuse me… B Hang on a second Julie. Yes? A Oh, hi… uh… Meditation 102 is about to begin. B Yeah, I know. I’m in that group. Can’t wait! A Well, you see, we like to keep the school as quiet as possible, so… uh… I was wondering… could you continue your conversation outside? B Oh, I’m sorry. Was I speaking too loud? A I’m afraid so. B I’m sorry. I didn’t realize that. Julie, gotta go, I’ll catch up with you later. Conversation 2 C Excuse me… Excuse me, miss. D Yes? C Are you shopping with us? D Well, no, not now. Why? C Uh… I’m afraid you can’t park here. D What do you mean I can’t park here? Says who? C Just look at the sign over there. D Oh, come on. Be reasonable. The parking lot’s nearly
1. In order to maintain a relaxing environment, please refrain from cell phone use. 2. Don’t even think about parking here. Unauthorized vehicles will be towed away at owner’s expense. 3. Trespassers will be prosecuted (if the dogs don’t get you first.) 4. Attention dog guardians! Please pick up after your dog. Thank you. Attention dogs! Grrrr woof. Good dog.
B
Ask sts: Which speakers don’t accept the regulations easily? Replay 3.12. Classcheck.
2, 3
C Elicit answers for sentence 1. Then, have sts fill in the blanks for sentences 2-7. Play 3.13 so sts can check their answers. Replay 3.13 and have sts listen and repeat, copying the intonation. 3.13 1 2 3 4 5 6 7
I’m afraid you can’t park here. I’m sorry. I didn’t realize that. My bad! Sorry again. What do you mean I can’t park here? Says who? Oh, come on! Be reasonable! I’m afraid so. I’m afraid not.
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3.5 1. afraid / can’t 2. realize 3. bad 4. mean / Says 5. come 6. so
situations and signs as they can. Monitor pairs closely and offer help whenever needed. At the end, invite volunteer pairs to role-play situations for the whole class. Ask the class to guess which sign is being acted out.
Personal answers.
7. not Finally, have sts read Common Mistakes and go over the sentences with them.
D Introduce photos 1-4 and have sts briefly describe details they can see in each of them. Tell sts to read the confessions and match them to photos 1-4. Play 3.14 so sts can check their answers. At the end, ask: What rules had these people broken? 3
1
2
F
MAKE IT PERSONAL Divide the class into small groups of three or four and have sts in each group share stories about breaking rules and getting in trouble for it (or not). Monitor sts’ stories closely and take notes for delayed correction. Classcheck by asking the groups to report the funniest stories to the whole class. Provide sts with language feedback at the end.
Personal answers.
4
E
Have pairs of sts role-play a situation about one of the signs in A. Instruct sts to read the model dialog in the speech bubbles first. Allow pairs some time to plan what they will say, if necessary. Encourage sts to act out as many
Workbook p. 18 ID Online Portal Grammar p. 120 ID Café Video p. 140
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4.1
4 Unit overview: In unit 4, sts are presented with the “should” + “have” + participle construction and the Third Conditional via the contexts of education systems, school and college life, career choices, and regrets. Sts also learn and practice “too” and “enough.”
Does your school system work well? Lesson Aims: Sts use language related to school subjects and discuss topics related to education systems.
Lesson 4.1
Function Language Expression, conclusion, passion. Noticing and practicing pronunciation patterns. Talking about school subjects. I used to hate math ’cos the teacher couldn’t explain it to us. Reading about Finland’s school system. … and 60% of its 5 million population are university graduates. Comparing an education system to your own. Students usually behave well there, but in my school they didn’t. Talking about your ideal school. It’d be a nice modern building. Vocabulary: School subjects. Expressions related to school life: “take tests,” “get a low / high grade,” “get kicked out of class.” Grammar: Verb + noun collocations.
Warm-up Have sts review p. 26-35 and, in pairs, take turns asking and answering the questions that form the lesson titles in unit 3. Monitor closely for accuracy. Take notes not only of sts’ mistakes, but also of their best answers, to provide them with positive feedback as well. Classcheck.
1 Reading A
Books open. Write translation on the board. Elicit and then mark the stress on the penultimate syllable. Read World of English with sts. Then, ask sts to work in pairs to come up with an example word for each suffix listed that has the stress on the penultimate syllable (-sion, -tion, -ic). Tell them to look for examples in units 1-3. Classcheck and list sts’ examples on the board. Drill pronunciation for all the words suggested by the group. Follow the same process for the suffixes listed with stress on the antepenultimate syllable.
B
Point to the weekly schedule and elicit pronunciation of a few of the school subjects. Have sts swap partners. Then, ask pairs to practice saying all the school subjects in the chart. Refer sts to World of English and correct any mistakes on the spot. Classcheck and drill pronunciation for all subjects. Invite a volunteer to read the model in the speech bubble. Have pairs of sts take turns saying how they feel about each school subject in the schedule. Classcheck by having sts report some of their partners’ opinions. Read the Song line on the top of p. 37 with sts and ask: Do you know this song? Who recorded it? What’s the song about? If time allows, find the full lyrics online and explore more parts of the song on education.
Song line: All in all you’re just another brick in the wall. Song: “Another Brick in the Wall” Band: Pink Floyd (UK) Year: 1979
Suggested words: From unit 1: -sion — expression, conclusion, passion, admission, -tion — question, relation, definition, emotion, attraction, attention, communication -ic — graphic, emphatic, specific, optimistic From unit 2: -sion — omission -tion — conditioning, pronunciation, transportation, question, action, duration, intonation, deforastation, population, dictation, definition, conversation, meditation, interruption, collection, information, extinction, donation, preposition -ic — plastic, organic, public, optimistic, pessimistic, topic, electric From unit 3: -sion — impression, permission, confession -tion — observation, introduction, definition, pronunciation, isolation, convention, transportation, contraction, action, pollution -ic — traffic, music, chaotic, public
Personal answers.
C Read the title of the article and ask: Which country is this text about? Have sts read the first part of the article and guess the missing words. Paircheck. Then, play 4.1 so sts can check their answers and allow them time to fill in the blanks correctly. Ask the class: Were you surprised by this information? Sweden 60 5 Finland
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4.1
D Ask: Why might Finland’s education system be so good? Have two sts read the model dialog in the speech bubbles. Point to topics 1-8 and have sts discuss the topics and make their predictions in pairs. Classcheck sts’ ideas.
do
get
make
9 9 9 9 9
Personal answers. 9
E
Play 4.2 as sts listen and read along to check the predictions they made in D. Classcheck.
Point to the first word in bold and then direct sts’ attention to photos 1-8 on p. 36. Ask: In which photo can you see tuition fees? (photo 3). Have sts continue matching the words in bold to photos 1-8. Classcheck.
tuition fees (3) behave badly (1) cheat on exams (4) subjects (2) schedule (5) report card (8) fail a test (6) one-on-one tutoring (7)
take a class / tests a low / high grade homework kicked out of class mistakes well (in school)
B
MAKE IT PERSONAL Ask sts to swap partners. Instruct pairs to use photos 1-8 to compare school life in Finland to their own country’s educational system. Refer sts to the model in the speech bubble. Monitor pairs’ work closely and correct pronunciation mistakes on the spot, but leave other mistakes for delayed correction.
Classcheck ideas and give sts language feedback on their performance.
Personal answers.
C
2 Vocabulary: School Life A Model the activity. Ask: Do you “do,” “get,” “make,” or “take” a class or tests? (take). Have sts check the corresponding verb in the chart. Tell them to work individually to check one verb for each school life item on the right. Paircheck. Then, ask sts to look for the correct answers in the text in E and Common Mistakes . Classcheck.
MAKE IT PERSONAL Ask the class: What’s your idea of a perfect school? Divide the class into groups of three and have sts in each group share their views on what an ideal school would be. Encourage them to use ideas from 1D. Classcheck by having sts report their group members’ opinions to the whole class.
Personal answers.
Workbook p. 19 ID Online Portal Grammar p. 122
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4.2
What’s the ideal age to get into college? Lesson 4.2
Lesson Aims: Sts practice too and enough in the context of school systems. They also learn vocabulary related to higher education. Function Watching / Listening to the trailer of a documentary.
Language In America, if you don’t earn a lot of money, something went wrong. Debating school systems. I think schools should make us feel special, as we all learn in different ways. Reading a website about choosing a career. All my friends will major in business, so that’s what I’ll do. Talking about career choices. I’d study gastronomy at the Sorbonne. Vocabulary: Major, scholarship. Expressions related to college life: “drop out of (college),” “get into (medical school).” Grammar: Too and enough. Before the lesson: Write the following questions on the board: Did you go to a public or private school? Where was (or is) it? Did you have to wear a school uniform? What was it like? Have you ever gotten into trouble because of a low grade?
Warm-up Point out the questions you wrote on the board (see Before the lesson). Pair sts up and have them ask and answer the questions. Ask sts to find three things they have in common with their partners. Classcheck.
3 Grammar: Too and Enough A Books closed. Ask: What do you remember about the Finnish education system? Have as many sts as possible participate, saying what they remember from the previous lesson. Ask: What about education in the USA? Is it good? Would you consider studying at an American university? Books open. Point to the photo of the video and tell sts that they are going to watch the trailer of a documentary about the U.S. education system. Set the video task by saying: Watch and decide if what you see and hear is mostly positive 4.3. Classcheck. or negative. Play
Have you ever been kicked out of a class? Are your kids doing well at school? Who was your favorite teacher? Which subject did he / she teach?
L Everyone expects us to be super heroes. M You have a fear from the parents that my kid needs to be able to get a job. N How do you expect us to do well when you can’t even make mistakes? O You’re dedicating your whole life to your grades. P You have to be smart, you have to be involved in arts. Q I have soccer practice every day. R Plus the homework on top of that. S Produce, produce, produce… T It’s impossible. U I couldn’t cope. mostly negative
B Replay 4.3 and ask sts to notice and check the four problems mentioned. Paircheck. Classcheck. The USA
4.3 Notice the sentence stress. A I can’t really remember the last time I had a chance to go in the backyard and just run around. B School’s just so much pressure that every day I wake up dreading it. C I’m afraid that our children are going to sue us for stealing their childhoods. D I would spend six hours a night on my homework. E You have to get into the top schools. F You have to take tests and do interviews. G It’s gone way to the extreme. H We’re all caught up in it. I In America, if you don’t earn a lot of money, something went wrong. J The pressure comes from the colleges, from the parents, from the government, but it has to stop. K You have to do well now, so you can get into a good college.
Too much homework.
9
Too much pressure to get into a good university.
9
My school
Overcrowded classrooms. Badly paid and demotivated teachers. Too much emphasis on tests and grades.
9
Too many extracurricular activities.
9
Discipline problems. Not enough career counseling.
C
Re-read the phrases in the chart in B and go over the Grammar box with sts. Then, ask sts to read Common Mistakes and match sentences 1-9 to the rules in the box. Paircheck. Classcheck.
Tip Remind sts that too means “also” at the end of sentences, as in sentence 6.
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4.2 1. My school was very fun. I really enjoyed it. (rule 1) 2. Are there enough tables in your classroom? (rule 3) 3. It was a hard class / The class was too hard. I didn’t understand anything. (rule 2) 4. There was not enough time for relaxing. (rule 3) 5. I have a lot of / many friends at school. It’s great fun. (rule 1) 6. My teacher is very helpful. She’s really friendly too. (rule 1) 7. This is difficult homework. / This homework is too difficult. I can’t do it. (rule 2) 8. This exercise was very easy. It wasn’t challenging enough for me. (rule 3) 9. I gave up Chinese because it was too difficult. (rule 2)
D
in -ate but pronounced as ǨW, such as chocolate, (il)literate, approximate, as opposed to verbs ending in -ate and pronounced as HǹW, such as consolidate, approximate, participate, illustrate.
B
Ask: Do you think it’s easy to choose a career? What type of mistakes can people make?
Read the Song line on the top of p. 39 with the whole class and find out whether sts know the song or the singer who recorded it. Explain that, in fact, the Song line is about restarting a relationship, but it was chosen here to illustrate the topic of career changes (i.e., quitting a job or career and “starting over”).
Song line: MAKE IT PERSONAL Point to the second column in the
chart in B. Ask sts to work individually to check phrases that are true according to their school experiences. Have sts read the model comments in the speech bubbles before they begin. After they have finished, pair sts and have them share facts about their schools. Classcheck. At the end, ask: Did you find any similarities or big differences?
Personal answers.
E
MAKE IT PERSONAL Have sts swap partners. Ask the new pairs to discuss questions 1-5 on the topic of education. Monitor closely and offer help as necessary. At the end, open the debate to the whole class and have sts share their ideas. Encourage them to agree or disagree and to justify their views.
Personal answers.
Song: “(Just Like) Starting Over” Singer: John Lennon (UK) Year: 1980
Read the website’s title and introduction with sts. Draw their attention to classic mistakes and typical examples listed on the website. Sts read the text and match the two columns. Paircheck. Play 4.5 to classcheck.
4
5
2
1
3
6
At the end, read the cartoon on p. 39 and ask: Have you or anyone you know made these mistakes?
C
MAKE IT PERSONAL Read sentence 1 with sts. Ask sts to
use the words and phrases from A to complete sentences 2-5. Paircheck. Classcheck.
4 Vocabulary: College Life
2. get into
A
Focus on the words in bold and phrases in B. Have sts match them to the correct definitions. Paircheck. Classcheck.
1. major in 2. start over 5. major 6. drop out of
It’ll be just like starting over, starting over.
3. scholarship
3. major in
4. dropped out of
5. start over
Go over Common Mistakes with the whole class. Then, have pairs of sts take turns asking and answering questions 1-5. Classcheck by getting sts to report their partners’ answers.
4. get into
Play 4.4 for sts to listen as they read World of English . Drill pronunciation for all words in bold in the box, and elicit more examples of nouns and adjectives ending
Workbook p. 20 ID Online Portal Grammar p. 122
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4.3
What do you regret not having done? Lesson Aims: Sts learn and practice should(n’t) + have + past participle to talk about regrets in the contexts of career choices and school life. Language He should’ve studied music instead of engineering. I shouldn’t have missed so many classes. I shouldn’t have told my boss she looked like a giraffe. Vocabulary: Differences between American and British English: college vs. university, center vs. centre, neighbor vs. neighbour, meter vs. metre, graduate. Grammar: Should(n’t) + have + participle. Before the lesson: Prepare a list of 20 to 25 irregular verbs of your choice from p. 136-137. Before sts arrive, write the infinitive form of the selected verbs on the board.
Lesson 4.3
Function Listening to people talk about wrong career choices. Talking about regrets.
Warm-up After you greet sts, tell them that they are going to play a game. Assign pairs. Point to the verbs on the board and say: You have one minute to write down the past participle forms of all the verbs on the board. When time is up, ask sts to check their answers against the list of irregular verbs on p. 136-137. Sts score one point for each correctly spelled participle. At the end, drill pronunciation for the past participle forms of all the verbs on the board.
5 Listening A
Books open. Focus on photo 1 and elicit details from the picture. Ask: What’s his name? What does he do? Does he look happy with his career choice? Do the same for photos 2 and 3. Tell sts: You’re going to listen to Justin, Zoe and George talk about their career choices. Read the sentences with the whole class and encourage sts to try to predict the missing words. Say: Listen to the interviews and fill in the blanks. Play 4.6. Replay the track if necessary. Paircheck. Classcheck by writing the answers on the board.
4.6 Notice the weak form Ǩ. Conversation 1 I = interviewer J = Justin I Right, so you’re basically saying that you hate the work you do. J Well, I’m not sure about “hate.” I But you dislike engineering? J Yeah… I guess. I’m good at it, though. I Oh, yeah? J People at work say I’m really good at what I do, and… they must be right. I So… Why exactly are you looking for a career change? J ’Cause… ’cause that’s not where my heart is. I love music. Always have, always will. I So how come you majored in engineering, Justin? J Well, Dad’s an engineer and I’m an only child… Do the math. I And you’ve never considered getting a degree in music, arts or something? J Nope. Dad wanted me to follow in his footsteps, but I shouldn’t have listened to him.
I Well, you’re still young, you know. Have you thought about starting over? J Nah. I’m way too old now. I should’ve gone to music school years ago. I Well, I disagree. You see… Conversation 2 I = interviewer Z = Zoe I … so, Zoe, you’re attending college right now, is that correct? Z Uh-uh. I Freshman? Z Nope. I’m a sophomore. I And you’ve been thinking of dropping out. Why’s that? Z Well, basically, journalism’s not my thing. I should’ve chosen another major. I Right, but… how can you be so sure that you’ve picked the wrong career? Z Well, for starters, I can’t stand writing and… I Oh… Z Yep. My writing really sucks. I can barely put two words together. I I hear you, but… um… Did you enjoy writing at all when you were in high school? I mean, there’s got to be a reason why you picked journalism. Z Well, I didn’t want to lose touch with Kylie, Bonnie, Maria, and Tom. I Excuse me? Z My best friends. They all wanted to study journalism, so I… hmmm… I thought I’d learn how to like it eventually. Guess I was wrong... Look, I know it was a stupid decision and I should’ve thought about it more carefully, but what’s done is done. So my question to you now is: Is it too late to switch majors? I Hmm. Yes and no. You see… Conversation 3 I = interviewer G = George I … so what is it that you do exactly, George? G I’m a… Roger, get out of here. I told you to wait outside, didn’t I? Just go! Bad dog. I You were saying… G I’m a dog walker. I Uh-uh.
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4.3 G The money’s not bad and I… I like dogs. But I’m 41 and… you know, the wife says there is no future in it. I Did you attend university at all? G One year. Then I dropped out. You see, I really enjoyed college, but I just hated university, I didn’t like being away from my family. But now I guess I’m paying the price. Every day I wake up and ask myself: Should I have persevered a little more? I Well, yeah… probably. But have you considered going back? G Hmm… Well, the thing is…
3
3. university / dog walker / likes
B
Ask: Are there many differences between American and British English? Elicit a few examples from sts. Have sts complete the quiz, circling the correct flag for each underlined word. Paircheck. Classcheck. Play 4.6 again and ask sts to find out which person is British.
Quiz: UK, U.S., U.S., UK, U.S., U.S. George is British (he says he enjoyed college, but hated university).
Cultural note There are universities in the U.S., but they are often referred to as colleges. The students are always called college students, and they go to college. Students earning advanced or professional degrees are usually called graduate students. In the UK, the word college is sometimes used in the names of secondary education institutions, but not for higher education. Students at colleges in the UK are called school students and they go to school.
C
Read Common Mistakes with the group. Then ask: Do you know anybody who had trouble choosing a career? Are they happy now? Before sts answer, have them read the model in the speech bubbles. Pair sts up and ask them to share their stories with their partners. Classcheck.
Personal answers.
6 Grammar: Should Have + Participle A
4
5
1
Read the Song line on the top of p. 41 and ask: Do you know this song? Who sings it? Draw sts’ attention to the regret expressed in the line.
Song line: Too young, too dumb to realize that I should have bought you flowers and held your hand. Song: “When I Was Your Man” Singer: Bruno Mars (USA) Year: 2013
1. music / engineering 2. journalism / can’t stand
2
B
Allow the class more autonomy at this stage and encourage them to figure out the directions by themselves. Ask sts to work in pairs, looking at sentences 1-5 in A and answering questions a-c. Monitor sts’ work, offering help only if requested. Classcheck and go over Common Mistakes with the whole class.
Tip Replay 4.7 so sts can listen and repeat the sentences. You may wish to pause in order to split sentences in two, so sts can repeat one half at a time. a. things that happened in the past b. past participle c. should + subject + have + past participle
C Ask two sts to each read one of the examples of regret in the speech bubbles. Have the class look at p. 36 and ask: Do you regret having done anything at school? Do you regret not having done anything? Pair sts up and ask them to look at photos 1-8 and tell each other their regrets using the should(n’t) + have + participle construction. Refer sts to the list of irregular verbs on p. 136-137 for irregular participle forms. Weaker classes Write the following sentence starter on the board: I should’ve / shouldn’t have + participle… Monitor closely and correct any mistakes on the spot. Classcheck by inviting volunteers to report their partners’ school regrets to the whole class. Remind sts that the should + have + past participle construction does not change for third person singular.
Personal answers.
Instruct sts to match the two halves of sentences 1-5. Play 4.7 so sts can check their answers.
7 Pronunciation: ȒșGǨY and ȒșGQWǨY 4.7 1 Dad wanted me to follow his footsteps, but I shouldn’t have listened to him. 2 I’m way too old now. I should’ve gone to music school years ago. 3 Basically, journalism’s not my thing. I should’ve chosen another major. 4 Look, I know it was a stupid decision and I should’ve thought about it more carefully. 5 Every day I wake up and ask myself: Should I have persevered a little more?
A
Point to photo 5 and read the example sentence in the speech bubble for sts. Have sts work in pairs to write sentences for photos 1-6 using the should(n’t) + have + past participle construction. Classcheck and have sts choose the funniest sentences in the class.
Personal answers.
B
Play 4.8. Ask sts to listen for the real captions for the photos in A and to notice that have is not stressed when pronounced. Replay 4.8 for individual and
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4.3 choral repetition. Monitor closely for the non-stressed pronunciation of have and correct mistakes on the spot.
4.8 1 2 3 4 5 6
I shouldn’t have joined the army. He should’ve bought some glasses. He shouldn’t have said that. I should’ve chosen a different color. We should’ve gotten a cat. I should’ve had more driving lessons.
them to include at least one regret sentence using the target language. Ask sts to include one lie in their story. For item 2, split the class into groups of four or five. Within the groups, sts should take turns telling their stories. The other group members should try to spot the lie. Monitor sts’ work and take notes for delayed correction. Classcheck the lies sts have managed to spot and the most interesting stories. Provide sts with language feedback.
Personal answers.
C
MAKE IT PERSONAL Say: We’ve all done things we regretted later, haven’t we?
For item 1, point out the various topics. Have sts each choose one and write down a brief story about it. Remind
Workbook p. 21 ID Online Portal Grammar p. 122
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4.4
What would you have said if you’d been late today? Lesson Aims: Sts learn and practice the Third Conditional via the contexts of procrastination and talking about past events. Language If it weren’t for the last minute, I wouldn’t get anything done. I always put off doing the dishes, especially on weekends. Hey Rick, have you finished that article yet? We have to start printing in one hour. Speculating about different outcomes of stories. If I’d met an alien on the way to school today, I’d have… Vocabulary: Procrastination, procrastinate, procrastinator, put off, postpone. Expressions of procrastination: “do (things) at the last minute.” Before the lesson: Write a list of the following activities on the board (or, if the technology is available, find photos online that sts would associate with the following): doing the dishes, paying bills, doing homework, doing the laundry, shopping for food, answering e-mails at work, waking up early, and any other activities people often find unpleasant.
Lesson 4.4
Function Reading funny quotes about procrastination. Talking about activities people often put off. Listening to a dialog about procrastination.
Warm-up Display the photos or point out the list of activities on the board (see Before the lesson). Say: I do the dishes every day, about twice a day, and I hate it! What about you? / I shop for food once a week and I don’t mind it. What about you? Then, have sts work in pairs. Tell them to discuss how
often they do each activity and how they usually feel about doing it. Ask partners to find at least three things they have in common. Classcheck.
model sentence in the speech bubble and have sts work in pairs to discuss how long they usually put off the activities in photos a-f. Classcheck and find out who procrastinates more in each pair of sts.
a. do the dishes
d. check his e-mails
b. organize his desk
e. do his homework
c. pay the bills
f. be somewhere else
Question: Personal answers.
8 Listening A
Books closed. Play a quick hangman game on the board
with the word procrastination. When sts guess the word, elicit its meaning and what sts associate it with. Introduce some topic-related verbs, such as put off and postpone. Then ask: How often do you postpone until tomorrow things that could be done today? Why do some people put off things until the last minute? Do you always do your homework at the last minute?
Books open. Say: Here are some quotations about procrastination. Read and match 1-5 to the right halves. Paircheck. Classcheck. Pair sts up and ask them to define the words in bold. Then, have them choose the funniest and their favorite quotes. Classcheck.
4
2
5
3
1
Definitions: procrastinate = to delay doing something because you don’t want to do it put off = to procrastinate procrastination = the act of delaying procrastinator = somebody who delays get around to something = do something after a delay (maybe after procrastinating or maybe because you have been busy)
B
Point to photo a and ask: What does he need to do? Have the class look at the photos and identify what activity people are putting off in each of them. Then, read the
C Tell sts that they are going to listen to six conversations from the situations they saw in B. Play 4.9 and have sts match conversations 1-6 to photos a-f from B. Paircheck. Classcheck and then ask sts to predict the ending of each conversation. 4.9 1 Notice Z. A = Angie W = Wayne A What? No… uh… Wayne?… Are you going to work by car today? W Yeah... Why? Do you need it? A No, no, but, uh… You, you might wanna drive really really slowly today. W What do you mean? A Well, see it for yourself. W Oh, no. No, no, no, no. Don’t tell me they’ve canceled… 2 Notice Z. B = Brenda S = Simon B Lorna’s pretty mad at you. S Oh yeah? What have I done this time? B What do you mean? Oh, no, you forgot, didn’t you? S Forgot what? B Hello? Lorna’s e-mail? You read it, right? S You’ve gotta be kidding. B You didn’t? S Well, I… Well, I saw that she sent it. I was going to read it today and… 3 Notice Dș and ǣ. P = Petra R = Rick P Hey Rick, have you finished that article yet? We have to start printing in one hour.
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4.4 R P R P
Uh… Didn’t I give it to you last week? No Rick, you didn’t and I need it now. OK, right… It must be here somewhere. Maybe it’s on my desk. Yeah, or in a drawer, or in your bag. Rick, I’ve told you a thousand times. You need to be more organized.
4 Notice P and Q. J = Jimmy M = mom M Do you know what time it is? J Mom, it’s not even midnight. Chill! M We’ve gotta talk about your grades. Just saw your report card. Jimmy, Jimmy, you’ve gotta get your act together. Last night you, um, you spent the whole night in front of the computer, chatting. You didn’t do any school work. J I should’ve turned off that stupid computer. 5 Notice L and ǹ. K = Karol H = Harry H Hello sweetheart. Busy day? K Busier than yours, that’s for sure. H Hey, hey, hey… What’s wrong? K Harry, would it kill you to help with the housework every now and then? 6 Notice the sentence stress and Ǩ. F = Frank L = Louis F Excuse me. Sorry, I’m late. L Man, you almost gave me a heart attack! Our presentation begins in ten minutes! F Uh… What presentation? L Hello? The group project on climate change! F Oh, yeah, of course... L Did you oversleep again? 1. c 2. d
3. b
4. e
5. a
6. f
D Have sts recall part 1 of the dialogs from 4.9 in C. Then, read sentence 1 and elicit guesses by asking: Do you think the problem was money or time? Play the rest of conversation 1 in 4.10, and then pause the track. Classcheck. Have sts listen to the rest of 4.10 to check the conversation endings and underline the correct words or phrases in bold. Classcheck. 4.10 1 A = Angie W = Wayne W Oh, no. No, no, no, no. Don’t tell me they’ve canceled… A … the car insurance. Yep. You forgot to pay. Again. W Angie, listen, I swear I was going to. I swear. But you know how crazy things have been in the office and… A Blah, blah, blah… W I would’ve paid that bill if I’d had time. I swear. A Well, you should’ve known better. 2 B = Brenda S = Simon B You didn’t? S Well, I… Well, I saw that she sent it. I was going to read it today and… B Simon! The meeting was today! And you didn’t go.
S I should’ve checked my new messages… No, no, I didn’t! I mean, if I’d gotten the e-mail, I wouldn’t have missed the meeting, would I? I’m not stupid! B Well, what’s done is done. 3 P = Petra R = Rick P Rick, I’ve told you a thousand times. You need to be more organized. R No, no, I know it’s here somewhere. I promise I haven’t lost it. I’ll get it to you right away. If I’d cleaned up my office, I wouldn’t have lost that report. What was I thinking? I knew I should’ve cleaned up this mess sooner. Now, where is that report? 4 J = Jimmy M = mom J I should’ve turned off that stupid computer. So…? M Well, you wouldn’t have failed physics if you’d done your homework, that’s for sure. J OK, Mom, I promise, I promise… 5 K = Karol H = Harry K Harry, would it kill you to help with the housework every now and then? H Mmm… In a bad mood, are we? Guess we should’ve hired that cleaner. Look, I would’ve done the dishes if you’d asked me to. Why didn’t you? K I can’t believe you have the nerve to say that. Since when do I have to ask for help? Well, I’m asking you now. Here’s the detergent. Have fun. 6 F = Frank L = Louis L Did you oversleep again? F Is it that obvious? I shouldn’t have pressed the snooze button. L Yes, it is. And you know what? If you hadn’t spent the whole night partying, you wouldn’t have overslept… and we wouldn’t be in trouble now. F You’re beginning to sound a lot like my father! Don’t worry. We’re gonna do great. 1. time 2. meeting 6. partying
3. report
4. physics
5. ask me to
9 Grammar: Third Conditional A
Read the cartoon with sts. Ask: Did the man update his antivirus? Elicit the answer (no) and have sts circle it in a. Then, have sts answer items b-e and paircheck. Classcheck. Read the Song line on the top of p. 43 with sts and check if they know the song or any of the singers who have recorded it.
Song line: I would have given you all of my heart, but there’s someone who’s torn it apart. Song: “The First Cut is the Deepest” Singer: Cat Stevens (UK) Year: 1967 The song was also recorded by Rod Stewart (UK, 1977) and Sheryl Crow (USA, 2003).
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4.4 a. no b. yes c. past d. past participle e. I had
B
Read Common Mistakes with the whole class. Have sts look at sentence 1 and refer them to activity 8D. Then, ask sts to fill in the blanks in sentences 2-6. Paircheck. Play 4.11 to classcheck.
Tip For further practice, ask the group to go to Grammar on p. 123.
In each group, teams 1 and 2 should play against each other and alternate turns, moving across the board game and making Third Conditional sentence endings. The team to finish first is the winner. Monitor groups closely and encourage peer correction. At the end, elicit some of the sentence endings sts remember from the game.
2. ’d / have 3. cleaned up / lost
Personal answers.
4. wouldn’t / done 5. would have / had asked 6. hadn’t spent / wouldn’t have overslept
C Ask sts to cover the sentences in B. Have them turn to the photos in 8B on p. 42 and, in pairs, try to say the sentences from memory. Classcheck. See answer key in
Tell sts that team 1 will start the game. Ask them to toss their coin and move one (head) or two (tails) spaces. When team 1 stops at a space, each student in the pair must complete the sentence on it; that is, the team must come up with two different endings for the prompt. Remind sts to use Third Conditional sentences only. Explain that team 2 will check if the sentences are right or wrong. Then, it will be team 2’s turn to play. If one (or both) ending for the sentence is not correct, sts have to wait one extra turn for the other team to play.
.
D Have sts swap partners. Ask the new pairs to look at situations 1-3 and write two Third Conditional sentences for each of them. Walk around the classroom and monitor sts’ work. Classcheck. Possible answers: 1. If I hadn’t gone to that party, I wouldn’t have met that girl. If I hadn’t met that girl, I wouldn’t have got married. 2. If the police had not stopped him, he wouldn’t have lost his license. If he hadn’t offered them a bribe, he wouldn’t have gone to jail. 3. If Sue hadn’t taken the bus, she wouldn’t have had her ticket stolen. If Sue hadn’t bought a lottery ticket, she wouldn’t have won.
E
Tell sts that they are going to play the game “If Stones!” Divide the class into groups of four. In each group, assign two pairs: team 1 and team 2. If there is an odd number of sts in class, assign one group of three with two people on team 1 and one person on team 2. Give each group two coins, one for team 1 and another for team 2. Ask sts to set their coins just in front of the first square—“If I hadn’t come here today, I would have…” Refer sts to the instructions on the page and demonstrate tossing a coin and getting heads (to move one space) and tails (to move two spaces).
F
MAKE IT PERSONAL Assign new pairs. Have sts play “What would have happened if…?” Ask sts to look at D again and instruct them to come up with a similar sequence of at least three sentences about an event to create a story. Read letter a, “an accident that could’ve been a lot worse,” and elicit an example sequence. Then, model the activity by writing on the board: I put a flower vase on my window. My cat started playing with it. The vase fell off on the street. Nobody got hurt. I cleaned up the mess on the sidewalk. Leave the model on the board for sts to use as a reference.
Allow pairs of sts time to think of sequences for contexts b-f. Walk around the class and offer help if necessary.
Stronger classes Ask sts to look at their sequences and create Third Conditional questions using “What would’ve happened if I had(n’t) + participle…?” Tell sts to save their questions to ask the whole class later, when sts read their sequences to the group. When all sts have finished, refer to your model sequence on the board and elicit Third Conditional sentences related to the sequence, e.g., “If your cat hadn’t played with the vase, it wouldn’t have fallen off the window / this accident wouldn’t have happened.” / “If you hadn’t put the vase on the window, your cat wouldn’t have played with it.” Invite sts to read their sequences to the class and have the class come up with as many related Third Conditional sentences as possible. Monitor closely for accuracy and pronunciation, correcting on the spot, but also promoting peer correction and collaboration.
Workbook p. 22 ID Online Portal Grammar p. 122
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4.5
Would you like to be a genius? / How do you deal with criticism? Lesson Aims: Sts continue to practice should + have + past participle and Third Conditional through the contexts of predicting and checking predictions and expressing sympathy or criticism. Language Maybe the boy has an IQ of 5,000. Meet the 14-year-old who might change the way we see the world. Don’t let it get you down. You should’ve known better. Telling a story and responding sympathetically or critically. It’s not the end of the world. Vocabulary: Gifted, learn by heart, skip (high school), enroll (at university). Expressions of sympathy and criticism: “It could’ve been worse,” “Will you ever learn?” “What’s done is done.” Grammar: Review should + have + past participle and Third Conditional.
Lesson 4.5
Function Predicting information from text titles and headlines. Reading an article about a young genius. Listening to people sympathizing or criticizing others.
Warm-up Use the title question on the top of p. 44 to introduce the lesson topic to sts. Write the question Would you like to be a genius? on the board and have sts discuss it in pairs. To encourage sts to add more details, ask: Why? Why not? What would you like to be able to do as a genius? What special talent would you like to have?
E
Ask sts to swap partners. Have the new pairs take turns asking and answering questions 1-3. Classcheck and identify any similar views.
Personal answers.
F
Skills: Predicting and Checking Predictions A
Books open. Ask questions to introduce the text about Jacob Barnett. For example, point to the title and headline, “Meet the 14-year-old who…” and ask: What might be special about this boy? Point to the items in the box and have sts work in pairs to make predictions about the story using those ideas. Classcheck.
B
Assign roles A and B to the sts in each pair. Have st A read paragraph 1 and st B read paragraph 2. Then, without looking at the text, sts should share as much as they can remember from what they have just read. Play 4.12 as sts listen to and read along the first two paragraphs. Pause the track before the third paragraph starts. Then ask pairs: Did your partner forget to tell you any important information?
Any ideas from paragraphs 1 and 2.
C Read items 1-3 with the whole group and elicit guesses from sts. Then, have sts read the third and fourth paragraphs quickly to check their guesses. If time allows, play the rest of 4.12 for sts to listen and read along for the last two paragraphs. 2. 8
3. has
D Point to the first word in bold in the text, gifted, and have sts look at definitions 1-4. Ask: What does “gifted” mean? (very talented). Then, instruct sts to match the words in bold to their definitions in 1-4. Paircheck. Classcheck. 1. skipped
2. gifted
4.13 three syllables four syllables five syllables
Personal answers.
1. high
Point to the word theory in the chart and elicit the correct pronunciation from the whole class. Draw sts’ attention to the stressed syllables marked in pink and the number of syllables of the words in each column. Have sts work in pairs to practice pronunciation for all the words in the chart. Play 4.13 to classcheck. Then, replay it, pausing after each word for choral repetition.
3. learn by heart
4. enrolled
theory, actually, constantly, easily ability, incredibly, unusually, eventually relativity, elementary, disability
G Tell sts they’re going to play “Guess the Word.” Explain that they will guess the beeped words in sentences about Jacob Barnett, the genius from the article in B. Tell them that all the words are from the chart in F. Play the first part of 4.14 and challenge sts to say the missing word before it is actually said on the recording. Sts must be fast; do not pause the audio track. Award one point for sts who say the right word and two for sts who say the right word with the correct pronunciation, placing the stress on the correct syllable. Play the rest of 4.14 and continue the game. The answers are provided in the recording itself, at the end of each pause.
Tip If the number of sts is too large and it is difficult to hear which sts are pronouncing the word correctly, divide the class into two groups, team A and team B. Alternate turns, awarding sts’ points to their teams. 4.14 1 His parents suspected he had 2 He has trouble sleeping because
a learning disability. he constantly sees numbers in his head.
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4.5 3 By the age of three, Jacob could
easily solve complex equations. 4 Jacob dropped out of elementary school. 5 At age eight, it was clear that his mathematical ability was unusually high. 6 He joined Purdue University and eventually became a paid researcher. 1. disability 2. constantly 3. easily 5. unusually 6. eventually
4. elementary
H
Have sts swap partners. Ask them to hide the article about Jacob Barnett with a sheet of paper, their notebooks, or their workbooks. Ask them to leave the first line of the text visible and to cover the rest. Explain that sts should work in pairs to read the first line of the article and guess the first word of the following line. Sts should then slowly slide the paper down to reveal only the next line of the text and check their guesses. Direct sts to repeat the procedure with all the lines of the article. At the end, ask pairs: Was it easy or difficult? How many did you get right?
in Action: Sympathizing and Criticizing A
Have sts look at the photos and elicit as many details as possible by asking: Where are these people? What might’ve happened? How do you think they feel?
F Oh my goodness! Well, look, at least you didn’t get hurt. [beep] It could’ve been worse. Conversation 2 Jo = Josh B = Belinda Jo Oh, no! Oh, no! Not again. B What? Jo Seven hours of work gone to waste. B What? Jo Oh, you don’t wanna know. B Know what? Jo PC crashed again. B Don’t tell me you had no backup. Josh, this is the third time this year! [beep] You should’ve known better. Conversation 3 G = Gina J = Jay G I thought this was a new car. J It is. G Oh… uh… so… J Worst thing I’ve ever bought. G Oh, no. Really? J Yeah, this is the second time it’s broken down. And don’t get me started on the price I paid. G Oh Jay, what a shame! You used to love your last Focus. [beep] Well, what’s done is done. You can always get rid of this one and get yourself a new model.
Read both examples for dialog 1 in the chart: “It could’ve been worse” vs. “Will you ever learn?” Point to both possibilities and say: Listen to the first conversation again and, when you hear the beep, guess which sentence will be used. Explain that sts will have four seconds to say it.
Conversation 4 D = David C = Carl A = Anna D God, I hate this one. C What? No, you don’t. D What do you mean? Look at this painting. My four-year-old could’ve done better. C David, shut up. A No, go on. I’m listening. D You know what I hate about it? A What? D The use of colors. The whole thing’s so primitive, you know? How can they call this art? C Listen, what my friend means is that… A Can you excuse me for a moment? There’s somebody I’ve got to speak to. C David, are you out of your mind? She’s the artist! D What? Oh my God. [beep] C What were you thinking? D But how was I to know?
Play 4.16 and elicit, or prompt sts to guess, the sentence after the beep. Challenge them to do so within the pause in the audio track. Pauses are followed by correct answers.
1. It could’ve been worse. 2. You should’ve known better. 3. What’s done is done. 4. What were you thinking?
Tell sts that they are going to listen to four dialogs. Ask them to number photos 1-4 according to what they hear. Play 4.15. Paircheck. Classcheck.
4, 3, 1, 2
B
Tell sts that they are going to hear the four conversations again. Point to the chart and explain that, for dialogs 1-4, sts should guess whether the missing (beeped) sentences in the conversations will express sympathy or criticism.
4.16 Notice the intonation of What. Conversation 1 I = Iris F = Fiona I Hi, sorry I’m late. I missed the five o’clock bus. F What happened to your car? I Oh, you don’t wanna know. F What? I I drove into a tree. F What? I Yep. I should’ve known better than to text and drive at the same time.
C
Play 4.17 and ask sts to listen to all the sentences from the chart in B and copy the pronunciation and intonation they hear.
D Pair sts and have partners take turns saying phrases from B with the correct sympathetic or critical intonation. Monitor their pronunciation closely and correct any mistakes on the spot. E Have sts swap partners. Ask pairs to discuss questions 1-4 for the situations from A. Before sts start, go over 79
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4.5 the model sentences in the speech bubbles, as well as
Common Mistakes . Monitor sts’ work and take notes for delayed correction. Classcheck.
he / she should use as the basis for making up a story. St B should listen and respond using phrases from B. Have sts swap roles. Monitor and offer help if necessary. At the end, ask: Who was the most sympathetic listener in your pair?
Personal answers.
F
MAKE IT PERSONAL Assign roles A and B within pairs
and have sts read the instructions for their roles. For a change, you may ask sts to explain (to you) what they have to do. St A should revisit p. 43 and look at activity 9F, which
Workbook p. 23 ID Online Portal Grammar p. 122 ID Café Video p. 141
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Review 2 Units 3-4 Grammar and Vocabulary A
Picture Dictionary. Pairwork. Sts test each other and review vocabulary items learned in units 3-4. Throughout Picture Dictionary tasks, monitor closely and correct vocabulary and pronunciation on the spot.
Tip In order to provide sts with as much fluency practice as possible, expand the activity into the mini-dialogs suggested below.
Picture Dictionary
Features of a city, p. 26-27
Social rules in Hong Kong, p. 28
Urban problems, p. 30-31
Traffic stories, p. 32
Rules / Signs, p. 34
Procedures
Mini-dialogs / Suggested language
Sts cover texts in 1A. In pairs, sts take turns pointing to pictures a-g and saying seven city features.
St A: (points to picture a) What’s this? St B: That’s an upscale neighborhood near / by the beach. (points to picture b) What’s letter b? St A: It’s a square. (points to picture c) What’s…
Sts cover the text in 2A and look at pictures a-h only. In pairs, they name the customs in the pictures from what they remember to be usual or unusual in Hong Kong.
St A: It’s usual for people to shake hands and bow slightly. St B: When you greet people, you shouldn’t hug them or kiss them on the cheek.
Sts cover 1-10 on p. 30 and take turns naming the urban problems (in New York or their own city) in pictures a-h.
St A: (points to picture a) Some streets have potholes. St B: (points to picture b) There are huge lines everywhere.
Ask sts to look at the pictures in 7A and briefly retell / summarize Juan’s and Sandra’s stories.
St A: The man was stuck in traffic and he missed the job interview. St B: Sandra missed most of a U2 concert she had paid a lot of money to go to because she was stuck in a traffic jam.
Give sts about half a minute to look at the signs in Skills A. Then, ask them to cover the signs and focus on pictures a-j. In pairs, sts say rules for each picture.
St A: (picture i) Dogs must be on leash. St B: (picture h) Speed limit 5 mph. St A: (picture c) Smile! This building is under 24hr surveillance.
Sts cover the texts in in Action D and, in pairs, try to remember stories from pictures 1-4.
St A: (picture 3) The guy was in Poland and nearly got a fine for crossing the road in the wrong place. St B: (picture 1) This man was taking photos in the countryside of Egypt. Suddenly, two soldiers appeared and confiscated his camera for photographing a military installation.
Stories about breaking rules, p. 35
Sts cover the text in 1E and say school words / phrases from pictures 1-8. At the end, have sts uncover the text to check their answers.
St A: (picture 1) The boy is behaving badly. St B: (picture 2) These are school subjects. St A: (picture 3) These are tuition fees.
Sts use should’ve / shouldn’t have + Past Participle to say regrets of people in pictures 1-6.
St A: (picture 1) He should’ve obeyed the rules. St B: (picture 2) They shouldn’t have let the dog appear in the photograph.
Third Conditional sentences, p. 42
Sts look at pictures a-f in 8B and, in pairs, say Third Conditional sentences about situations / stories from the pictures. Classcheck with 9B.
St A: (picture a) I would’ve done the dishes if you’d asked me to. St B: (picture b) If I’d cleaned up my office, I wouldn’t have lost that report.
Words for each diphthongs, p. 154
Sts go to Pronunciation Chart on p. 154. Focus on the list of words for diphthong sounds, at the bottom of the page. Model the activity. Choose two words for the sound Hǹ and test the whole class. Ask: How do you spell “stay”? Tell sts to choose two words (but not the picture words / the first two) and test their partners.
St A: How do you spell made? St B: M-A-D-E. St A: Right. How do you spell eight? St B: E-I-G-H-T. St A: That’s right. St B: Now you. How do you spell pie? / How do you spell buy?
School words, p. 36
Regrets, p. 41
Features of a city: Neighborhood, slums, harbor, skyline, smog, square, skyscrapers. Social rules in Hong Kong: It’s usual for people to shake hands and bow slightly. When you greet people, you shouldn’t hug them and kiss them on the cheek. When you’re walking through a crowd, you should gently push your way through and say nothing. When you receive a gift, it’s good manners to open it later. Clocks make bad gifts. When drinking tea, you should pour your friends’ cup first. In Hong Kong it’s OK to blow on your soup. Leaving your chopsticks straight up means bad luck. After eating, you shouldn’t leave a tip on the table. Urban problems: Roadwork, thieves, litter, potholes, traffic jams, lines, security checks, noise, people go through red lights, it is hard to find a parking spot. Traffic stories: The man was stuck in traffic and he missed the job interview. Sandra missed most of the U2 concert she had paid a lot of money to go to because she was stuck in a traffic jam.
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R2 Rules / Signs: Dogs must be on leash. Speed limit 5 mph. Smile! This building is under 24hr surveillance. Please fasten seat belt while seated. Life vest under your seat. In order to maintain a relaxing environment, please refrain from cell phone use.
3 When we came out of the restaurant, my car was gone. Someone had taken it. 4 The authorities discovered that the athlete had been using drugs for months, so they disqualified him. 5 I would have made a cake if I had known it was your birthday. 6 I was really excited when I arrived in Barcelona. I had been looking forward to it for ages.
Drink or smoke here and you will end up in jail. Trespassers will be prosecuted (if the dogs don’t get you first). Attention, dog guardians! Please pick up after your dog. Thank you. Attention dogs!
1. had done / have gotten 2. canceled / had not (hadn’t) prepared 3. came / was gone / had taken
Swim at your own risk—the sharks will be delighted! By the way, no lifeguards on duty here.
4. discovered / had been using / disqualified
Don’t even think of parking here! Unauthorized vehicles will be towed away at owner’s expense.
6. arrived / had been looking forward
Stories about breaking rules: Crossing the road in the wrong place. Taking photos of a military installation. Wearing shorts to go into St. Peter’s. Not wearing the uniform to go to school, not wearing the correct shoes, not wearing a tie, dying her hair.
5. have made / had known
C Divide the class into groups of three or four. Within their groups, sts collaboratively tell a story using pictures 1-3. Draw sts’ attention to the model in the speech bubble and instruct them to use a variety of verb tenses to tell the story. Monitor and offer help. Then, play 2.2 for sts to compare their narrative to the story in the audio.
School words:
2.2
Tuition fees, behave badly, subjects, schedule, report card, fail a test, one-on-one tutoring, cheat on exams. Regrets: He should have obeyed the rules. They shouldn’t have let the dog appear in the photograph. She should have been more careful with her luggage. She should have another pair of pants. The dog shouldn’t have had access to the toilet paper.
M M W M W M W
= man W = woman Well, they arrived at the festival, but it had been canceled. Yeah. I think it had been raining. Yeah. It looks like it. And then they all stayed in one tent. Uh-huh. The wind had taken the other tent. Unlucky, huh? And what’s this picture? They look cold. Yeah, right. I guess they had been expecting hot weather because they are wearing T-shirts.
The man should have been more careful. Third Conditional sentences: I would’ve paid that bill if I’d had time. If I’d gotten the e-mail, I wouldn’t have missed the meeting, would I?
Possible answer: They arrived at the festival, but it had been canceled. Then, they decided to stay in a tent, but it started to rain. The weather was very bad, it was raining a lot and the wind was strong too. The wind destroyed their tent. They ended up cold and wet and without a shelter.
If I’d cleaned up my office, I wouldn’t have lost that report. You wouldn’t have failed physics if you’d done your homework. Look, I would’ve done the dishes if you’d asked me to. If you hadn’t spent the whole night partying, you wouldn’t have overslept… Words for each diphthongs (possible answers): Hǹ
stay, steak
ǣǹ
oil, coin
Dǹ
buy, height
Rș
know, toe
Dș
mouse, town
At the end, ask: Have you ever had an experience like this?
Personal answers.
Tip Get sts to notice and underline the verbs in AS p. 160.
2.2 on
M Well, they arrived at the festival, but it had been canceled. W Yeah. I think it had been raining. M Yeah. It looks like it. And then they all stayed in one tent.
B
Get sts to fill in the blanks in 1-6 with the Present
Perfect, Past Simple, Past Perfect or Past Perfect Continuous forms of the verbs given. Play
2.1 to check.
Classcheck by writing the answers on the board.
2.1 1 If you had done as I told you, you wouldn’t have gotten into trouble. 2 The teacher canceled the test because she hadn’t prepared it.
W Uh-huh. The wind had taken the other tent. M Unlucky, huh? And what’s this picture? They look cold. W Yeah, right. I guess they had been expecting hot weather because they are wearing T-shirts.
D MAKE IT PERSONAL Ask sts to answer 1-5 according to their opinion. Have two sts read the model dialog in the speech bubbles. In trios, sts compare their views, 1-5. Classcheck. Personal answers.
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R2
E
Read question 1 with the whole class and elicit the most suitable answer from the options given. Sts match 1-5 to the appropriate answers. Paircheck. Play 2.3 to check answers.
2.3 M = man W = woman 1 M Are we lost? W Maybe. I think we should’ve turned left back there. 2 M1 That was a dirty game. M2 I know! There should’ve been at least three red cards. 3 W1 I’m sorry. I shouldn’t have said that. W2 I agree. But we all say stupid things sometimes. 4 M I can’t believe I crashed my car. W You really should’ve known better than to drive that fast. 5 M What! Vic’s going out with Jill? W You didn’t know? Forget I said anything. I shouldn’t have mentioned it.
2.4 1 Kissing on the cheek and hugging are not practiced. 2 Gifts are never opened in front of the person that gave them. 3 Fill the tea cups of others before pouring your own cup, even if their cups are not empty. 4 In America, if you don’t earn a lot of money, something went wrong. 5 Everyone expects us to be superheroes. 6 You have to be smart, you have to be involved in the arts. 1. on the / and / are 2. are / in front of the / that 3. the / of / your / even if / are 4. if / a lot of / went 5. us to be 6. to be / to be / in
C Say: Let’s practice pronunciation now. Tell sts to copy the exact intonation of each sentence they hear. Play 2.5 for chorus repetition. If time allows, replay and get some individual repetions.
5, 4, 2, 1, 3
F
Sts correct Common Mistakes sentences 1-10. Call their attention to the number of mistakes between parentheses. Whenever sts are uncertain, encourage them to flick back through p. 26-45 and check their answers in units 3 and 4. Classcheck by writing the answers on the board.
1. I’ve graduated in math. 2. If you had gotten up early enough, you wouldn’t have missed the bus.
2.5 1 Kissing on the cheek and hugging are not practiced. 2 Gifts are never opened in front of the person that gave them. 3 Fill the tea cups of others Ì before pouring your own cup, Ê even if their cups Ê are not empty Ì. 4 In America, if you don’t earn a lot of money, something went wrong. 5 Everyone expects us to be superheroes. 6 You have to be smart, you have to be involved in arts. Intonation from audio.
3. “Did you make many mistakes?” “No, I don’t think so”. 4. He loves traveling. He has been to every place in Europe. 5. L.A. is such a big city and the people are so nice! 6. Studying hard doesn’t mean you will pass the test, but it helps. 7. I feel bad. I shouldn’t have eaten that old pizza. 8. You should have gone to the party last night. 9. He was angry because he had been waiting for 40 minutes before the police arrived. 10. People who go to Miami are often surprised because they don’t expect Spanish speakers.
Skills Practice A Ask sts to go to p. 35 and look at stories in in Action D. Tell sts to listen to and read the text and underline any words that they find difficult to hear or understand. Play 3.14. Classcheck underlined words. Ask: Why are these words difficult to understand? Go back to p. 47 and have sts read options a and b. Replay 3.14 for sts to choose the best answer according to their perception. Classcheck. Personal answers.
B
Tell sts they’ll hear six extracts from videos in units 3 and 4. Play 2.4 for sts to listen and complete 1-6. Paircheck. Replay if necessary. Classcheck by writing the answers on the board.
D Point to the picture and ask: Who’s she? What does she do? Where was she born? Then, ask sts to make two predictions in pairs about Dakota’s career. Classcheck. Point to phrases 1-6 and the timeline just above the text. Get sts to match phrases 1-6 to the correct circles in the timeline. Classcheck guesses and ask sts to read the text to check the correct chronology of facts. Classcheck by writing the answers on the board.
3, 5, 1, 4, 6, 2
E Sts re-read the text in D and mark statements 1-6 as true (T), false (F) or not mentioned (N). Paircheck. Classcheck. 1. N
2. F
3. F
4. T
5. N
6. F
F
Sts compare the sounds of underlined letters in each of phrases 1-3 and cross out the odd ones. Paircheck. Then, ask sts to make sentences with the remaining words. Play 2.6 to check answers.
2.6 1 afraid apples Asia they volcano 2 crazy fashionable statue taxi traffic 3 away eight pair stay straight
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R2 1. apples 2. crazy Possible answer: The fashionable taxi driver took me to the statue avoiding the traffic. 3. pair Possible answer: Go straight ahead if I have to stay away until eight. Then, ask sts to make sentences with the remaining words in 2-3, as the example in 1, “In Asia they are afraid of the volcano.” Classcheck.
Play 2.7. If necessary, pause after each question, but not for long—get sts to jot down very brief notes. Language Map on p. 2-3 and take turns Sts look at the asking and answering the lesson title questions from units 3 and 4. Monitor closely for accuracy and encourage sts to ask follow-up questions when suitable. At the end, ask them how they felt performing the task: Did you feel comfortable answering all the questions? Which ones were easy? Which ones were difficult?
G Role play! Swap partners. In pairs, sts come up with three social etiquette rules and write them down. Monitor for accuracy and correct mistakes on the spot. Then, sts swap rules with another pair.
Which city would you most like to visit?
In pairs, sts act out roles A and B. St A role-plays a tourist breaking one of the social rules and st B explains the rule and gives st A tips on what’s appropriate / usual according to the rule. Have sts swap roles once. Classcheck by having a few pairs acting out the situations to the whole class.
How many pets have you owned?
Personal answers.
H
MAKE IT PERSONAL Question Time! Tell sts they’re
going to hear twelve questions, the lesson titles from units 3 and 4. Ask them to listen and write their personal answers briefly onto their notebooks / a sheet of paper. Ensure sts understand they don’t have to write the questions down, only their answers.
2.7 Was your weekend as fun as you’d hoped? Does the traffic drive you crazy? Have you ever missed any important dates? When did you last break a rule? Does your school system work well? What’s the ideal age to get into college? What do you regret not having done? What would you have said if you’d been late today? Would you like to be a genius? How do you deal with criticism?
Personal answers.
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5 Unit overview: In unit 5, sts learn and practice modal verbs to talk about possibilities and express uncertainty via the contexts of money and shopping. Sts also learn about adjective order and word formation.
Are you a shopaholic? Lesson Aims: Sts learn strategies to remember prepositional phrases in the context of talking about money and shopping.
Lesson 5.1
Function Language Reading a cartoon about a shopaholic. You won’t “just die” if you don’t get that new designer handbag. Taking a quiz to discover if you are a shopaholic. I can’t resist a bargain. Listening to an interview for a community support group. Are you in debt? Interviewing a friend on consumer habits. Do you often just see things and buy them on impulse? Vocabulary: Expressions about money and shopping: “go window shopping,” “credit card statement,” “pay in monthly installments,” “overspend,” “go on shopping sprees.” Words with the suffix -holic: chocoholic, workaholic, shopaholic. Grammar: Prepositional phrases: in debt, in installments, in trouble, in cash, on impulse, on sale, on a shopping spree.
Warm-up Ask sts to revisit p. 36-45 and, in pairs, take turns
Tip Elicit pronunciation for all words with pink letters
asking and answering the lesson title questions in unit 4. Monitor closely for accuracy and take notes of any mistakes for delayed correction. Ensure that sts ask follow-up questions when appropriate. Classcheck.
in the quiz. Then, draw sts’ attention to the glossary just below the quiz results.
1 Vocabulary: Money and Shopping A
Ask: How different would your quiz results be if you were a billionaire? Link the idea to the Song line on the top of p. 49 and ask whether sts know the song or the singer who recorded it.
Song line:
Books open. Point to the cartoon of Ms. Smith at the
I wanna be a billionaire so freaking bad. Buy all the things I never had.
doctor’s and ask sts to read it. Then, pair sts up and have them answer questions 1-5. Classcheck. Read World of English with the whole class. Drill the pronunciation of all the words ending in -holic. Ask whether any of the sts in class are chocoholics, shopaholics, workaholics, and so on.
Suggested answers: 1. no 2. She wants to buy a bag. answer. 5. Personal answer.
B to
3. no
4. Personal
Point to the words and phrases in bold and have sts listen 5.1 to match them to photos a-f on p. 48. Paircheck.
go window shopping – b bargain – a
Song: “Billionaire” Singer: Travie McCoy (USA) Year: 2009
Personal answers.
D MAKE IT PERSONAL Have sts swap partners. Instruct pairs to work together to read the model dialog in the speech bubbles. Then, go over Common Mistakes with the whole class. Ask pairs to look at photos a-f on p. 48 again and ask questions to find out which partner is a more compulsive shopper. Classcheck by inviting volunteer pairs to share what they found out. Personal answers.
statement – c save – f in monthly installments – e go on shopping sprees – d
C Read the quiz title, introduction, and scoring system with the whole group. Have sts work individually to take the quiz and add up their scores. Then, ask sts to find and read their results in the quiz key. Have pairs of sts compare their outcomes. Ask the class: So, are you a shopaholic? Do you agree with your results?
2 Listening A
Say: Ms. Smith wants to join Shopaholics Anonymous. Ask whether sts are familiar with groups and organizations such as Alcoholics Anonymous, which are intended to offer psychological help and support to addicts.
Show sts the Shopaholics Anonymous admission form and have them quickly guess the answers to questions 1-5. Play 5.2 so sts can check their guesses. Then ask: Does Ms. Smith pass the interview?
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5.1 5.2 Notice the rising intonation and Do you = GMXɕ. I = interviewer M = Ms. Smith I Ms. Smith, welcome to our group. It’s a pleasure to have you with us. Uh… You do know how we work, right? M Yeah. A bunch of maniacs like me, we, um, get together once a week and try to help each other. I Well, uh, I wouldn’t put it in those terms, but, basically… Yeah, that’s the idea. Um, do you mind if I ask you a few questions first? M Sure. Go ahead. I Thanks. The, uh, first question is really simple and objective. M Oh yeah? I Uh-huh. Ms. Smith, are you in debt? M Well, I am in debt right now, but it’s not that bad… Like, less than a thousand, I guess… Anyway, my daughter will lend me some money… But, yes, I’m in debt. Happy? I OK. Thanks. Now, the second question is really important. It’ll show us if you’re really, really trying to change… Ms. Smith, do you really think you’re in trouble? M Deep, deep trouble, young man. I OK. That’s a good start. Third question… Do you often just see things and buy them on impulse? M Do I buy things on impulse? You’re kidding, right? I So that’s a yes. OK… Next… Ms. Smith, do you prefer to pay by credit card rather than in cash so you can overspend? You see, credit cards create the illusion that… M Well, I hardly ever pay for anything in cash. I find credit cards far more practical. I OK. Ms. Smith, do you ever buy useless things just because they’re on sale?
M Young man, I would buy a ruined castle if it was on sale. That’s why I’m here. This has got to stop. So, uh, did I pass? I Oh yes, ma’am, you’re in! M Good! So, see you on Wednesday then? 2. yes
3. yes
4. yes
5. yes
B
Ask sts to turn to p. 160-161 and read AS 5.2. Tell sts to focus on the underlined questions and notice their rising intonation, as well as contractions. Pair sts up and have them practice pronouncing each of the underlined questions. Monitor sts’ work closely and correct pronunciation and intonation on the spot.
C
MAKE IT PERSONAL Read the 5
box with the whole class. Have sts swap partners. Ask the new pairs to hide questions 1-5 in the shopaholic admission form in A, leaving only the two first words of each question visible (for example, “Are you…” in 1 and “Do you…” in 2). Have partners interview each other and ask questions 1-5 from memory. Monitor and encourage peer collaboration. Classcheck by having sts report their partners’ answers. Ask pairs: Did you both pass the interview?
Personal answers.
Workbook p. 24 ID Online Portal Grammar p. 124
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5.2
Have you ever borrowed money from a relative? Lesson Aims: Sts continue to practice money and shopping vocabulary and study the pronunciation of words with silent letters in the contexts of helping shopaholics and discussing consumerism. Language It hit me that I had a shopping problem when I was like $7,000 in debt. Noticing / Pronouncing words with silent letters. I have no doubt you’ll be able to pay off your debt. Discussing controversial statements. Men often buy things they can’t afford just to impress their friends. Reading a blog with an unusual cause. I’m in serious debt and I need ten grand to pay it off. If you help me, then someday someone might help you when you need it. Vocabulary: Review and practice money and shopping words and phrases. Different ways to refer to U.S. money: buck, grand, quarter, dime, dead presidents. Grammar: Verbs: lend, borrow, loan. Before the lesson: Write the following questions on the board:
Lesson 5.2
Function Listening to shopaholics talk about their problem.
When did you last buy something because it was on sale? What was it? How much did it cost? Did you find it useful afterwards? Do you save money every month? What for? / Why not? Have you ever noticed a billing error on your credit card statement?
Warm-up To review vocabulary from the last lesson, have sts work in pairs to ask and answer the questions you wrote on the board (see Before the lesson). Ask partners to find two things they have in common. Classcheck.
3 Listening A
Books open. Divide the class into groups of three and assign roles A, B, and C for sts in each group. Tell sts that they are going to listen to an interview with a shopaholic. Explain that st A is responsible for answering question a, st B for question b, and st C for question c. Advise sts to take notes while they listen. Play 5.3. Have sts share answers to their assigned questions within their groups. Classcheck by asking sts to report their partners’ answers.
5.3 S = Sarah W = woman S Uh, hi there. I’m Sarah and I have a shopping problem. I’ve had a job since I was 15, like six years, and I haven’t saved any money at all, like, not a dime! W So, can you tell me how the problem started? S Uh, it hit me that I was a, that I had a shopping problem when I was like $7,000 in debt. I had, like, credit cards with so many stores, and I just paid for everything on the cards, you know? But you know what? Most of the debt isn’t purchases. I mean, I have a LOT of stuff, but not $7,000! I maybe only spent, you know, like three—four thousand dollars on bags and shoes and things, but the rest of the money, the rest of the debt is the percentage, you know, the percentage the card company wants me to pay, the uh... the interest I have to pay. W And how did you feel? S So, it started to get, like, a BIG problem, you know? Like, I felt sick when I looked at my credit card statements and I just didn’t know what to do, I mean, how was I going to pay that money? I started borrowing money from friends,
How often do you go on shopping sprees? What type of products do you buy? What kind of products do you prefer to pay in monthly installments?
$10 here, $20 there. But most times I just spent it again, so that was no good. My friends told me I should ask my dad, but I couldn’t ask him to lend me money, ’coz he would be so angry with me. You know, it was so terrible. My relationships were breaking up, I was getting depressed, you know, and behind it all just this huge debt, you know? W That’s bad. So what did you decide to do about it? S So, yeah, then I heard about Shopaholics Anonymous, and I went to some meetings and got some help. And now, now I think things are getting better, you know? Like, they told me to contact all the credit cards and promise to pay and I, uh, also I, uh, cut up my credit cards, that was REALLY hard. And they helped me to make a plan, like, now I only go to the mall once a month, can you believe that? And I try to only spend $50 a week—I only use cash, so I put $50 in my purse on Monday and that’s it, no more for the week. Well that’s the plan, sometimes I spend a little more, like at holidays and things, you know? But you know what the big lesson I learned is? Don’t buy what you can’t afford. Simple as that. A. She bought many things on her credit cards, and the interest is very high. B. She was worried about telling her father. Her relationships were breaking up and she felt depressed. C. She contacted Shopaholics Anonymous. She cut up her credit cards. She contacted the credit card companies. She has a spending limit of $50 a week.
B
Ask: How much did you understand (from listening to 5.3)? 70%? 80%? Say: Listen again and see if you can understand more this time. Replay 5.3. Classcheck.
Personal answer.
C Ask sts to rejoin their groups from A and to use their notes to decide whether sentences 1-6 are true (T) or false (F). Paircheck. Classcheck. 87
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5.2 1. F
2. T
3. T
4. F
5. F
6. F
4 Pronunciation: Silent Consonants A
Assign new pairs. Have sts practice saying words with silent letters. Play 5.4 to classcheck. Replay 5.4 for individual and choral repetition. Ask sts to think of other words that also have silent consonants. Allow them about a minute to think of and write words down in pairs. Classcheck, keeping a record of sts’ contributions on the board. At the end, drill pronunciation of all words.
D Tell sts that they are going to play the “Competitive Dictation” game. Explain that they will hear five sentences. Working in pairs, they should write the full sentences with the correct spelling. Play 5.6. Replay the track. Classcheck by writing the answers on the board and checking whether any pairs got all the words right. 5.6 1 2 3 4
So, do you come here often? Mary had a little lamb, little lamb, little lamb… Hello and welcome to my castle. I caught a terrible cold, so I’ll have to stay home till Wednesday. 5 Call the plumber! Quick! Oh, how could I be so dumb?
Tip If time allows, ask sts to turn to the list of irregular verbs on p. 136-137 and look at past forms ending in -ght, e.g., taught, caught, thought. Drill pronunciation and have sts look for more verbs with silent letters on these pages.
Skills)
m(b) – limb, climb, crumb, dumb, bomb (b)t – doubt, debt (gh)t – caught, taught, thought, might (k)n – knee, knight, know, knowledge
B
Read World of English with the whole class. Point to sentences 1-5 and tell sts there are two words with silent letters in each sentence. Have sts find and cross out the silent letters. Paircheck. Play 5.5 so sts can listen and check their answers. Classcheck by writing the answers on the board. Have pairs of sts practice saying words with silent letters from 1-5 at the same time. Before pairs begin, model the activity with a student to demonstrate saying words together, simultaneously. Monitor sts’ pronunciation closely and correct any mistakes on the spot. At the end, have the whole class say the words together. Signal or conduct the choral recitation, e.g., at the count of three or by raising your hand.
1. I have no doubt you’ll be able to pay off your debt. 2. The traffic cop whistled and told me to fasten my seatbelt. 3. It’s difficult to understand signs in a foreign language. 4. My neighbors’ daughter has moved out. 5. The police will climb the mountain to look for the bomb.
C Allow sts time to figure out the rules by themselves and ask them to complete the 5 box in pairs. Refer them to A and B. Classcheck. Tip Raise sts’ awareness and prevent hypercorrection. Warn sts that letters st do not always mean a silent t. Often, both sounds are pronounced. Have sts compare custom, costume, hamster, fast, and sister with the suggestions in A. B is often silent before t and after m. G is often silent before h and n. T is often silent between s and e or le.
2. Mary had a little lamb, little lamb, little lamb... 3. Hello and welcome to my castle. 4. I caught a terrible cold, so I’ll have to stay home till Wednesday.
Suggested answers: s(t) – Christmas, whistle, wrestle, fasten (see lesson 3.5
1. So, do you come here often?
5. Call the plumber! Quick! Oh, how could I be so dumb?
E
MAKE IT PERSONAL Divide the class into groups of four or five. Each student in the group should choose two opinions to agree or disagree with, sharing his / her reasons with the other group members. Encourage sts to respond to and question their group members, and refer them to the model sentences in the speech bubbles. Monitor and take notes for delayed correction. Classcheck sts’ opinions and provide sts with language feedback.
Personal answers.
5 Reading A MAKE IT PERSONAL Ask: How often do you access the Internet? Ask sts to list the five websites they visit most often. Read the model sentences in the speech bubbles with the group. Pair sts up and ask them to share and compare their lists. Classcheck and try to discover the most visited website among the sts in the class. Personal answers.
B
Point to the website URL in the direction line and ask sts to dictate it for you to write it on the board. Ask: What’s this site about? Have sts guess and discuss their guesses in pairs. Classcheck sts’ guesses.
Personal answers.
C Ask sts to hide the text with a sheet of paper, their notebooks, or their workbooks. Ask them to leave the first line of the text visible and to cover the rest. Sts should guess the first word in the next line and uncover the text, line by line, to check their answers. Classcheck and ask: How many words did you guess right? Read World of English with sts. Tell them that they are going to listen to the text as they read along and look for examples of money references. Play 5.7. Classcheck.
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5.2 dollar, debt, grand, credit card debt, salary, buying, store, shopping sprees, borrow money, bank, pay, rent, spending, buy, sale, Shopaholics Anonymous, lend me money, buck, donate, $1, $2, donate, quarter, dime Ask sts if they know the song mentioned by John in his website. Point to the Song line on the top of p. 51 and, if possible, play part of the song’s video on YouTube.
D
MAKE IT PERSONAL Assign new pairs. Have sts read
the directions for the activity. Ask partners to share their opinions about John Smith’s website idea and think of somebody who’s been in the same situation. Classcheck.
Personal answers.
Song line: I had a job, but the boss man let me go. He said “I’m sorry, but I won’t be needing your help no more.”
Workbook p. 25 ID Online Portal Grammar p. 124
Song: “I Need a Dollar” Singer: Aloe Blacc (USA) Year: 2010
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5.3
Are you a good guesser? Lesson Aims: Sts learn about and use modal verbs in the context of speculating and expressing possibility and uncertainty.
Lesson 5.3
Function Language Listening to someone speculating while on the phone with a friend. You’re telling me there’s actually a chance your crazy idea might work? Talking about possibilities and probabilities. Who knows? It could work. You must be kidding. Guessing about classmates’ lives. You’re in shape. I think you might work out a lot in your free time. Vocabulary: Phrases to emphasize uncertainty: “I’m not sure, but…” “Who knows?” “I guess…” “I don’t know, but…” Grammar: Modals for possibility and probability: must, can’t, might, could. Before the lesson: Write the following sentences on the board: 1. I hate borrowing money. People never pay me back! 2. The bank loaned me three grand at 5% interest a month. 3. I loaned $2,000 from the bank, and now I owe them $5,000!
Warm-up Review the differences in the meanings of the verbs lend, loan, and borrow with a short activity. Show sts the sentences you wrote on the board (see Before the lesson) and ask them to find and correct three mistakes. Paircheck. Classcheck. 1. I hate lending / loaning money. People never pay me back! 3. I borrowed $2,000 from the bank, and now I owe them $5,000! 5. I forgot my pen at home. Can I borrow yours?
6 Listening A
Books open. Point to the man in the photo and say: This is John Smith from the last lesson. Do you remember his blog? What was it about? Elicit what sts remember about the website www.savejohnsmith.com (see p. 51).
Point to the woman in the photo and say: He’s on the phone with Laila. Read sentences 1-3 and have sts predict the answers. Say: Let’s listen to their conversation and circle the correct choices. Play 5.8. Paircheck. Classcheck.
L L J L J L J
L J L
J L J
5.8 Notice -ous ǨVand -en ſQorǨQ = Laila J = John Hi John, it’s Laila. I saw your site. Pretty cool, huh? Are you insane? You can’t be serious! I’m dead serious. Savejohnsmith.com is my last hope. No way! You must be kidding! Look, you know how much I owe the credit card company, don’t you? I’m out of work, I’ve run out of money, Dad won’t help me and… So you start begging online. Yeah, brilliant. Look, I overspent. Big deal. It could happen to anyone. You’re right. I’m sorry, uh, it’s just that… I mean, this is so freaking unusual. My best friend has become some sort of… a… virtual beggar! Well, I’m not the first one, you know? Huh? What do you mean? Last week I read an article about this New York woman
4. Never loan money to family or friends. 5. I forgot my pen at home. Can I lend yours?
called Karyn… Bosnak, that’s right. Well, a few years ago, when she was —what—in her early 20s, she got into some horrendous debt… L Sounds suspiciously familiar. J Yeah… She’d just finished college and was working as, uh, as a talk show producer or something. Anyway, she lost her job, kept on shopping, just couldn’t stop, and uh… anyway, she ran up a huge debt. Massive debts. She owed the credit card company more than 20 grand, I think. So, long story short, here’s what she does… She creates a site, writes an honest letter on the home page—just like mine— and bingo! In a matter of days, the donations start pouring in, from all over the world. Turns out she was able to pay off her debt in 20 weeks. L Wow! So you’re telling me she got 20 grand from complete strangers? J No, no... It was actually 13K in donations and the rest… Well, I think she used her savings and sold some of her stuff on eBay or something like that… She actually wrote a book about her experience, and then, um, another one, now she’s a famous writer, apparently… They even made a movie out of her last book. L Incredible! I don’t know what to say… Now, seriously… You’re telling me there’s actually a chance your crazy idea might work? J Why not? If the site worked for her, it could work for me. Who knows?
1. bad
B
2. is
3. was
Have sts briefly read sentences 1-6. Play
5.8 again and
ask sts to mark true (T) or false (F). Paircheck. Replay
5.8
if necessary. Classcheck.
1. F
C
2. F
3. T
4. T
5. F
6. F
Ask: Who’s Karyn Bosnak? If necessary, refer sts to AS
5.8 on p. 161. Write on the board, She ran out of money.
Ask: What does “run out of money” mean?
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5.3 Point to photos 1-3 and have sts work in pairs to decide what each person has run out of. Classcheck.
Must I’m almost sure this is true.
1. He has run out of gas.
I’m almost sure this isn’t true.
2. He has run out of time.
Maybe this is true.
Can’t
Might
Could
9
9
9 9
3. He has run out of milk.
D Have sts swap partners. Ask partners to discuss questions 1-3 and try to find at least one opinion they have in common. Have sts read the model dialog in the speech bubbles before they start the task. Classcheck by inviting sts to say what they remember from their partners’ answers. Personal answers.
7 Grammar: Modals of Possibility / Probability A
Point to speech bubbles 1-4 and ask sts to fill in the blanks with one word. Paircheck. Play 5.9 so sts can check their answers.
1. must
2. can’t
3. might
4. could
Read the 5 box with sts and draw their attention to the examples in speech bubbles 1 (“You must be kidding”), 2 (“You can’t be serious”), 3 (“might work”), and 4 (“It could work for me”). Play 5.9 again so sts can notice the pronunciation of t and d before consonants. Lead the class in choral repetition of the phrases.
5 box: consonant
C Point to 1-6 and say: These are comments on John’s website. Look at what people are saying… Are they positive or negative? Allow sts to quickly read the sentences. Ask sts to fill in the blanks with must or can’t plus a verb from the box. Classcheck. At the end, ask: What would you say to John? Have sts write a short comment they could post on John’s blog. Then, ask sts to read their sentences aloud to their peers.
1. can’t be 2. must think 3. can’t / telling 4. can’t / expect 5. must have 6. must be
D Tell sts that they are going to play a guessing game. Explain that they are going to hear some short extracts of different conversations, and then they should guess the answers to questions 1-6. Ask sts to read the model guesses in the speech bubbles and instruct them to use modals in their guesses for 1-6. In addition, encourage them to use phrases from World of English (see p. 52) when appropriate. Read all the questions with sts and then play 5.10. After each extract, pause to allow sts to discuss possible answers in pairs. Monitor closely for the use of modal verbs and encourage sts to share and compare their guesses with the rest of the class. Classcheck in E.
Go over World of English with the whole class and elicit which phrase is used in speech bubble 4.
Who knows? Refer sts to the Song line on the top of p. 53 and share the cultural note about the song and the band.
Song line: I could be wrong, I could be right, I could be black, I could be white. Song: “Rise” Band: Public Image Ltd (UK) Year: 1986
5.10 1 What would you like for dinner, Rico? Tuna or chicken? Oops, we’re out of tuna, Rico. Sorry. 2 Help! Somebody help! Oh my God. Not now. I’m late for work. Can anybody hear me? 3 I swear I did it Mrs. Andrews, I swear, but Bart ate it. I tried to stop him, but I couldn’t. It won’t happen again, I swear. 4 [breathing] 5 OK… done that. What should I do now? Really? Well, if you say so… OK, I’ve closed the window, but… I don’t understand… How will that help? Personal answers. Sts should guess using modal verbs.
Cultural note Public Image Ltd was a post-punk band formed by John Lydon (also known as Johnny Rotten, former lead singer of the Sex Pistols). The song “Rise” was written about the apartheid that took place in South Africa in the 1980s.
E
Have sts listen to the conversations in full and check their guesses from D. Play 5.11 and classcheck.
5.11
B
Have sts study 1-4 in A and check the correct definitions in the Grammar box. Paircheck. Classcheck.
Read Common Mistakes with sts. Do a quick substitution drill with correct sentences in the box. Say: It could rain today. Repeat! Prompt May / Might to direct sts to change the original sentence to “It may / might rain today.” Monitor pronunciation closely for the application of the tip from the 5 box on p. 52.
A = Alberto L = Laura E = Ernie Mrs. A = Mrs. Andrews T = Tony W = woman S = Susie M = man What would you like for dinner, Rico? Tuna or 1 A chicken? Oops, we’re out of tuna, Rico. Sorry. You poor baby! 2 L Help! Somebody help! Oh my God. Not now. I’m late for work. Can anybody hear me? Excuse me… hi… I’m stuck between
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5.3 I the fourth and the fifth floor. Could you send someone, please? Quick! 3 E I swear I did it Mrs. Andrews, I swear, but Bart ate it. I tried to stop him, but I couldn’t. It won’t happen again, I swear. Mrs. A “The dog ate my homework.” Yeah, right. Pretty lame Ernie. Pretty lame. 4 T [breathing] W OK, great. Breathe in as you move your left leg, and breathe out as you move your right leg to the left. Is everybody OK? Now, feel the vital energy flowing to your arms and hands. 5 S OK… done that. What should I do now? Really? Well, if you say so… OK, I’ve closed the window, but… I don’t understand… How will that help? M Ma’am, I asked you to close the computer window— your browser, you know—not your living room window. S My computer has no windows. Or doors. What are you talking about? Sample answers: 1. I think he might be talking to his cat. 2. She must be in an elevator. 3. He must be talking about his dog eating his homework. 4. I don’t know. He could be doing yoga. 5. I think she might have a computer problem.
F
Pair sts up. Ask them to look at statements 1-6 and decide whether they are “fact” or “fiction.” Have two sts role-play the model dialog in the speech bubbles for the whole class and highlight the use of might, could, and the phrase “I’m not really sure.” Then, ask pairs to discuss 1-6. Monitor pairs’ discussions closely and correct any mistakes on the spot. Classcheck sts’ opinions first and then provide them with the answer key.
Students should use modals to express whether they think these are fact or fiction. The actual answers are as follows: 1. T 2. F 3. T 4. F (It is 75% water.) 5. T (if crying refers to tears) or F (if crying refers to a sound) 6. T
G
MAKE IT PERSONAL Assign groups of three or four sts randomly, or if you prefer, assign sts who usually sit away from one another to take part in the same groups.
Point to the lesson title question on the top of p. 52 and ask: Are you a good guesser? Explain that sts should guess the answers to 1-6 for each of their group members. Allow sts two or three minutes to read questions 1-6 and jot down a few notes about their classmates. When time is up, ask sts to read the model guesses in the speech bubbles. Then, sts have to do the same and make guesses about their classmates within the groups. Monitor sts’ work and take notes for delayed correction. At the end, ask: Who’s the best guesser in your group? Why? Provide sts with feedback on their performance, as well as any necessary correction.
Personal answers.
Workbook p. 26 ID Online Portal Grammar p. 124
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5.4
Have you ever bought a useless product? Lesson Aims: Sts look at and practice adjective order via the contexts of reading an article about infomercials and listening to and talking about frustrating shopping experiences. Language As far as I’m concerned, infomercials are an unappreciated art form. Reading / Listening to unsuccessful shopping experiences. … here, for your enjoyment, are two of the most useless gadgets I’ve ever bought! Talking about a frustrating shopping experience. I bought some very expensive sunglasses and left them in a taxi. Writing an infomercial. Glamorize your look with these fashionable silver earrings. Vocabulary: Word formation: Suffix patterns for adjectives, nouns, verbs, and adverbs. Grammar: Adjective order.
Lesson 5.4
Function Reading an article about infomercials.
Warm-up Ask sts to open their books to the pronunciation chart for vowel sounds on p. 154. If you’re teaching Spanish speakers, have sts focus on the symbol (S); or focus on (P) if your sts’ home language is Portuguese. Tell sts that sounds have been marked with (S) or (P) when the phoneme is often mispronounced by speakers of that language. Have sts work in pairs to find the vowel sounds marked with (S) or (P) and take turns pronouncing the words in the drawings, as well as some of the words listed at the bottom of the page. Monitor their pronunciation closely and correct any mistakes on the spot. Ask: Which sounds are difficult for you (personally)?
8 Reading A Books open. Write the portmanteau word infomercial on the board and challenge sts to infer its meaning. Point to World of English and play 5.12, asking sts to listen and read about words combined to make new words. If the technology is available, google “portmanteau words” to find more examples. Ask: Do you ever watch infomercials? Do you have a favorite? Personal answers.
B
Ask sts to read the introduction of “Two useless products I’ve bought!” and check the answer choice that best describes the author of the article. Paircheck. Classcheck.
actually
adverb
currently
adverb
enjoyment
noun
useless
adjective
gorgeous
adjective
remarkable adjective tighten
verb
freaky
adjective
Draw sts’ attention to the word classes in the box (adverb, noun, adjective, verb). Have sts match the underlined words from the article to their correct meanings and copy them into the box. Paircheck. Classcheck.
Tip At the end, drill the pronunciation of all the underlined words. Lead choral and individual repetition for each word. gorgeous, remarkable, freaky, actually, useless, enjoyment, tighten, currently
E Pair sts up and have them answer the question. Refer sts to the model dialog in the speech bubbles. Classcheck by asking sts to share their partners’ opinions with the whole class. Personal answers.
often disappointed with the products
C
Play 5.13 as sts listen to and read the article in full. Have sts match two of the photos on the right to products 1-2 mentioned in the text. Classcheck.
1. man using a vacuum cleaner on his hair 2. woman wearing a mask
D Model the activity. Point to the first underlined word in the article, actually. Point to the box of definitions and synonyms and ask: What does “actually” mean? Stronger classes Ask sts to look at the underlined words in the article and classify them as adjectives, adverbs, verbs, or nouns. Classcheck.
F
Point to the photos on the right side of the page again and ask: Which product was not mentioned in the article? Check whether sts can name the product being advertised (a hair straightening iron, a straightener, or a flat iron). Tell sts that they are going to hear two friends talking about this product. Say: Listen to the dialog and find out the answer to this question: Was the woman happy about it? Play 5.14. Classcheck.
5.14 Notice the intonation of the echo questions. M M W M
= man W = woman … can’t believe you bought one of those. You can’t be serious. I swear. I bought it on impulse. It was pure madness, I know. You bet. Was it expensive?
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5.4 W Expensive? It cost a fortune. I felt really guilty afterward, of course. M Buyer’s remorse, huh? W Yeah, at the time it seemed like a wonderful product, but… It was such a disappointment. M Well, what would you expect from these awful infomercials? W I know, yeah… And this thing was… like, actually quite dangerous. M Dangerous? W Mmm, it nearly killed me. M Killed you? What do you mean? W Huh, it got stuck! And it, it wouldn’t let go of my hair… I swear… And the temperature switch fell on the floor when I tried to turn it down. M Well, it could’ve hospitalized, but not really killed you. Come on! W I know, I’m kidding… Yeah. Anyway, the product stopped working after a week or two and there was no technical assistance at all. What a waste of money. M But, uh, why on earth did you want to straighten your hair, Liz? I love it the way it is. W You do? Thanks. Well, it was fashionable at the time, I guess. She thought it was dangerous.
Paircheck. Play 5.15 to classcheck. Write the answers on the board to help ensure spelling accuracy.
2. guilty 3. wonderful 4. disappointment 5. actually / dangerous 6. hospitalized 7. assistance 8. fashionable Read Common Mistakes with the whole class and elicit other adjectives ending in -ful, e.g., beautiful, meaningful, successful, helpful, painful, colorful.
C
MAKE IT PERSONAL Pair sts up. Ask pairs to look back at 1-8 in B and share similar experiences or talk about the last time they felt like that. Classcheck sts’ stories and ask partners: Whose experience was worse?
Personal answers.
10 Grammar: Order of Adjectives A
Read the sentences in the Grammar box with sts and encourage them to notice the adjectives. Ask: Which ones are opinion adjectives? Then, have sts read and circle the correct rule for adjective order. Classcheck.
Tip For further practice, ask sts to complete the activities on Grammar, on p. 125.
9 Vocabulary: Word Formation
Opinion adjectives usually come before facts.
A
Direct sts’ attention to the words in bold in the article on p. 54. Instruct sts to copy these words into the right column of the chart. Ask sts to underline suffixes that helped them identify the word class. Paircheck. Classcheck by writing the answers on the board.
Weaker classes For this activity, have sts work collaboratively in pairs.
B
Direct sts to read infomercials 1-7 and find five mistakes in adjective order. Paircheck. Classcheck.
1. Correct. 2. A miraculous Japanese knife that can cut through anything! 3. Correct.
Nouns
Verbs
enjoyment
generalize
useless
seriously
solution
tighten
gorgeous
apparently
ability
purify
remarkable
shockingly
appearance
rejuvenate
freaky
actually
fitness
Adjectives
Adverbs
currently
B
Focus on the example sentence 1. Ensure that sts understand that they need to transform the root word given by adding a suffix. Complete number 2 with sts. Then, ask them to fill in the blanks with the given words and appropriate suffixes.
4. Jeans that look fashionable, but feel like comfortable cotton pajamas. 5. An incredible metal accessory that creates gorgeous hairstyles instantly! 6. Glamorize your look with these fashionable silver earrings. 7. Throw out your ugly leather shoes and buy our fantastic waterproof boots today!
C
MAKE IT PERSONAL Have sts read the Song line on the
top of p. 55 and elicit or provide the names of the song and band.
Song line:
Tip Before sts start thinking of suffixes and filling in the blanks, have them carefully read 1-8 and analyze which class of word (adjective, adverb, noun, or verb) they will need in each context. Ask them to make brief notes next to the sentences (adj., adv., etc.). After that, they can go back to the beginning to transform the root words with the correct suffix and fill in the blanks.
I’m advertising love for free, so you can place your ad with me. Song: “Hard to Handle” Band: The Black Crowes (USA) Year: 1990 This song was originally recorded by American singer Otis Redding in the 1960s.
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5.4 With the whole class, read the product options in the box and have sts guess what each product is or could be about. Divide the class into groups of three or four sts. Within their groups, they should collaboratively create a 30-second infomercial advertising one of the products. Ask sts to use adjectives and phrases from the lesson. Walk around the classroom and offer help whenever necessary. When sts are ready, have groups present their ads to the whole class. Ask: Which one was the most creative? Which was the funniest? Which products would you consider buying?
Tip Refer sts to the Writing Bank on p. 150. If time is available, go over some of the exercises with sts, or assign the page for homework. Personal answers.
Workbook p. 27 ID Online Portal Grammar p. 124 Writing Bank p. 150
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5.5
Do you often buy things on impulse? / When did you last complain in a store? Lesson Aims: Sts learn to name the five senses via reading an article about supermarket psychology. Sts also listen to and role-play assistant–customer dialogs about shopping problems. Language … whichever supermarket you go to, you’ll inevitably find the same basic arrangement of products. Talking about how supermarket strategies influence you. It doesn’t work on me ’cause I only buy the basics. Listening to customer and shop assistant’s dialogs. Unfortunately, we can’t give you a refund. Acting out dialogs about shopping problems. Why do you never have larger sizes? I’m not coming here again! Vocabulary: The five senses: sight, hearing, touch, smell, taste. Supermarket checkout, aisles, gadgets. Expressions related to shopping problems: “I’m afraid your credit card has been declined.” “We’d be happy to exchange it for another one.”
Lesson 5.5
Function Reading an article about supermarket psychology.
Warm-up Books closed. Ask sts who does the grocery shopping in their house and where they usually shop. If necessary, explain the word grocery. Encourage sts to describe the places they mentioned, asking questions about the location / arrangement of products.
Skills: Reading for Confirmation A
Books open. Ask: Have you ever heard about “supermarket psychology”? Elicit possible definitions from sts and then instruct them to read the introduction to the article in C. Ask: Were your guesses correct?
Refer to the introduction again and ask Who are “they”? Classcheck.
Board: 1. They place the exit far from the entrance. They let you try food and drinks. They put vegetables at the front of the store to make you feel fresh and happy. They place everyday items at the back of the store so that customers will walk past lucrative items. They use food aromas to make customers hungry. They place expensive items at eye level. They place items to encourage children to ask for items. They play slow music to encourage customers to walk slower. 2. Personal answers. Draw sts’ attention to the glossary at the bottom right of the article. Have sts match the bold words checkout, gadgets, and aisles to photos 1-3. Classcheck.
Photos: checkout – c
Personal answers. “They” are supermarket managers.
B
Ask: Can you name the five senses in English? Elicit or teach the words sight, hearing, touch, taste, and smell.
Ask: How do you think supermarket managers might “assault” our five senses? Have sts discuss the question in pairs. Classcheck personal ideas.
gadgets – a aisles – b
D MAKE IT PERSONAL Have pairs of sts take turns asking and answering 1-4. Refer sts to the model in the speech bubble. Classcheck and ask partners: Have either of you succumbed to supermarket psychology? Personal answers.
Get sts to briefly read paragraphs 1-8 and identify references to the five senses. Classcheck.
Personal answers.
C
Tell sts that they are going to listen to the whole text as they read along. Write two questions on the board: (1) How do supermarkets make us spend more? and (2) How can we avoid it? Then, pair sts and assign roles A and B within each pair. Explain that st A should look for answers in paragraphs 1-4, and st B should do the same for paragraphs 5-8.
Play 5.16 as sts listen and read along. Allow time for partners to exchange their text findings. Classcheck.
in Action: Shopping Problems A
Write shopping problems on the board and have the class brainstorm the types of problems people can have when purchasing goods.
Tell sts that they are going to listen to three conversations about shopping problems. Ask Which were successful shopping experiences? and play 5.17. Classcheck.
5.17 Notice ȳ, ȶ and the consonant clusters. C = customer SA = store assistant 1 Choosing SA Hello madam, do you see anything you like?
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5.5 C SA C SA C
Oh, hi. Yeah, I like these shoes. Can I try them on? What size do you take? Do you have a size ten in stock? A ten? Uh—I’m sorry madam, we’re sold out. Typical! Why do you never have larger sizes? I’m not coming here again!
2 Paying SA Next, please… Hello. Just the jeans and these two T-shirts? C Yes... No, sorry, this dress too. SA OK, that looks very nice. C Oh, it’s for my girlfriend. SA Very nice. So that’s $174.70. Cash or charge? C Uh, charge. SA OK. Swipe your card, please. C Uh-huh. SA Ah. I’m afraid your card has been declined. Um, do you have another card? C Declined! But that’s ridiculous! It’s a new card, and I know I’m not over my limit. Your machine must be broken. 3 Complaining C Hello, hello. Yes, I’d like to return this TV. I bought it here the other day and it doesn’t work. SA I see. Uh… What seems to be the problem? C Well, I bought it here the other day, uh… Thursday, and when I got it home, I took it out of the box and… well, you can see. This button is broken. Look, it’s coming off. SA Oh, oh yes. Well, uh, unfortunately we can’t give you a refund, but we’d be happy to exchange it for another one. C Oh, that’s great. Thank you so much. SA Sure, uh, I just need to see your receipt. C Yes, of course. Uh, it’s in here somewhere. Here it is. 1. The store didn’t have the correct size – unsuccessful 2. The credit card was declined – unsuccessful 3. The TV didn’t work – successful
B
Point to the three shopping “stages” in the chart: “choosing,” “paying,” and “complaining.” Read sentence 1 and elicit the correct ending in the second column. Then ask: Who says that: the customer or the shop assistant?
Instruct sts to match sentences 2-10 to the correct endings and then to write C for customer or SA for shop assistant. Paircheck. Replay 5.17 to check answers. Classcheck by writing the answers on the board.
(5) SA (8) SA (2) SA (6) SA (7) SA (4) SA (10) SA (3) C (1) C (9) SA
C
Have pairs of sts hide the right-hand column in B and role-play the three dialogs from memory. Then, ask sts to act out the conversations again swaping roles. Monitor pairs’ work closely and correct any mistakes on the spot. At the end, invite a pair of sts to role-play the dialogs for the whole class.
Refer to the answer key in .
D Have sts briefly read 1-3. Play 5.18 and ask sts to listen and fill in the blanks with the missing verbs. Classcheck and ask: Which one sounds more polite? Replay 5.18 and lead choral repetition of each sentence. 1. do / have / coming 2. Declined / know / ’m / broken 3. like / return / bought / work
E Have sts swap partners. Ask pairs to choose one situation from B and study AS 5.17 on p. 161 for a minute. Then, have them close their books and act out their chosen dialog. Monitor and encourage peer correction and collaboration. At the end, invite volunteer pairs to act out their dialog from memory for the whole class. Refer to AS
5.17.
F
MAKE IT PERSONAL Have sts swap partners once again. In these new pairs, sts should choose one of situations 1-3 to act out. Ask sts to use sentences from B and D. Monitor closely and take notes for delayed correction. Round off the class with three different pairs role-playing one dialog each for the whole group.
Personal answers.
Workbook p. 28 ID Online Portal Grammar p. 124 ID Café Video p. 142
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R3
Review 3 Midterm The 55 Seconds game is an extended collaborative speaking game. Pairs play against each other as two teams competing and scoring points.
Tip This is an opportunity for an oral evaluation of the class at the end or midpoint of the course, depending on whether you are using the split or the full edition. The aim is to generate enough speech to give an oral mark. Monitor sts closely, so you hear enough of each student’s speech to be able to award a simple, impressionistic evaluation mark, for example: A = Excellent B = Very good C = Good D = Needs improvement This can translate into a significant percentage—20%, 30%, or even more—of your overall evaluation score for each student. To play the game, divide the class into groups of four. Each group is divided by two teams of two. Within each pair, sts should decide who is st A and who is st B. Groups can toss a coin to decide which team starts the game. Each of the five rectangles represents a unit, from unit 1 on the top left and continuing counterclockwise to unit 5 in the middle. There are four games in each unit square. Explain to sts that they will have 55 seconds for each game. One team monitors the time (55 seconds) while the other team plays. Once both teams have played all four games on a unit square, they should move on to the next one. The winner is the first team to reach a total of 55 points. They should shout out “55 finished!” when they get there. To begin, team 1 should start at the square for unit 1 (top left), and team 2 should start at the square for unit 4 (top right). First team 1 and then team 2 should play “Count the Questions.” Then, the teams should follow the arrows to their next units and play “Describe Discover.” Teams should continue following the arrows from one unit to the next, playing the games in this order: first “Count the Questions,” next “Describe Discover,” then “Role-Play,” and finally “Topic Talk.” Set up each game carefully the first time sts play it, so they know how to play it (see the examples below). Point out the instructions and scoring for each game under the unit 4 square. Have sts read the instructions before they start playing the game. To make sure they understand, ask them to give an example of what to do each time.
Count the Questions In this game, the opposing team chooses one of the small photos for the other team to speak about and counts the correct questions the sts are able to ask about it. St A asks all the questions he / she can about “the story behind the photo.” Each question scores one point, so the more correct
questions the student asks, the more his / her team scores. St B answers st A’s questions however he / she likes, trying to be as imaginative as possible. They score 1 point per correct question. The sts on the other team make a note of any questions they think are wrong and can challenge them at the end. If any of the questions are found to be incorrect, the team loses the point scored. Then sts swap roles and repeat the process using a different photo. For example, questions for the first photo in the unit 1 square might be the following: Who’s the woman in the photo? (The old lady on Facebook.) Is she sleeping? (No, she’s using a computer.) Is she alone? What’s she wearing? Is she eating? What’s she thinking? What’s behind her? Sts may make up any questions and answers they like; they do not need to match or remember the story from the book, as long as the question is accurate and the answer is reasonable for the question.
Describe Discover In this game, the opposing team chooses a noun, adjective, or verb from the unit and whispers it to st A. Then, st A must define and describe the word or phrase—without using the word itself—for st B, who listens, asks questions and takes guesses until he / she identifies and says the word. The team scores 5 points for a correct discovery within the 55 seconds. Then sts swap roles and repeat the process using a different word. For example, if the word were speed dating, st A might say, “It’s a noun. It’s something you do with people you don’t know. You go to a special place and meet lots of new people quickly. You ask questions and they ask you questions in a limited time, until you meet a person you like...”
Role-Play In this game, teams act out the situations illustrated in the large cartoons. Encourage sts to be creative! Give them 30 seconds to prepare and 55 seconds for the role-play itself. First one team and then the other should act out the same role-play. If they land on the same role-play twice, they should swap roles. Sts should be familiar with the idea of role-playing, as they have already done several role-plays during the course. Teams should calculate their points at the end of each role-play. To score, teams begin with 10 points and lose: • 1 point for each mistake the other team notices. (The opposing team should note mistakes and tell the other team at the end of the role-play.) • 5 points each time they pause for 5 seconds or more. (The other team should time this accurately.)
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R3 Tip Before sts begin, you may wish to remind them of some useful fillers and hesitation devices, e.g., uh, er, um, well, you know, I mean, right, you know what I mean, where was I, so, as I was saying, anyway, the thing is, actually, literally, basically.
Topic Talk In this game, the opposing team chooses a topic from the three listed in the blue box and counts the mistakes as sts on the other team discuss the topic. In their discussions, sts should ask questions, give opinions on the pros and cons and generally say as much as they can that is relevant in 55 seconds. Then, sts should swap roles and the opposing team should choose a different topic for them to discuss. Remind sts to use each topic only once.
Teams should calculate their points at the end of each discussion. To score, teams begin with 10 points and lose: • 1 point for each mistake the other team notices. (The opposing team should note mistakes and tell the other team at the end of the discussion.) • 5 points each time they pause for 5 seconds or more. (The other team should time this accurately.) Monitor closely as sts play, resolve any questions about what is or is not accurate and keep a running tally of teams’ score to keep the games competitive and add to the fun. If one group finishes very quickly, have them swap partners and play again.
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6.1
6 Unit overview: In unit 6, sts study restrictive and non-restrictive relative clauses in the contexts of TV, movies, and videos. Sts also watch a “How to” video on how to make a movie and write their own tip on a different “How to” topic using Imperatives.
Are you addicted to TV? Lesson 6.1
Lesson Aims: Sts learn various TV genres, expressions, and TV-related vocabulary and use this vocabulary to talk about their personal viewing habits and programs in general. Function Answering a survey on TV.
Language Which kinds of TV shows are you into? How do you prefer foreign TV shows: dubbed or with subtitles? Listening to a father and daughter talk about the history of TV. The first TV I remember was in black and white, and it was massive. Talking about viewing habits. I often watch TV on my tablet in bed. Vocabulary: TV genres: cartoons, soap operas, sports events, live gigs, medical drama. Compound nouns: billboards, talk shows. Dubbed, subtitles, reviews, subscribe to, stream a show, trend on Twitter, cyber buddies, be into (something), be addicted to (something). Grammar: Review Present Simple for habits and routines.
Warm-up Have pairs of sts take turns asking and answering the lesson title questions from unit 5 on p. 48-57. Encourage sts to ask follow-up questions when appropriate. Monitor pairs closely and take notes of interesting or creative answers, as well as of the use of appropriate vocabulary and grammar, so you can provide them with positive feedback at the end. Classcheck.
1 Vocabulary: TV Genres and Expressions A Books closed. Invite sts to list the best TV programs on local channels. Ask the whole class: In your opinion, which are the best TV programs on (sts’ nationality) channels? Think of at least five programs. Then ask: Which are the five worst programs? Classcheck. Discuss the genres of the TV shows sts mentioned by asking: What type of TV program is (name of show)? Is it a sitcom? Ask the same question about more local shows to pre-teach some TV genres: game shows, cartoons, reality TV, soap operas, documentaries, and news programs.
Books open. Focus on the photos on the top of p. 60-61 and find out whether sts recognize any of the programs, people or characters. Point to photo a and ask: What type of TV show is this? (talk show). Get sts to look at question 1 and match photos a-i to the TV genres. Paircheck. Play only question 1 in 6.1 and pause after each genre for choral and individual repetition. Classcheck sts’ answers to the matching activity by having them point to each photo as the genre is named in the track. Resume 6.1 for sts to listen to and read the rest of the survey.
(h) cartoons (b) stand-up comedy (c) game shows (e) medical drama (d) sitcoms (g) live gigs (a) talk shows (i) reality TV
B
Point to the words in bold in question 1 in A. Ask: What does it mean to “be into” something? Have sts look at that part of speech and the definition in the box: “verb really like.” Instruct sts to match the other words in bold and phrases from A to the remaining definitions in the box. They should write the “glossary” or base form of the words. Paircheck. Play 6.2 so sts can check their answers.
8. billboards 7. reviews 5. subscribe to 1. be into 2. (be) addicted to 3. dubbed 4. subtitles 6. season
C Read World of English with the whole class and elicit and drill pronunciation for all the compound nouns in the box. Ask: Can you think of any other compound nouns? Have pairs of sts take turns saying words from World of English on their own. Monitor sts’ pronunciation closely for word stress and correct any mistakes on the spot. Classcheck by inviting volunteers to pronounce a word for the class to repeat after them.
D
MAKE IT PERSONAL Have sts take the survey in
A
individually. Then, ask them to read the model dialog in the speech bubbles. Invite sts to work in pairs to compare their answers to the survey. At the end, ask pairs: Did you find any big differences in your opinions?
Personal answers.
2 Listening A
Focus on the lesson’s Song line on the top of p. 61 and find out whether sts know the song or the band. Ask: How often do you have the feeling that there’s nothing on TV?
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6.1 Song line: There’s nothing on the TV, nothing on the radio. That means that much to me. Song: “America” Band: Razorlight (UK) Year: 2006
Go over Cyber English with the class. Then ask: What about “social TV”? Have you ever heard about that? Tell sts that they are going to listen to a conversation between a father and a daughter to learn about social TV. Play 6.3 and ask sts to check the correct answer. Paircheck. Classcheck. Ask: What else did you understand?
6.3 Notice the sentence stress and weak forms. D = daughter F = father D Hey, did you have a TV when you were a kid, Dad? F Yeah, believe it or not. TV has been around pretty much for ever. But it’s changed a lot in my lifetime. D What? TV’s just TV, isn’t it? F No way! The first TV I remember was in black and white, and it was massive. TVs now, you can put them on the wall and they take up no space. When I was a kid, they were like a piece of furniture. D Huh. F And the way you guys watch TV is very different from my generation. D I don’t get it. What do you mean? F Just think. When I was a kid, we watched TV together in the evening as a family. D Watch TV with your parents? Yuck! F Yeah, really, and there was no choosing. We watched what Mom and Dad wanted to watch! Now, you all just download or stream everything—sitcoms, movies, news programs— and watch what you want, when you want. D Live gigs, soaps, yeah, that’s true, I guess. Uh, I mean, I hardly ever watch TV in real time. Only big sports events.
F Or in the car on long journeys… You never speak to us! Yeah, and TV is just about everywhere now—on tablets, computers, smartphones—you name it. D Sure… F Hm, and even watching TV has changed. D How? We still use our eyes… F Yeah, right, but instead of chatting to friends or family in the same room, everybody uses their smartphones to chat with their “cyber buddies,” you know, somewhere else. D Oh, come on Dad! That’s social TV! Twitter is the best place to talk about TV now. F Uh-huh. But there’s one thing I’m sure of. The word “viewer” will never mean the same again. It’s where TV meets social media.
B
Have sts read sentences 1-5 and play 6.3 again. Direct sts to listen and check the changes mentioned. Paircheck. Classcheck.
2, 4, 5
C
MAKE IT PERSONAL Have sts swap partners and ask and answer questions 1-4 in their new pairs. Refer the class to the model dialog in the speech bubbles. Classcheck and ask: Is anyone addicted to TV?
Personal answers.
Tip If time allows, have sts walk around the classroom and discuss questions 1-4 with as many classmates as possible, as if they were doing a class survey.
Workbook p. 29 ID Online Portal Grammar p. 126
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6.2
What’s your favorite TV show? Lesson Aims: Sts practice relative pronouns and form restrictive relative clauses in the context of expressing opinions about TV shows and other well-known people or things.
Lesson 6.2
Function Discussing the quality of TV and radio programs nowadays. Reading about “trashy” old TV programs. Listening to a TV critic talk about a show. Defining new words with relative pronouns. Expressing opinions about various things. Vocabulary: Turn up, turn into, turn out, take turns. Grammar: Restrictive relative clauses.
Warm-up Pair sts up and make sure each pair has a pen and a sheet of paper. Explain that pairs will have one minute to write as many TV genres as they can think of. Time the activity and have all pairs start at the same time. When time is up, ask pairs to count the number of TV genres they listed. Have the pair with the longest list call out their TV genres, as the rest of the pairs check similarities and add any differences to their lists. Write the words on the board to classcheck spelling. Drill pronunciation for all words. At the end, have sts ask and answer the following questions in pairs: What’s your favorite TV show? Why do you like it? What channel is it on? What time is it on?
3 Reading A Books open. Have sts discuss questions 1-3 in pairs. Monitor their discussions and take notes for delayed correction. Classcheck by having sts report their partners’ answers to the whole class. Provide sts with language feedback. Personal answers.
B
Read the article’s title to the class and tell sts that they are going to listen to and read information about old TV shows. Draw sts’ attention to the definition of trashy and the accompanying illustration in the bottom right corner of the article. Point to program descriptions 1-6 and instruct sts to match these to the illustrations. Tell sts that there is one extra illustration, which will not be used. Paircheck.
Play 6.4 to classcheck. Then, ask: Do you know any of these programs? Have you ever watched them on cable TV or online?
4, 2, 6, 1 3, 5, (blank)
C Point to the article in B and ask: Which show is not fictional? Which three shows did the critics hate the most? Have sts work in pairs to re-read the article and answer the questions. Classcheck.
Language Over the last five years, do you think TV and radio shows have gotten better or worse? Why? Peace-loving family decides to keep their new pet. If you’re over 30, you might actually remember this one. I think “viewers” means people that watch TV. It’s a movie that I can’t stand.
Jerry Springer is not fictional. The critics hated 1 (My Mother the Car), 3 (Manimal) and 6 (The Jerry Springer Show).
D
Point to the phrases highlighted in yellow in the article in B. Ask: What do these phrases have in common? (the word turn). Point to question 1 and ask: Which turn phrase means “become”? (turn into). Have sts answer questions 1-4. Paircheck. Classcheck.
1. turn into
2. take turns
3. turns out
4. turns up
E
Point to the extra photo in B and ask: What program do you think this is from? Tell sts that they are going to hear a TV critic talk about it. Read questions 1-4 with the whole class. Play 6.5 and have sts listen for the answers. Classcheck.
6.5 Notice the fallings intonation when actually is at the end. Ì DJ 1 … right, and that brings us to our next show in today’s “worst of the worst” list. DJ 2 Can’t wait. DJ 1 Well, our next show is one of the trashiest ever produced. If you’re over 30, you might actually remember this one. It’s called Cop Rock and… DJ 2 You mean “cop” as in “policeman”? DJ 1 Yep. Cop Rock, and aired on ABC in the late 80s… No, no, no… Make that early 90s. 1990, actually. DJ 2 I wouldn’t remember it. I was still a baby. DJ 1 Yeah, right. Anyway, Cop Rock is about a group of policemen who—are you ready for this?—sing and dance while they’re at work arresting criminals and keeping the city safe. Kind of like Glee, you know, but with cops instead of high school students. TV Guide actually named it one of the worst shows ever and, honestly, I’m not surprised. Singing cops! Come on! DJ 2 How many episodes were there? DJ 1 Well, it lasted a whole season, actually. ABC spent a lot of money on Cop Rock and they really wanted it to succeed, but I guess America wasn’t ready for singing and dancing cops. 1. Cop Rock 2. 1990 3. singing and dancing police officers 4. one season
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6.2
F
Pair sts up and ask them to discuss questions 1-2. Classcheck by having sts report their partners’ answers.
begin their answers. Have sts find the other underlined terms in 3B and define them using relative pronouns.
Weaker classes Write the following model on the board: I think lawyer means “a (person / something) (whose / that / who)…”
4 Grammar: Restrictive Relative Clauses A
Read item 1 and elicit the correct ending. Have sts match the sentence halves and paircheck. Classcheck by writing the answers on the board.
Monitor sts’ sentences closely for accuracy and correct any mistakes on the spot. At the end, invite volunteers to share their definitions with the whole class.
lawyer = a person who gives legal advice
5, 6, 4, 2, 1, 3
peace-loving family = a family who loves peace Then, point out the cartoon and elicit possible endings for the sentence starter, “That’s the woman who…” Remind sts to base their answers on the picture, but encourage creative and silly answers. Read the lesson’s Song line (p. 63) with the class and elicit or tell sts the names of the singer / band who have recorded the song. Draw sts’ attention to the use of the relative pronoun who in the line.
Song line: Oh no, not me. We never lost control. You’re face to face with the man who sold the world. Song: “The Man Who Sold the World” Singer: David Bowie (UK) Year: 1970 The band Nirvana (USA) recorded a cover version for their MTV Unplugged in New York album and VHS in 1993.
Instruct sts to study the sentences they matched and check the correct boxes in the Grammar box chart. Classcheck.
whose
that
who
people
to describe / use
9
9
9
things
9
9
Tip If time allows, have sts turn to Grammar on p. 127 for further practice.
B
Point to sentences 1 and 2 and ask: In which sentence can we omit the relative pronoun “that”? Have sts answer individually and paircheck. Then, tell sts to check their answers in the Manimal review in 3B.
2. The professor has the ability to turn into any animal that he wants to.
C Have sts fill in the blanks in sentences 1-5 with the relative pronouns whose, that, or who. Tell sts that where more than one pronoun is possible, they should write both options. Paircheck. Classcheck. At the end, ask: Which two sentences don’t need a relative pronoun? 1. that / who OR that 2. whose 3. that 4. whose 5. that Relative pronouns can be omitted in 3 and 5.
D Point to the underlined word viewers in the review of The Jerry Springer Show in 3B and ask the class: What does the word “viewers” mean? Model the activity first and then have sts use the model phrase in the speech bubble to
professor = a person who teaches at college engineer = a person who designs machines and large constructions laughter-inducing theme song = a theme song that makes people laugh theme song = the music that plays before and after a TV show viewers = people who watch a show violence-hungry audience = a group of viewers who want violence
E
MAKE IT PERSONAL Invite two volunteers to read the model dialog in the speech bubbles for the class. Focus on the 5 box and drill other possible endings for the model sentence about Joss Stone, e.g., “She’s a singer that most of my friends are into.” “She’s a singer who I’ve never even heard of.” “She’s a singer I can’t stand.”
Model the activity. Pair up with a student and say: You’re st A. I’m st B. Point to the first item in row A (“a singer / group”) and elicit an example from st A, e.g., “the band U2.” Then, point to the 5 box and say: It’s a band that I’m getting tired of. St B should use the name of the band supplied by st A to start the sentence, e.g., “U2 is…”. Have sts work with partners they don’t usually get a chance to talk to. Assign roles A and B within each pair. Explain that st A should look at row A and give an example of each item, i.e., the names of a singer / group, a song, a TV show, and an actor. St B should look at the 5 box and use phrases with relative pronouns to express opinions about each example provided by st A. Monitor pairs closely and offer help as necessary. Take notes for delayed correction. Have sts swap roles, with st B referring to line B, giving examples of a movie, a politician, a scientist, and a website. St A should use phrases from the 5 box to express opinions about each example. At the end, have sts suggest names of items from either A or B and invite several volunteers to give their opinions on the examples provided, using phrases from the 5 box.
Personal answers. Go over Common Mistakes with the whole group. Reinforce the use of that / who / which with sts. Tell sts to pay special attention to the use of the prepositions at the end of the sentences.
Workbook p. 30 ID Online Portal Grammar p. 126
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6.3
What are the last three movies you saw? Lesson Aims: Sts study and practice inserting extra information with non-restrictive relative clauses through the context of listening to and reading about blockbuster movies.
Lesson 6.3
Function Reading about curious movie facts. Adding extra information. Listening to a radio quiz about a movie director. Writing questions for a movie quiz.
Language James Cameron initially didn’t want Titanic to have a theme song. George Clooney, who has starred in over 30 movies, also played Batman in 1997. Which American actor has starred in more than five Tim Burton movies? Which superhero does Robert Downey, Jr., who I’m really into, play in the movies?
Vocabulary: Star (in a movie), sequel, plot. Grammar: Non-restrictive relative clauses. Before the lesson: Sts will work in groups of six. Prepare a set of six paper cards for each group. On each card, write the name of a blockbuster movie or series: (1) Titanic, (2) Toy Story, (3) Avatar, (4) The Lord of the Rings, (5) Harry Potter, and (6) Pirates of the Caribbean. Shuffle the cards in each set so that although groups will be guessing the same six movies, the movies will appear in different orders, so sts won’t be able to copy or guess answers from the movie being described at the same time by other groups.
Song line:
Warm-up Divide the class into groups of six. Give one set of cards (see Before the lesson) to each group. Explain that sts should take turns picking up a card and saying what the story is about. The other sts in the group should try to guess the movie title. The group that guesses all six movie titles fastest is the winner. Monitor and give suggestions, encouraging sts to describe the plot and setting, but not allowing them to say actors or characters’ names. Classcheck. Ask: Which movie was the most difficult to guess?
Near, far, wherever you are I believe that the heart does go on. Song: “My Heart Will Go On” Singer: Celine Dion (Canada) Year: 1997
C Point to phrases 1-4 and have sts choose the correct phrases to fill in blanks a-d in B. Paircheck. Classcheck. a. 3
5 Reading A
Books open. Have sts work in groups of five or six and prepare a list of the ten most successful movies of all times. Sts can be in the same groups as the ones they worked with in the Warm-up. Walk around the classroom and offer help with movie titles in English. Classcheck. As of 2013, the ten most successful movies of all times were Avatar, Titanic, The Avengers, Harry Potter and the Deathly Hallows: Part 2, Iron Man 3, Transformers: Dark of the Moon, The Lord of the Rings: The Return of the King, Skyfall, The Dark Knight Rises, and Pirates of the Caribbean: Dead Man’s Chest. Source: . Accessed on November 5th, 2013.
B
Have pairs of sts use a sheet of paper, their notebooks, or their workbooks to cover the text, leaving only the first line uncovered. Play the first line in 6.6 and pause the track. Have sts work in pairs to guess the first word of the following line. Ask sts to uncover the second line to check their answers. Play 6.6 for one more line and repeat the process. Continue through the text and then ask: How many did you get right? Read the Song line on the top of p. 65 and ask if sts remember the theme song for the blockbuster movie Titanic and the singer who recorded it.
b. 4
c. 2
d. 1
Point to blank a in the first paragraph in B and ask: If I read the sentence without phrase 3, will it still make sense? Then, read the sentence without phrase 3. Do the same with the sentences in B containing blanks b-d. Lead sts to notice that phrases 1-4 could have been omitted. Write the sentences on the board if necessary.
6 Grammar: Non-Restrictive Relative Clauses A
Ask sts to study the sentences in B containing blanks a-d and circle or underline the correct choices in the Grammar box. Paircheck. Classcheck.
1. use 2. can’t 3. always 4. extra
Tip Write the sentences below on the board and elicit the difference between them: 1. Julia, whose mother is German, speaks four different languages. 2. The woman whose mother is German speaks four languages.
Classcheck. Explain that, in sentence 1, “whose mother is German” is non-restrictive and only adds more detail. Highlight the use of commas. Tell sts that, in sentence 2, the same phrase is restrictive and the clause “restricts”—i.e.,
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6.3 specifies or defines—the woman who is being talked about. Refer sts to 4A in lesson 6.2 for examples of restrictive relative clauses. Reinforce the use of commas in non-restrictive relative clauses (as in sentence 1 on the board) and the absence of commas in restrictive relative clauses (as in sentence 2). Go over Common Mistakes with the whole group to teach the concept of that vs. which.
Tip For more practice, direct sts to Grammar on p. 127.
B
Ask sts to find and underline four other non-restrictive relative clauses in the text in 5B. Remind sts that nonrestrictive relative clauses can also be at the end of sentences, after a comma. Paircheck. Classcheck.
Paragraph 1: “... it was easier to master Na’vi than to fake an American accent, which he had to do for the movie.” Paragraph 2: “James Cameron, who also directed Titanic, initially didn’t want Titanic to have a theme song.” and “Horner then played the song to James Cameron, who immediately changed his mind.” Paragraph 3: “In fact, it won all the Oscars it was nominated for, which was a huge achievement.”
C Read sentence 1 with sts and make sure they notice the comma followed by a relative pronoun in the example. Have sts connect sentences 2-4 following the pattern from 1 and using an appropriate relative pronoun. Classcheck. 2. The Witch of the West is played by Mila Kunis, whose family is from Ukraine. 3. The main character, Oscar, meets Theodora, who falls in love with him. 4. Oz the Great and Powerful was directed by Sam Raimi, who also directed the first three Spider-Man movies.
D Read example 1 with the whole class and point out the placement of the non-restrictive relative clause (in between commas). Have sts connect sentences 2-4 following the pattern from 1 and using an appropriate relative pronoun. Classcheck. 2. The Dark Knight, which was a box office success, got more positive reviews than Batman Begins. 3. Heath Ledger, whose sudden death shocked the world, played the Joker in The Dark Knight. 4. The Dark Knight Rises, which is the sequel to The Dark Knight, was one of the most successful movies of 2012.
7 Pronunciation: Pauses in Speech A Have sts look at items 1-3. Say: You’re going to listen to a radio quiz about a movie director. His name is Tim Burton. Have you seen any of his films? Play 6.7 and have sts circle the correct answers. Paircheck. Classcheck. 6.7 Notice the h is weak in pronouns. DJ … and, remember, today’s prize is two front row tickets for Lady Gaga’s October show. Wow! This week we’ve
W DJ W DJ W DJ W DJ W DJ
W DJ W DJ W DJ
W DJ W DJ
W DJ
been talking about filmmakers who have changed American cinema. And we have Gloria on the line. Gloria, how’s it going? I’m good, thanks. The first question is about Tim Burton, who many people consider the finest filmmaker alive today. Oh my God, I love Tim Burton. I think he’s the best. So, here’s our first question… Are you ready? I guess… Which American actor has starred in more than five Tim Burton movies? That’s easy. Johnny Depp. Correct! Tim Burton and Johnny Depp, who are also close friends, have been collaborating since 1990. Oh, I love him too. Great actor. Second question… In 2005, Tim Burton directed a movie based on an old British novel. It was about an eccentric guy who owned a factory. What did his factory produce? Can you give me a clue? Well, it’s something that some people are addicted to. Oh, I know, I know. Chocolate. Did you say chocolate? Yep. You’re absolutely… right. The movie, which only received one Oscar nomination, is called Charlie and the Chocolate Factory. Although it’s supposed to be for kids, I loved it! Anyway, here’s our third question. What color does Tim Burton wear most of the time? What color does he like to wear? Oh… That’s a tough one. OK Gloria. Time’s up. Well, there’s a lot of blood in some of his movies, so I think he likes… red? Well, actually, no… Tim Burton once allegedly said he likes to wear black because he’s too lazy to match up different colors when he’s getting dressed. Well, that makes sense. Most of his films are pretty dark, aren’t they? Question 4 is about Steven Spielberg. Are you ready?
1. Johnny Depp
2. Chocolate
3. Black
B
Read World of English with sts and explain that pauses in speech are often represented by commas in written form.
Point to numbers 1-5 and ask: Where would you pause in these sentences? Have sts insert slashes (/) to signal pauses. Paircheck. Play 6.7 to classcheck. Then, write the answers on the board.
1. This week we’ve been talking about filmmakers who have changed American cinema. 2. The first question is about Tim Burton / who many people consider the finest filmmaker alive today. 3. Tim Burton and Johnny Depp / who are also close friends / have been collaborating since 1990. 4. It’s something that some people are addicted to. 5. The movie / which only received one Oscar nomination / is called Charlie and the Chocolate Factory.
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6.3 At the end, ask sts to cross out the incorrect choices in the 5 box. Classcheck.
1. essential
Explain that each team should write four different questions, one for each clause in the speech bubbles. Monitor sts’ work closely and offer help while they are preparing their questions.
2. periods Have the teams in each group play against each other and
C
MAKE IT PERSONAL Divide the class into groups of six.
Within each group, sts should form two teams of three. Tell sts that they are going to write questions for a quiz to test the other team in their group. Model the activity by writing a model question on the board, using one of the non-restrictive relative clauses given in the speech bubbles, e.g., Which movie, which very few people know, won the Oscar for best foreign movie in 2012? or Which superhero does Robert Downey, Jr., who I’m really into, play in the movies?
take turns asking and answering questions. Monitor and take notes for delayed feedback. Classcheck.
Personal answers.
Workbook p. 31 ID Online Portal Grammar p. 126
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6.4
Where do you usually watch movies? Lesson Aims: Sts watch a “How to” video and use Imperative verbs to write their own tips on various topics.
Language What is Gangnam? What role does Robert Pattinson play in the blockbuster Twilight saga? Talking about videos and films you have seen. I heard a great song on YouTube last week. It was by… Watching a “How to” video on how to make a movie. How to make a movie. Writing tips and advice for a “How to” video. How to be green. Make sure you recycle all your trash. Always use public transportation. Vocabulary: Words related to movies and videos: prequel, shoot, views, cast, portray. Grammar: Imperatives.
Lesson 6.4
Function Taking a media quiz.
Warm-up Write viral video on the board and ask: What’s a viral video? Have sts answer in pairs. Classcheck. Then, invite the pairs to discuss the following questions: What is the best / funniest viral video you have ever watched? Have you ever uploaded a video on YouTube? If so, what was it about? Who did you share it with? Encourage sts to give as many details as possible, describing the video content. Classcheck by inviting volunteers to share their partners’ answers with the class.
Cultural note A viral video is a video that becomes rapidly popular—worldwide or nationally—via Internet sharing, usually on websites such as YouTube or Facebook, or via e-mail. Such videos often contain humorous, polemical, or gossipy content. Up to 2013, “Gangnam Style,” by Psy, was the most watched video of all time on YouTube, with over 1.7 billion views. The most viewed amateur video of all time on the same website is the funny “Charlie bit my finger” video, with over 500 million views. Source: .
4
5
6
7
8 Vocabulary: Movies and Videos A
Books open. Point to the photos in the media quiz and ask if sts recognize any of the people, movies, or videos. Have sts take the quiz in pairs. Play 6.8 so pairs can check their answers. Classcheck and ask: How many did you get right?
6.8 1 Which fantasy prequel to The Lord of the Rings did director Peter Jackson shoot in New Zealand between 2011 and 2013? Was it (a) Twilight, (b) The Hobbit, or (c) Narnia? The answer is (b) The Hobbit. 2 “Gangnam Style,” the YouTube video with people dancing like horses, became the first to have over one billion views. What is Gangnam? Is it (a) a type of dance, (b) spicy Korean food, (c) a rich district in Seoul? Of course, it’s (c). 3 The Expendables is an action movie about a group of mercenaries. The cast includes many big names from this genre. Can you name three of them? There’s a lot of choice here. Some of their other movies include Rambo, Terminator and Die Hard.
8
9
The big three are Sylvester Stallone, Bruce Willis, and Arnold Schwarzenegger, but you could also have Jet Li, Jason Statham, Dolph Lundgren, Mickey Rourke... the list goes on. One of the biggest YouTube memes of 2013 was “Harlem Shake.” There were over 33 hours of “Harlem Shake” clips uploaded every day. What did people do in the videos? Have you seen this clip? Do they (a) play basketball, (b) sing, (c) dance? They do a very, very strange dance. British actor Andrew Garfield stars as which wall-climbing superhero? In 2013, British actors starred as three famous superheroes including Batman, Superman and Spiderman, but which one is Andrew Garfield? Andrew Garfield is Spiderman. Andy Serkis, who was the gorilla in King Kong, had to learn to move like a chimpanzee in which famous trilogy? Was it (a) Star Wars, (b) Planet of the Apes, or (c) The Lord of the Rings? The answer is (b) Planet of the Apes. What role does Robert Pattinson play in the blockbuster Twilight saga? This romantic character loves blood, but doesn’t like going out in the sun. He’s a vampire. Which romance movie set in Ireland portrays a young widow who receives messages from her dead husband? All of the letters have the same ending. Is it (a) Lots of Love, (b) Yours Sincerely, or (c) P.S. I love you? It’s (c) P.S. I love you. Who directed and wrote the script for To Rome with Love? He also starred in it with Penélope Cruz and Jesse Eisenberg. He’s famous for his big glasses, but is this director (a) Woody Harrelson, (b) Woody Allen, or (c) Sheriff Woody? Of course it’s Woody Allen, who has directed over 40 movies since his first in the 1960s.
1. The Hobbit 2. a rich district in Seoul 3. any three: Sylvester Stallone, Bruce Willis, Arnold Schwarzenegger, Jet Li, Jason Statham, Dolph Lundgren, Mickey Rourke 4. dance 5. Spiderman
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6.4 6. Planet of the Apes 7. a vampire 8. P.S. I love you 9. Woody Allen
B
Draw sts’ attention to the bold words in A. Have sts match them to the correct definitions in the box. Paircheck. Classcheck.
trilogy – prequel – shoot – set in – view – cast – clip – role – star – script
C Go over World of English with the whole class. Then, ask sts to look at the quiz in A again and find and explain three examples of as or like. Paircheck. Classcheck. people dancing like horses (like = in a manner similar to)
3 Notice ȡ, ȳ and J. E Hey, I’ve got this movie from iTunes, do you wanna watch it with me? F Uh... What’s it about? It’s not filled with explosions like that last one you got, is it? E Uh... uh... Well, it might be. It’s about some guys who try to defeat a dictator, so I guess there’s going to be a lot of guns and fighting and... F Oh, come on! You know I’m not into action movies. I like something with a bit of intelligence, you know? E Duh, always the same. Why can’t you just relax and enjoy the fun? And it has all the great actors in it.
Planet of the Apes, “Gangnam Style,” and The Expendables.
E
Say: Listen again. In which dialog do the speakers disagree? Replay 6.9. Classcheck. Then ask: Which person in dialog 3 do you agree with?
Andrew Garfield stars as which wall-climbing superhero? (as = job) Andy Serkis… had to learn to move like a chimpanzee (like = in a manner similar to)
D
Tell sts that they are going to hear three conversations about the videos and movies from A. Say: Listen and notice which movies or videos they are talking about. Play 6.9 and have sts paircheck. Replay the track if necessary. Classcheck.
6.9 1 Notice N. A And it’s just such a powerful movie, you know, like how science could destroy us eventually. I really think it could be true. B Yeah, like, some of the experiments they do on animals now, it’s pretty sad. But didn’t they use animals for the movie too? I mean, that’s bad as well, right? A No, no animals. They are all actors, but they have to wear this special suit when they shoot the movie. It captures all the movements of the actor and then they can add everything else with computers. It’s very clever. B No way! So the actors actually move like that? They look so real! Man, he should get an Oscar for that! Acting as a chimpanzee! That is real acting! 2 Notice Hǹ. C Bah! I’ve got that song in my head again! D Huh, I hate it when that happens. But that song’s, like, old now, right? C I know, but I saw the music video again on a TV show last night about the power of the Internet. It was funny to see it again. It was such a cool video and the song is so catchy! D Huh, really? I didn’t see that. But yeah, the video was great, wasn’t it? I mean, everybody learned to do that dance, with the hands like this, and jumping up and down. “Hey, sexy lady.” C That’s more like the Macarena dance! Ay! Macarena hu-hum!
They disagree in dialog 3. Personal answer.
F
MAKE IT PERSONAL Read
Common Mistakes with the whole class. Ask sts to make a list of the last five movies or videos (e.g., on YouTube) they saw. Invite two volunteers to read the model dialog in the speech bubbles to the whole class. Divide the class into groups of three or four and have sts share their lists within the groups and give their opinions about the movies and videos their classmates have listed. Monitor sts’ discussions and write down mistakes for delayed correction. Classcheck sts’ ideas and provide language feedback.
Personal answers.
9 Listening A
Have sts read the lesson’s Song line on p. 67 and guess the singer and song title.
Song line: If we were a movie, you’d be the right guy and I’d be the best friend that… Song: “If We Were a Movie” Singer: Hannah Montana (Miley Cyrus) Year: 2006
Say: Imagine that you’re going to make a movie now. Point to the items listed and ask: How would these elements be important to you? Pair sts up and have them read the model dialog in the speech bubbles and discuss the elements in the box. Classcheck.
Personal answers.
B
Tell sts they’re going to watch and listen to some tips on how to make a movie. Ask sts to see if any of their ideas 6.10. Replay the video if from A are mentioned. Play necessary. Classcheck.
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6.4 6.10 Notice the stress and weak forms. Here are some tips and tricks to making a short video. Plan your shoot. What is your video about? Sketch out your idea. Think about what your topic will be and how many people will be in it. What do you want the final video to look like? Technologies. Decide what media you will be using: digital camera, camcorder, webcam or mobile phone. Capture your clips. Press the record button a few seconds before the actual shoot. The professionals always say “Keep it steady.” If possible, use a tripod. Take lots of shoots and still images— they might come in handy. Try not to cut off the top of the subject’s head. Lighting. Shoot in a well-lit area. Make sure there is not a bright light like the sun behind the subject. Before your final recording, do a test shoot to check the lighting. Length of shoot. Plan your script beforehand. Don’t talk about one topic for too long, as this may lose the viewer’s interest. Keep the video short and simple. Sound and audio. It’s best to use an external microphone. Always be conscious of background noise. Always do a sound check before the actual shoot. Copyright. If you are shooting outside, make sure you don’t capture anyone on camera without their permission. It can be difficult to use images from the Internet, so be adventurous and take your own. Always gather written permission from your subjects. Accessibility. To make your video accessible to all: Prepare transcripts, use subtitles, record a voiceover if you are making a video of still images. And remember, have fun making your video. Personal answers.
C
Tell sts that the notes in the text “Tips and Tricks to Making a Short Video” are from a student who watched the video. Have sts read the notes and predict the two missing 6.10 again, so sts can words in each blank. Then, play check their predictions. Classcheck.
How many / look like; digital camera / mobile phone; record button / still images / cut off; Make sure; your script / too long Focus on the 5 box and elicit more examples of Imperatives from the notes, e.g., “Plan your shoot” (vs. “You plan your shoot”), “Press the record button” (vs. “You press the record button”), and “Don’t talk about one thing for too long” (vs. “You don’t talk about one thing for too long”).
D
Point to the underlined words and phrases in C. Ask sts to find the equivalent words and phrases underlined in AS 6.10 on p. 162. Paircheck. Classcheck.
E
Say: Let’s look at more tips on how to make a movie. Read item 1 with the whole class and match it to the correct ending. Then, have sts match the rest of the sentences. Paircheck. Classcheck.
3, 1, 5, 2, 4
Tip Draw sts’ attention to the use of Imperatives in sentences 1-5. If time allows, elicit names of songs with examples of Imperative verbs, e.g., “Express Yourself” (Madonna), “Don’t Stop Believing” (Journey), “Don’t Stop the Music” (Rihanna), “Come as You Are” (Nirvana), and others that sts can remember. Then, point to the topics in A and ask: How are sentences 1-5 related to the topics in A? Have sts work in pairs to decide. Classcheck.
1. story 2. filming, light 3. permission 4. sound 5. filming
F
Say: Now you are going to write your own tips for a “How to” video. Instruct sts to choose only one topic from the box and write at least five tips using the underlined words and expressions in E. Have sts work in groups of four. Walk around the classroom and offer help as necessary. Classcheck by having groups read their tips to the whole class.
Tip You may wish to have each group read their tips to the class without stating the topic, and then ask the class to guess which topic the tips are about. Personal answers.
G
MAKE IT PERSONAL Point to the pictures and read the movie titles with the whole class. Have sts read the model text and ask: Which movie title is this text about? (One Wednesday Evening).
Divide the class into groups of three and have each group choose a movie title and write a story for it. At the end, invite groups to read their stories to the whole class and “award an Oscar” to the best one.
Tip If your sts are enthusiastic about the idea, encourage them to film their stories outside the classroom—in English— and assign a day to view their productions in class.
in the end = the final stop the camera from moving = keep it steady be useful = come in handy in advance = beforehand
Workbook p. 32 ID Online Portal Grammar p. 126
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6.5
When was the last time you did something crazy? / When were you last embarrassed? Lesson Aims: Sts practice listening for details and learn interjections and phrases to express surprise in the context of an interview with Lady Gaga on The Late Show with David Letterman.
Lesson 6.5
Function Language Talking about a TV interview. I think he asked her why she wears clothes like that. Listening to two friends comment on a talk show. I can’t get enough of Letterman. I think he’s awesome. Listening to people expressing surprise. She sleeps in an egg? Practicing word stress in questions to express surprise. You’re making spaghetti? Vocabulary: Interjections: “Eek!” “Huh?” “Wow!” “Whoa!” Phrases expressing surprise: “What?” “Get out of here!” “My goodness!” “Are you serious?” Grammar: Prepositions on and in for media: on Facebook, on a memory stick, in print, in a magazine. Before the lesson: Write the following words on the board in three columns, as shown: nice cool gorgeous ugly intelligent delicious elegant sophisticated interesting funny
young old new fast cheap slow little American Italian tall expensive
Warm-up Review adjective order using the list of words on the board (see Before the lesson). Tell sts that they should choose one word from each column and have pairs of sts say or write down as many meaningful combinations as they can think of in two minutes, e.g., “a gorgeous young lady,” “delicious Italian food,” “an ugly little kid.” (Note that sts should supply the articles a or an as necessary.) If time allows, make the activity competitive by awarding a point for each original combination no other pairs came up with. Classcheck. Stronger classes Challenge sts by asking them to use the adjective phrases in full, contextualized sentences, e.g., “I had dinner at a sophisticated Italian restaurant last week,” “My nephew is a cool little kid,” “My neighbor is an intelligent old man.”
Skills: Understanding Details A
Books open. Focus on the image on the TV and ask: Who are these people? (Lady Gaga and David Letterman); What kind of TV program is this? (a talk show). Read items 1-3 with sts and have them complete the task in pairs. Classcheck.
Personal answers.
B
Read World of English with the whole class and draw sts’ attention to the use of the prepositions on / in. Tell sts that they are going to hear a woman named Sue talking to a friend about the show in the photo in A. Play 6.11. Then, point to the answer choices in B and ask: Where did Sue watch the interview? Paircheck. Classcheck.
6.11 S = Sue J = Joe S I can’t get enough of Letterman. I think he’s awesome.
bus man book lady restaurant product kid website president watch food
J So do I. I’m a huge fan. He’s a terrific host. S Yeah, I can still remember the Lady Gaga interview a while ago. J Oh, yeah? Mmm… Gaga’s not my thing. I like a song or two, but that’s about it. S Yeah, me too. “Born this Way” isn’t half bad. I actually kind of like it. Anyway, I’ll never forget that interview… J Why? What happened? S This is how it goes... First he asks her about the last CD, the tour… you know, the usual. J Right. S Well, then he asks her to confirm or deny certain rumors about her. You know, things like “Is it true that you sleep in an egg?” or… J What? Get out of here! She sleeps in an egg? S Well, rumor has it that she sleeps in an egg instead of a double bed, but no one knows for sure. J Really? You’re kidding, right? S It’s true. It’s all over the Internet. Well, anyway… He asks her all these questions and she starts to get really mad. The people around me start whispering and then, all of a sudden… J What do you mean the people around you? S I was actually in the audience. I got two tickets for my birthday. J No way! You were actually in the audience? You never told me that! Live in the studio.
C Point out the three illustrations and elicit what is happening in each of them. Then ask: What do you think happened during the interview? Listen and choose the best picture. Play 6.12 for the rest of the dialog and have sts check the picture that best represents what took place. Classcheck.
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6.5 6.12 J = Joe S = Sue J No way! You were actually in the audience? You never told me that! S It’s true! So, as I was saying… she gets really angry, gets his script, tears it in half, makes a little paper ball and… J And then what? S She eats it! J My goodness! You mean she actually eats Letterman’s script? S Uh-huh. J Are you serious? S I swear it’s true. I couldn’t believe my eyes. Just ask Alice—she was right next to me. And it was all over the Internet at the time. J So what happens next? S Well, she throws it away, obviously. J Well, at least she didn’t swallow it. How did he react? S Well, he was in shock too. But he kept his cool, made a joke or two and the interview went on. J Wow! I wish I could’ve been there. the second picture
D
Allow sts time to briefly read sentences 1-8. Then, explain that sts will listen to the full dialog and mark the sentences true (T) or false (F). Play 6.13. Paircheck. Classcheck.
1. T
2. F
3. T
4. F
5. T
6. T
7. F
8. F
E
Assign new pairs and have them complete sentences 1-2 according to their personal views. Monitor and offer help if requested. Then, have sts compare their sentences with another pair. Classcheck.
Tip Refer sts to the lesson title question, “When was the last time you did something crazy?” Have sts ask and answer this question in pairs. Classcheck by inviting volunteers to report their partners’ answers. Personal answers.
in Action: Expressing Surprise A
Read number 1 emphatically, as if you were angry or surprised, and prompt sts to fill in the blank. Encourage them to use their intuition to guess the missing words in items 2-5. Play 6.14 so sts can check their guesses. Replay 6.14 for choral repetition of these expressions. Encourage sts to copy the intonation in the track, saying phrases as emphatically as they can.
6.14 S = Sue J = Joe 1 S Well, then he asks her to confirm or deny certain rumors about her. You know, things like “Is it true that you sleep in an egg?” or… J What? Get out of here! She sleeps in an egg?
2 S Well, rumor has it that she sleeps in an egg instead of a double bed, but no one knows for sure. J Really? You’re kidding, right? 3 S I was actually in the audience. I got two tickets for my birthday. J No way! You were actually in the audience? You never told me that! 4 J And then what? S She eats it! J My goodness! You mean she actually eats Letterman’s script? S Uh-huh. 5 J Are you serious? S I swear it’s true. 1. out
2. kidding
3. No
4. My
5. Are
B
Point to questions 1-3 and ask: Do you remember Sue’s friend’s questions? Was he surprised with Sue’s story? Read question 1 with sts and ask volunteers to say the sentence aloud, copying the intonation they remember from the track.
Say: Listen to these questions again and underline the most stressed word in each of them. Play 6.15. Paircheck. Classcheck. Replay 6.15 for choral repetition.
6.15 1 She sleeps in an egg? 2 You were actually in the audience? 3 You mean she actually eats Letterman’s scripts? 1. egg
2. in
3. eats
C Read World of English with sts and have them work in pairs to practice saying the example sentences. Monitor sts’ intonation closely and correct any mistakes on the spot. Classcheck. D Read the three answer choices for item 1 (“Not your sister?” “Not buying?” “Not pizza?”) and tell sts that they are going to listen to a dialog and check the question that correctly represents the surprise in the conversation. Play dialog 1 in 6.16. Paircheck. Classcheck. Play the rest of 6.16 and have sts check the correct questions in 2-4. Paircheck. Classcheck. 6.16 Notice the reductions. 1 A B A 2 C D C 3 E F E 4 G H
Wanna come on over for spaghetti tonight? I’m cooking! No way! You’re making spaghetti? Well, there’s always a first time. I’m sick and tired of this SUV. Gonna buy a smaller car. Get out of here! You want to buy a smaller car? Yeah. What’s wrong? Janet’s turning 18 next week. Gonna get her a poodle. What? You’re going to get Janet a dog for her birthday? Huh-uh. Love this chocolate diet! I’ve lost ten pounds in two weeks. No way! You’ve lost ten pounds in two weeks eating chocolate? G Yeah. Isn’t it amazing?
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6.5 1. Not your sister? 2. Not bigger? 3. Not a cat? 4. Not vegetables?
E
Have sts turn to AS 6.16 on p. 162-163. Read the first question aloud, but with a different intonation than the one from the recording, e.g., You’re making spaghetti? Have sts look at the answer choices for item 1 in D and elicit the correct surprise question for this new intonation (“Not pizza?”). Explain that the meaning of the sentence changes according to the word that is stressed. Practice another intonation possibility for that same question with sts: You’re making spaghetti? Elicit the correct surprise question for this intonation from the answer choices for item 1 in D (“Not buying?”). In the same way, have pairs take turns shifting the word stress within the same questions in AS 6.16 and guessing which option in 1-4 in D best expresses the surprise. Sts should focus on the words that are underlined in the AS 6.16 on p. 162-163. Monitor sts’ word stress closely and correct any mistakes on the spot. Classcheck by inviting volunteers to act out different surprises with the same questions from AS 6.16
and asking the whole class to say the correct surprise question from D.
Surprise questions from to stress.
F
should refer to words sts choose
MAKE IT PERSONAL Play
6.17 as sts listen to and read
World of English . Replay the track and have sts repeat phrases from the box with the correct intonation. Tell sts they are going to play a game called “Surprise Me!” Have two sts role-play the model dialog in the speech bubbles for the whole class. Ask the class to read the instructions for roles A and B. Then, have pairs act out the roles. Remind sts in role A to make up one false story or event. Encourage sts to use surprise expressions from the lesson. Monitor their role-plays closely and save corrections for later. At the end, provide language feedback and invite volunteers to act out their conversations for the whole class.
Workbook p. 33 ID Online Portal Grammar p. 126 ID Café Video p. 143
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Review 4 Units 5-6 Grammar and Vocabulary A
Picture Dictionary. Have sts work in pairs to test each other and review the main vocabulary items in units 5 and 6. Monitor sts closely throughout the picture dictionary activities and correct vocabulary and pronunciation on the spot.
Tip In order to provide sts with as much fluency practice as possible, expand the activity into the mini-dialogs suggested below. Picture Dictionary
Procedures
Mini-dialogs / Suggested language
Have sts hide the quiz in 1A with a notebook or a sheet of paper. Pair sts up and have partners take turns pointing to pictures a-f and saying the six shopping phrases.
St A: (points to picture a) I can’t resist a bargain. St B: (points to picture b) Most women like window shopping. Do you agree?
Ask sts to look at pictures 1-3 in 6C and, in trios, say what people ran out of in each situation.
St A: (points to picture 1) He ran out of gas. St B: (points to picture 2) He ran out of time. St C: (points to picture 3) He ran out of milk.
3 supermarket words, p. 56
Have sts hide the article Skills C with a in notebook or a sheet of paper. Ask sts to work in trios to recall three supermarket words from pictures a-c.
St A: (points to picture a) Gadgets. St B: (points to picture b) Aisles. St C: (points to picture c) Checkout.
9 TV genres, p. 60-61
Have pairs of sts hide the TV genres in 1A with a notebook or a sheet of paper and take turns naming the types of TV shows in pictures a-i.
St A: (points to picture a) This is a talk show. St B: (points to picture b) This is a stand-up comedy.
7 “trashy” TV shows, p. 62
Ask sts to hide the text in 3B with a notebook or a sheet of paper and work in pairs to recall the names of the seven “trashy” TV shows in the pictures.
St A: This is called My Mother the Car. St B: I guess this is Alf. St A: That’s right. And I think this is Manimal.
2 words for each sound in lines 1 and 2 of the consonants chart (not the picture words), p. 155
Have sts turn to the pronunciation chart on p. 155. Focus sts’ attention on the list of words for consonant sounds, just below the pictures. Pair sts up and explain that st A should ask “How do you spell…?” for two words (but not the picture words) with each consonant sound in line 1: S, E, P, and Z. Then, sts should swap roles, with st B testing st A on two words with each sound in line 2: I, Y, ˠ, and ç.
St A: How do you spell open? St B: O-P-E-N. St A: Right. How do you spell apple? St B: A-P-P-L-E. St A: That’s right. St B: Now you. How do you spell off? How do you spell enough?
6 shopping phrases, p. 48
3 “run out of” phrases, p. 52
6 shopping phrases: go window shopping, bargain, save (money), go on shopping sprees, in monthly installments, (credit card) statement 3 “run out of” phrases: run out of gas, run out of time, run out of milk 3 supermarket words: gadgets, aisles, checkout 9 TV genres: talk shows, stand-up comedy, game shows, sitcoms, medical drama, soap operas, live gigs, cartoons, reality TV 7 “trashy” TV shows: Small Wonder, Alf, The Jerry Springer Show, My Mother the Car, Manimal, Barney & Friends, Cop Rock 2 words for each consonant sound (possible answers): S open, top E describe, able P name, summer Z where, square I off, phone Y five, have ˠ thank, nothing ç the, other
B
Have sts place the words in bold in the correct order to form adjective phrases. Tell them that one word is out of context and should be crossed out. Paircheck. Classcheck by writing the answers on the board.
1. comfortable hiking boots, strange 2. well-written romantic novel, short 3. exciting new video game, tasty 4. easy-to-use digital equipment, old
C Read item 1 with sts and elicit the correct response from choices a-e. Have sts match items 1-5 to the correct responses. Paircheck. Play 4.1 to classcheck. 1. d
2. e
3. b
4. a
5. c
D Have two sts read the model dialog in the speech bubbles and ask the whole class: Which dialog in C is this about? (1d). Have pairs of sts write four more lines for each dialog, 2-5, in C. Monitor pairs’ work closely and offer help if necessary. At the end, have at least four different pairs act out a dialog for the whole group. Personal answers.
E Tell sts that they are going to play the “Feel ’n’ Guess” game. Divide the class into groups of four or five and explain that sts will feel and guess objects in a bag. Make 113
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R4 sure all sts in each group take turns choosing and hiding an object, and guessing an object hidden by another student. Refer sts to the model dialog in the speech bubbles before they begin. Classcheck.
Personal answers.
F
Have sts read sentences 1-6 and add commas to the underlined relative clauses where appropriate. Classcheck by writing the answers on the board and then play 4.2 so sts can relate the pauses they hear to the commas they have written. Then, replay the track for choral repetition. Ask sts to copy the pauses and the intonation.
while st B asks st A about his / her habits and tries to help. Monitor sts’ role-plays closely and make notes for delayed correction. Then, classcheck and provide sts with language feedback. Ask sts to swap roles as they act out helping a chocoholic, a danceaholic, and a workaholic. At the end, invite volunteer pairs to role-play one of their dialogs for the whole class.
J
Have sts correct sentences 1-10 in Common Mistakes . Point out that sts should find the number of mistakes listed in parentheses. Whenever sts are uncertain, encourage them to flip back through p. 48-69 and check their answers in units 5 and 6. Classcheck by writing the answers on the board.
4.2 1 I love my MP3 player, which has over 2,000 songs. 2 I really like people who laugh easily. 3 Javier Bardem, who starred in No Country for Old Men, is one of my favorite actors. 4 My son just graduated, which made me very proud. 5 It’s difficult to find people who you can count on. 6 I’d like to get a phone that takes better photos. 1. I love my MP3 player, which has over 2,000 songs.
1. She went to the mall to meet her friends. 2. Rob lent me his phone. 3. I think that shirt looks good on you, you should buy it. 4. It must be difficult to be in debt. 5. When you pay with credit card online, you have to be careful. 6. People who talk in theaters annoy me. 7. That’s the house they live in. 8. Bruce Banner is a scientist who turned into Hulk. 9. Panama City, which is famous for the canal, is an amazing city.
2. I really like people who laugh easily. 3. Javier Bardem, who starred in No Country for Old Men, is one of my favorite actors.
10. My favorite song is “What’s my name?” by Rihanna.
4. My son just graduated, which made me very proud. 5. It’s difficult to find people who you can count on.
Skills Practice
6. I’d like to get a phone that takes better photos.
A
G
MAKE IT PERSONAL Ask sts to rewrite the underlined phrases in F to make true sentences about themselves. Then, have sts compare their sentences in pairs. Classcheck by having sts report their partners’ sentences.
Personal answers.
H
Have sts review the information about word formation and add two more words with the same endings to groups 1-10. Then, ask sts to mark the stresses of the added words. Have sts compare their lists in pairs. Classcheck.
Possible answers: 1. fluently, quickly, lately 2. government, development, management 3. ambitionless, boneless, colorless, endless 4. abbreviation, education, abortion, acceleration, acclimatization 5. mobility, flexibility 6. anonymous, adventurous, ambiguous, conscious 7. vegetable, editable, achievable 8. abbreviate, accelerate, accumulate 9. appropriateness, artificialness, attractiveness 10. abundance, accordance, ambulance, ignorance, distance
I
Role-play. Have sts review the words ending in -holic and act out roles A and B. St A should play a shopaholic,
Ask sts to turn to p. 51 and hide the text in 5C with a sheet of paper or a notebook. Looking only at the picture, sts should work in pairs to try to recall John Smith’s story. Classcheck. Then, play 5.7 and ask: Did you forget any details?
Personal answers.
B
Tell sts that they are going to hear five sentences from units 5 and 6. Instruct them to quickly read sentences 1-5. Focus on sentence 1 and say: Listen to the first sentence and circle the correct choice. Play sentence 1 in 4.3 and pause the track. Classcheck. Resume the track and have sts circle the correct choices for sentences 2-5. Paircheck. Replay the track if necessary. Classcheck.
4.3 1 2 3 4 5
I’m dead serious. Savejohnsmith.com is my last hope. Your machine must be broken. Although it’s supposed to be for kids, I loved it! You can’t be serious. Well, I am in debt right now, but it’s not that bad.
1. not joking 5. terrible
2. broke
3. likes
4. don’t think you are
C
Replay 4.3 for choral repetition. Encourage sts to repeat the sentences with connecting sounds. Correct pronunciation and intonation on the spot. Then, replay the track for individual repetition.
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R4 In the text
Sts’ pronunciation and intonation should match the track.
D
Keep, Kill, Ignore. Tell sts that they are going to play the game “Keep, Kill, Ignore.” Have sts work in trios. Explain that in items 1-6, sts may choose to keep, kill or ignore topics a, b, and c, according to their personal views. Before sts begin, refer them to the model text in the speech bubble. Monitor trios closely and take notes for delayed correction. Classcheck sts’ opinions and provide language feedback.
Personal answers.
E Focus sts’ attention on the title, “Help on the Internet,” and elicit predictions about the content of the article. Have sts briefly read questions 1-5 and ask them to read the text to find the answers. Paircheck. Classcheck. Then, have sts ask and answer question 6 in pairs. Classcheck. 1. GoFundMe has helped thousands of people to raise many millions of dollars online for different personal causes, like school tuition, rock bands, medical bills, volunteer trips, business ideas, parties, travel expenses, and even animals and pets. 2. Peg wants to do a volunteer job. She wants to raise money to buy the flight ticket and pay for her food. 3. Her friends told her about GoFundMe. 4. Dan is Peg’s friend. 5. No, you do not pay to try GoFundMe. 6. Personal answers.
F Point to the article in E and say: Now listen to the text. While you listen, underline ten differences between the text and the audio. Play 4.4. Paircheck. Replay the track so sts can check their answers. Classcheck. Ask: How many different expressions in this track mean the same thing?
In the audio
1. rock bands sports teams 2. parties special events 3. for example for instance 4. for the flight and food to cover her expenses 5. writing your information typing a message 6. gives her some money makes a secure online donation 7. tell other people spread the word 8. get withdraw 9. the cash a deposit 10. lots of money thousands of dollars Expressions 2-10 mean the same.
G Shopping Problems Role-Play. Have sts swap partners. Ask sts to begin by thinking about the type of store in which they want to set their role-play. Then, go over the instructions for sts A and B with the whole class and have two sts act out the model dialog in the speech bubbles. Then, assign a st A and st B within each pair and have pairs role-play the shopping problem. Monitor and take notes of sts’ speech production for further comments. At the end, give the group language feedback and invite a volunteer pair to act out the dialog for the whole class.
Personal answers.
H
MAKE IT PERSONAL Question time! Tell sts that they are
going to hear the twelve lesson title questions from units 5 and 6 in random order. Tell sts that you will pause after each question so they can ask and answer it in pairs. Play 4.5 and pause after the first question. Have sts ask and answer the question in pairs. Encourage them to ask follow-up questions when appropriate. Classcheck. Repeat the same procedure for all the questions on the track.
Personal answers.
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7 Unit overview: The main topics of unit 7 are phrasal verbs, reported speech, and indirect questions. Sts also learn and practice the names of car parts, instructions for operating machines, and phrases for expressing opinions.
Does technology drive you crazy? Lesson Aims: Sts learn and use phrasal verbs to talk about cars and car parts. Language I hate it when computers freeze while I’m working on something. Rumor has it the head of a giant computer company once said… “It’s the ‘front window’ of the car.” “Uh… windshield, right?” It’s raining. Switch on the wipers, for heaven’s sake. Do you ever forget to switch things off in class? Have you ever had to ask anyone to turn down the volume? Vocabulary: Car parts: tire, hood, trunk, steering wheel, wipers, engine, clutch, brake, gas pedal, windshield. Phrasal verbs: switch (something) on / off, turn (something) on / off, turn (something) up / down, speed up, slow down. Grammar: Phrasal verbs and object pronouns.
Lesson 7.1
Function Talking about machines and technology. Listening to / Reading about an urban myth. Describing and naming car parts. Listening to two people on a road trip. Using phrasal verbs in conversation.
Warm-up Have sts interview each other with the lesson title questions from unit 6 on p. 60-69. Encourage sts to ask follow-up questions whenever possible. Monitor their discussions closely and write down mistakes and very good or interesting answers for delayed feedback. To classcheck, say: Tell me two things you have learned about your partner.
1 Reading A
Go over the cartoon with sts and have them work in pairs to ask and answer the title question on the top of p. 72, “Does technology drive you crazy?” Classcheck. Point to statements 1-4 and have pairs discuss and complete them with their personal views. Refer sts to the model dialog in the speech bubbles. Classcheck.
Personal answers.
B
Write computer companies on the board, and elicit a few names, e.g., Microsoft, Apple, and so on. Write automotive industry on the board and elicit a few well-known auto manufacturers, e.g., GM, Fiat, and so on. Then, ask the whole class: Who has the most advanced technology, computer or auto companies? Point to the artwork (a car coming out of a laptop), and ask sts to guess its meaning. Tell sts that they are going to listen to the story of an urban myth involving computer and auto companies. Say: Listen to and read the beginning of the story. Who attacked whom? What was the criticism? Play
7.1. Classcheck.
The owner of a computer company attacked auto companies. The criticism was that cars are old-fashioned, expensive, and inefficient. Ask: What do you think the director of the auto company will say? Have sts work in pairs to guess the answer. Classcheck sts’ guesses.
C Point to the title and tell sts they are going to find out what the director of the auto company said as they read and listen to “And if Computer Companies Made Cars…”. Before sts look at the text, read questions 1-4 with the whole class. Tell sts not to focus on new vocabulary just yet. Play 7.2. Have sts discuss 1-4 in pairs. Classcheck. Personal answers.
D
Point to the first bold term in C, steering wheel. Draw sts’ attention to photos a-h on p. 72 and ask: Where can you see a steering wheel? (photo d). Instruct sts to match the words in bold in C to photos a-h on p. 72. Paircheck. Play 7.3 to classcheck.
7.3 M = man W = woman 1 M Let me help with your suitcase! I’ll put it in the trunk. Whoa! That’s heavy! 2 M Turn left at the next corner… I said left, left, left. Turn the steering wheel! 3 W Hey! What was that? M Oh no, I think it’s the tire.
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7.1 4 M W 5 M 6 W 7 M W
Can I check the oil, ma’am? Sure, yes, please. I’ll open the hood. Uh… I think you got a problem with your engine. Honey, I think you’d better turn on the wipers. Stop the car! Jeez! That stone broke the windshield—I can’t see anything. 8 M1 Listen to this beauty when I put my foot on the gas pedal. M2 Whoa, dude, that’s awesome! 9 W Look out, there’s a dog in the road, hit the brakes! 10 M OK, first gear… Foot on the clutch and into second.
Cultural note Although the song contains several allusions to cars and car parts, “Shut Up and Drive” has noticeable sexual connotation in its lyrics, referring to a woman’s body as a car.
B
Read the definitions in the box with the class. Point to the underlined phrasal verbs in 1C and have sts match them to the correct meanings. Paircheck. Classcheck.
switch off / turn off slow down turn down Then, go over Common Mistakes with the whole class.
steering wheel – d tires – a hood – b engine – f trunk – c wipers – e windshield – h gas pedal – g brake – g clutch – g
C Ask: Do you enjoy traveling by car? When did you last go on a road trip? Where were you going to? Tell the class they are going to listen to a conversation between two people who are on a road trip. Have sts read questions 1-3 and listen for the answers. Play 7.5. Paircheck. Replay the track if necessary. Classcheck. 7.5 Notice the stress in phrasal verbs. B = Barry
L = Linda
Tip Drill pronunciation of all car parts. Then, reinforce the word meanings by having sts cover words in C with a sheet
B How many hours till we get to Oakland?
of paper, a notebook, or their workbook and testing the whole group by asking What’s in photo a? What about b? and so on.
B I’m hot.
E
Play 7.4 as sts listen to and read World of English . Then, ask them to find other examples of cc pronounced as NV in the text in C. Paircheck. Classcheck.
L At least nine. L So turn on the air conditioning. B It’s broken, remember? I told you we needed to fix it, but you didn’t listen. L Well, don’t turn it on then. Open the window or something… B Linda, why exactly are you waiting to switch them on?
accidentally
L Switch what on?
accept
B The wipers, Linda. It’s raining. Switch on the wipers, for heaven’s sake!
accelerate
L Do we need to? They make such a loud noise.
2 Vocabulary: Car Parts and Phrasal Verbs A
Point to photos a-h on p. 72 again and say: Guess which car part I’m describing. Pay attention to my description. It’s the “front window” of a car. (windshield). Have sts continue the activity in pairs, describing car parts from photos a-h for their partners to guess. Ask each student to describe four car parts. Monitor sts’ descriptions closely and offer help if necessary. Correct pronunciation on the spot. Classcheck by having some sts describe car parts for the whole class to guess. Focus on the Song line on the top of p. 73 and find out whether sts recognize the singer and the song.
Song line:
L You see that blue car? B The Focus? L Yeah. It’s been following us for the past two hours or so. B Are you sure? L Positive. Speed up! B What? I can’t. This road is full of speed cameras. L I don’t care. Step on the gas pedal and speed up, Barry. Now. L Thank God we’re almost there… Oh Barry, I love that song. Turn it up! Turn it up! B You know I can’t stand Beyoncé. L Would it kill you to turn up the freaking volume on the radio for five minutes?
’Cause it’s 0 to 60 in 3.5. Baby, you got the keys, now shut up and drive...
1. Personal answer.
Song: “Shut Up and Drive” Singer: Rihanna (USA / Barbados) Year: 2007
3. It is hot in the car; the wipers make a loud noise; they are followed by a car; they disagree on the radio.
2. air conditioning (a/c), window, wipers, gas pedal, radio
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7.1
D
Have sts listen to the conversation again and note the opposites of the phrasal verbs from B. Play 7.5. Classcheck by writing the answers on the board.
Then, pair sts up and have them work with their new partners to ask and answer items 1-6. Monitor pairs’ work closely and take notes for delayed feedback. Classcheck by having sts report their partners’ answers to the class.
turn on / switch on speed up turn up
E
MAKE IT PERSONAL Ask sts to fill in the blanks with phrasal verbs from B and D. Classcheck.
Workbook p. 34 ID Online Portal Grammar p. 128
1. switch OR turn / off 2. switch on OR turn on 3. turn up OR turn down 4. speed up 5. slow down 6. up / down
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7.2
What was the last little lie you told? Lesson Aims: Sts study and practice reported speech through the contexts of shopping and talking about the little lies people tell. Language Yeah, purple looks great on you! The first one could be a salesclerk. Reading tips for holiday shopping. Buying a cell phone abroad can save you a few bucks, but… Talking about shopping experiences. No, I guess I’m just lucky when I buy things. Reporting what other people said. She told me that she would buy it. The salesman said some of the keys were different. Telling a story about a lie someone told. This guy I met at a club told me he was single… Vocabulary: Gadget, launch, unlocked phone, warranty, keys (on a keyboard), carrier. Grammar: Reported speech (1).
Lesson 7.2
Function Talking about the little lies people tell.
Warm-up Tell sts that they are going to play a game called “Draw and Guess” in pairs. Give them a time limit of three minutes, in which they should take turns choosing and drawing car parts from p. 72 (steering wheel, tires, hood, engine, trunk, windshield, wipers, gas pedal, brake, clutch) for their partners to guess. Monitor for correct pronunciation of the names of car parts. At the end, elicit all the words sts guessed, write them on the board and drill pronunciation.
2. b
3. d
4. c
5. a
Tip Pair sts up and have them practice saying the words with pink letters in the text. Classcheck and drill pronunciation.
D Point out the underlined words and photos a-e in C and ask sts to match them. Paircheck. Classcheck. a. fake goods
3 Reading A
Read the lesson title question, “What was the last little lie you told?” Have sts ask and answer the question in pairs. Encourage them to make follow-up questions to elicit details, e.g., “Who did you tell the lie to?” “Why?” “Did it work?” Classcheck by inviting volunteers to share their stories.
Say: Now let’s look at some other little lies. Point to sentences 1-4. Read sentence 1 with sts and ask: Who might’ve told this lie? In what situation? Go over the model in the speech bubble. Then, ask sts to read the sentences in pairs, discuss who might have told the lies and why, and then decide which one is the worst lie. Classcheck. At the end, ask: Have you ever told any lies similar to these? Why?
Personal answers.
B
Find out if anyone in class is a salesperson. Ask: Do salespeople always tell the truth to customers? Tell sts that promises a-f are quotes from salespeople. Read the first one with the whole class and ask: What product is the salesperson trying to sell? Explain that keys might refer to a different keyboard on a laptop or a smartphone. Have sts work in pairs to read b-f and guess the product being sold. Classcheck sts’ guesses.
Personal answers.
C Tell sts to read the text before listening to the audio and explain that they should match promises a-f from B to tips 1-5 in the text. Remind sts that one promise in B will be left out. Play 7.6. Paircheck. Classcheck.
b. keys c. unlocked d. gadget e. screw Point to the first bold word in tips 1-5 in C (launch) and elicit its meaning. Have sts find the correct definition in the box (3. verb, to put something on the market). Ask sts to match all the other bold words in C to the correct definitions in the box. Paircheck. Classcheck.
1. carrier
2. warranty
3. launch
4. bug
5. break down
At the end, ask pairs to discuss the question, “What’s the best tip in your opinion?” Have sts follow the model in the speech bubble, “I’d say tip 1, because…”
E
MAKE IT PERSONAL Ask sts to fill in the blanks in sentences 1-3 using words from D. Paircheck. Classcheck. Then, have sts swap partners and take turns asking and answering questions 1-3 in their new pairs.
1. warranty
2. carrier
3. launched
Tip Ask sts to go to Writing Bank on p. 151 for further practice or assign the page as homework.
4 Grammar: Reported Speech (1) A
Tell sts that they are going to hear five conversations about shopping problems. Play conversation 1 from 7.7 and then pause the track. Elicit the corresponding paragraph in 3C. Play the rest of 7.7 and have sts
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7.2 match each conversation to the correct paragraph in 3C. Paircheck. Replay the track if necessary. Classcheck.
7.7 Notice the intonation / emotion on right. 1 Notice stress and schwas Ǩ. A God, it seems that for every five letters I type, one comes out wrong. B American keyboard layout, right? A Well, the salesman said some of the keys were different, but it was basically the same thing, blah, blah, blah. Yeah, right! But how was I to know? 2 Notice stress and schwas Ǩ. C Oh Dad, you’re wearing the watch I got you. How do you like it? D Well, I’d like it better if it worked properly. I missed two meetings last week. Do you have the warranty? C Warranty? No, he didn’t give me one. D What? No warranty? Where did you get it? C Well, there was a guy in the market selling this watch really cheap. He said that it worked just as well as the famous brand. D In the market! So this isn’t a Rolex? C Uh… no… Maybe not. Oh no, look, it says Polex. 3 E F E F
Notice Dș. Oh my God! What in the name of… Oh no… There goes my Christmas present. But how… how… did it happen? You didn’t... you didn’t put it up yourself, right? Right? E Uh… Well, the delivery guy told me I could mount it on the wall myself. How was I to know? 4 Noticeſ and Hǹ. G Paula, we’re OK, right? I mean, it’s just that… Well, you haven’t returned any of my calls. H Sorry, didn’t get your messages—yours or anybody’s. My phone’s dead. G Dead? H I bought it from this site and it came straight from the States. Turns out I can’t make or receive calls. Some sort of network problem… Which is odd, because on the site it said I’d be able to use it in any country… Guess they were lying. But how was I to know? G Can’t you get a refund or something? 5 Notice ț and Ǩ. I One of these days I swear I will throw this tablet right out of the window. J Oh, come on! It’s not so bad! I You’re kidding, right? The screen sucks and the software’s full of bugs. To think I could’ve gotten a laptop! I bought it on… on impulse, I guess. The store manager said it had just arrived and, you know, I couldn’t resist it. But how was I to know? J Well, try to control yourself next time.
1. paragraph 5 2. paragraph 3 3. paragraph 2 4. paragraph 4 5. paragraph 1
B
Ask sts to use pencil to fill in the blanks in sentences 1-5 with their predictions for what the correct words might
be. Play 7.8 so sts can check their guesses. Draw sts’ attention to the use of the verbs say and tell in the track and have them read Common Mistakes .
1. were 2. worked 3. could 4. would OR ’d 5. had / arrived
C Point to sentence a in 3B and have sts compare it with sentence 1 in 4B. Emphasize that “some of the keys are different” became “were different” in reported speech. Have sts continue comparing sentences from 3B to their reported-speech versions in 4B. Classcheck their findings. Ask sts to read the rules in the Grammar box and cross out the incorrect choices in items 1-3. Paircheck. Classcheck. Go over the common collocations for say and tell in World of English . Direct sts’ attention to the Song line on the top of p. 75 and find out whether they recognize the band or the song.
Song line: Somebody told me you had a boyfriend who looked like a girlfriend that I had… Song: “Somebody Told Me” Band: The Killers (USA) Year: 2004
Tip For further practice, refer sts to Grammar on p. 129. 1. remains the same 2. necessary 3. Said
D Read sentence 1 and ask a volunteer to change it into reported speech, beginning with “He said…” Have sts write sentences using reported speech for items 2-5. Play 7.9 to classcheck and write the answers on the board. 7.9 1 B American keyboard layout, right? A Well, the salesman said some of the keys were different, but it was basically the same thing, blah, blah, blah. Yeah, right! But how was I to know? He said I would learn fast. Guess he was wrong. 2 C Well, there was a guy in the market selling this watch really cheap. He said that it worked just as well as the famous brand. D In the market! So this isn’t a Rolex? C Uh… no… Maybe not. Oh no, look, it says Polex. He told me he was there every week and he could get me video games too. Maybe we can ask him for a refund? 3 F But you’re not a pro! You’re a doctor! Doctors don’t install TV sets. What were you thinking? E But… Look, he said it was easy and it would only take ten minutes!
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7.2 4 H ... Which is odd, because on the site it said I’d be able to use it in any country… Guess they were lying. But how was I to know? G Can’t you get a refund or something? H Oh yeah—easily. They told me that lots of people had complained and so on. 5 J Well, try to control yourself next time. I I know... But she said that these tablets usually sold pretty quickly, so... J You were afraid they would sell out? I Bingo. 1. I would learn fast.
3 G G J G J G
Notice the contractions. = Geri J = Josh Hi Josh, uh, nice shirt. Geri, what is this? James Bond night? Josh, it’s a cocktail party, you are supposed to look smart. But… but you told me the party was informal and… No, I said “a few friends and drinks,” I didn’t say “wear your beach clothes.”
4 A A Z
Notice L and ǹ. = Andy Z = Zoey Please leave your message after the beep. Andy! Where are you? I’m in the line and the movie is going to start soon. Andy, you said that you wouldn’t arrive late.
2. he was there every week and he could get me video games too. 3. it was easy and it would only take 10 minutes. 4. me that lots of people had complained. 5. these tablets usually sold pretty quickly.
E
Point to the first picture and ask: What do you think the mother told the boy? Instruct sts to write or report what they think the people in the pictures said, using the verbs provided. Paircheck. Play 7.10 to classcheck and write the answers on the board.
7.10 1 M M W M
Notice Ǡ and X . = mother W = William William Bonney Junior! What is this? It’s my school report, Mom. I know what it is! But you told me you’d done well this year. You wait ’til your father sees this.
1. You told me you’d done well this year. 2. You said your dog was friendly. 3. You told me the party was informal. 4. You said that you wouldn’t arrive late.
F
MAKE IT PERSONAL Read the model in the speech
bubble with the whole class and challenge sts to predict how the story ends. Ask: Was it true or was the guy deceiving her? Tell sts to think of a time when somebody deceived them. Read questions 1-3 to sts and give them some time to prepare their stories, using answers 1-3 to organize their ideas. Divide the class into small groups and have the sts in each group share their stories. Monitor sts’ stories closely and write down any mistakes for delayed correction. Classcheck and provide
2 Notice J and N. V = Vanessa C = Chris V Hi Chris. So good that you could come. Come in, come in. C Hi Vanessa, yeah, it’s gonna be a great party. And this must be Pickles. Who’s a cute little dog then? Huh? V Pickles. Pickles, no! Bad dog bad dog. C Ow! Get it off! Get it off! Vanessa! I thought you said your dog was friendly.
language feedback.
Workbook p. 35 ID Online Portal Grammar p. 128 Writing Bank p. 151
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7.3
Are you confident with technology? Lesson Aims: Sts study and practice indirect questions via the contexts of asking for help operating machines, tourist information, and further information about products. Language My sister’s scared of machines, especially smartphones. Check the power cable. Unplug the monitor cable from the wall socket. Role-playing a dialog between a customer and a help desk “I can’t get this remote control to work.” attendant. “Push the power button.” Asking indirect questions. Can you tell me if there is free Wi-Fi in the rooms? I wonder if I could check out late. Vocabulary: Verbs for operating machines: check, plug, unplug, push, press, click, scroll, set. Nouns for operating machines: monitor, power cable, icon, button, F1 key, wall socket. Grammar: Indirect questions.
Lesson 7.3
Function Talking about technophobia. Listening to a woman calling a help desk service.
Warm-up Say: Tell the person next to you three things about your life. Explain that sts can talk about personal
experiences, jobs, family, plans for the future, etc., but one of the three things must be a lie. Say: Tell your partner two truths and one lie. To clarify, repeat the instructions or write them on the board if necessary. Instruct sts to take notes on their partners’ answers. Have sts swap partners. In their new pairs, sts should report to each other what their previous partners have said and work together to decide which information was not true. Ensure that sts use reported speech. Classcheck.
5 Vocabulary: Operating Machines A Books open. Focus on the dictionary entry for technophobia. Explain that a person can be a technophobe or have a technophobic attitude towards technology. Ask the class: Do you know anyone who’s a technophobe? Classcheck. Personal answer.
H M H M H M H M H
M H M H M H M H
B
Point to the woman in the photo and say: This is Ms. Harris. What could she be having problems with? Play 7.11 and have sts listen to answer the question. Classcheck. Then ask: How do you know? Elicit clues from the track that helped sts correctly answer the question.
M
Push the power button. Push what? The power button. Uh… Do you know where it is? Well, there’s a blue button at the back… It’s kind of green… That’s the one I’m talking about. I need you to push it once. OK… Hang on a second. OK. Done that. Now wait for the power light to go green. Light… light… Oh, here… well… Nothing’s happening. Hmm… That’s funny. Hold on, please. Ms. Harris, I’m going to ask you to unplug the monitor cable from the wall socket and start over. Sorry, didn’t get that. Unplug what from where? The monitor is… uh… It’s the little TV, you know? Oh, all right… Just a sec… Got it! Oh, it’s on, it’s on. You’re a genius. There’s a, a message on the screen, correct? Yes. Can you tell me what it says? Uh… It says “Welcome.” OK. Now, I want you to push the F1 key, click on the welcome icon and scroll down to the bottom of the screen and set the time and date. Key? Icon? What on earth are you talking about?
Her computer. Clues: monitor, F1 key, icon, scroll, screen
7.11 Notice middle and final t is weak or links to the next sound. M = Ms. Harris H = help desk M … and I just can’t get it to work—it’s probably broken. I wonder if you can help me. H OK, ma’am, first I need to know if your IX44 is still under warranty. Do you remember when you bought it? M Gee, I don’t know… In January… January or February, I guess. H Right. Hold the line, please. Yes, you’re still covered. Now, before we go any further, could you check the power cable? Has it been properly connected? M Mmm… You mean the white cord? H Yes. Plug it into the wall socket and make sure it’s completely connected, OK? M Let me check... Just a second, please. OK. What should I do now?
C Ask: Do you remember the instructions Ms. Harris received on the phone? Have you ever had a conversation like this? Point to instructions 1-7 and have sts match the two columns. Paircheck. Play 7.11 again so sts can check their answers. Classcheck. 4, 1, 7, 6, 2, 5, 3
D
Ask sts to cover the first column in C with a workbook or a sheet of paper. Have them work in pairs to try to remember the instructions in full. Classcheck.
E Go over World of English with the class. Then, ask sts to turn to AS 7.11 on p. 163 and look for five more examples of ways to ask someone to wait. Paircheck. Classcheck.
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7.3 Hold the line, please. Just a second, please. Hang on a second. Hold on, please.
for choral and individual repetition. Listen for rising intonation on questions 1-3 and falling intonation on question 4. While sts are repeating the sentences, correct any mistakes concerning intonation on the spot.
D
Just a sec.
F
MAKE IT PERSONAL Have sts swap partners. Tell them to read carefully all the instructions for roles A and B and have pairs act out the situation. Encourage sts to use language from C and E. Monitor pairs closely and offer help when necessary. Then, have st A and st B in each pair swap roles and act out one more situation. At the end, invite volunteer pairs to role-play their dialogs for the whole class.
Say: When we are, for example, staying at a hotel, it’s more polite to ask or request something using indirect questions. Show sts questions 1-6 and say: Rafael works at a hotel in London, and these are tourists’ queries. Have sts correct the indirect questions the tourists have made. Paircheck. Classcheck by writing the answers on the board.
1. Can you tell me if there is free wi-fi in the rooms? 2. Could you tell me how many Starbucks there are in the neighborhood? 3. I’m taking five suitcases. I need to know how big the rooms are.
Personal answers.
6 Grammar: Indirect Questions A
Have sts read World of English and look for examples of indirect questions in AS 7.11 on p. 163. Then, draw sts’ attention to the direct questions 1-4 and ask them to copy the indirect questions from AS 7.11 next to the corresponding direct questions from A on p. 76. Paircheck. Classcheck.
1. Do you know where it is?
4. I’d like to know if the hotel accepts dogs. I can’t leave Fifi alone. 5. Do you know when this hotel was built? I can’t stand old buildings. 6. I wonder if I could check out late—maybe 4 p.m.?
E
Have sts focus on the ad and ask the class: Are you too busy to learn a new language? Point to Monica’s indirect questions 1-5 and have sts fill in the blanks to complete them. Classcheck by writing the answers on the board.
2. Do you remember when you bought it? 3. Can you tell me what it says?
1. when this method was
4. I wonder if you can help me.
2. how many modules there are 3. if I should practice
Draw sts’ attention to the changes in word order and grammar in indirect questions 1-4, but don’t explain the rules just yet. Point out the Song line on the top of p. 77 and find out whether sts recognize the singer or the song. Focus on the indirect question, “I’m wondering why I got out of bed,” and elicit the corresponding direct question, “Why did I get out of bed?”
Song line: My tea’s gone cold, I’m wondering why I got out of bed at all… Song: “Thank You” Singer: Dido (UK) Year: 2000
B
Ask sts to compare the two columns in A and decide whether rules 1-4 in the Grammar box are true or false. Paircheck. Classcheck.
1. T
2. F
3. T
4. F
Read Common Mistakes with the whole class and, if appropriate, ask: Do we have the same rules in our language?
4. how much the whole course costs 5. if I will become Then, ask sts to use their imagination to predict the answers in pairs. Classcheck their guesses.
F
MAKE IT PERSONAL Ask sts to swap partners and assign roles A and B in each pair. Explain that st A should come up with four questions to ask st B about the product in the first ad (a chair). Read the model in the speech bubble with the class and instruct sts to use indirect questions. Explain that st B should use his / her imagination to answer st A’s questions. Allow pairs a minute to read the ad, study the product, and plan their questions before they begin. Monitor pairs closely and offer help as necessary. When sts have finished, invite volunteer pairs to act out their dialogs for the class.
Point to the second ad and explain that this time st B should think of four questions for st A to answer. Repeat the same process as for the first ad.
Personal answers.
Tip For extra practice, refer sts to Grammar on p. 129.
C
Point to indirect questions 1-4 in A and say: Listen carefully to questions 1-4 and repeat them. Play 7.12
Workbook p. 36 ID Online Portal Grammar p. 128
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7.4
Are machines with personality a good idea? Lesson Aims: Sts learn and practice reporting questions, requests, and commands in the context of operating voice-activated devices. Language Will the weather get worse? Please call me an ambulance. Discussing machines with personalities. How “intelligent” do you think voice recognition will become in the future? Reporting questions, commands, and requests. I asked my computer to read my new e-mail. The GPS told me to turn left. Vocabulary: Voice recognition, voice commands, voice-activated devices. Review words related to operating machines. Grammar: Reported speech (2). Before the lesson: Write the questions and prompts below on the board:
Lesson 7.4
Function Listening to two friends giving voice commands to their phones.
Where’s the restroom, please? Can I speak to the school director, please? Have you ever cheated on a test? Is there Wi-Fi available for students here? What’s your favorite activity in class? Was there any homework from the last class?
Could you tell me… I wonder… Can you tell me… Do you have any idea… May I ask you… Do you remember…
Warm-up Pair sts up and have partners take turns asking and answering indirect questions based on the questions and prompts on the board (see Before the lesson). Monitor closely for accuracy and correct any mistakes on the spot. Classcheck sts’ questions and answers. Could you tell me where the restroom is, please? I wonder if I can speak to the school director, please. Can you tell me if you have ever cheated on a test? Do you have any idea if there’s Wi-Fi available for students here? May I ask you what your favorite activity in class is? Do you remember if there was any homework from the last class?
7 Listening A Books closed. Ask: Can you operate your smartphone using voice commands? What can you do with it? How often do you use this feature? If possible, invite a student to demonstrate how voice commands work or demonstrate it yourself on your own phone. Books open. Have sts turn to p. 72. Point to the photos of the car parts and ask: What about cars? Which car parts can you operate using voice commands? Refer sts to the model text in the speech bubbles on p. 78 and have them discuss the question in pairs. Classcheck.
7.13 A = Ann B = Bruce A Cool phone, dude. B Thanks. Mom was like, “What’s wrong with the one we gave you last year?” and I was like, “Mom, that model is so last year,” so she got me this one for Christmas. A You like it? B Are you kidding? I love it—especially Justin. A Justin? B Yep—my, what do they call it—personal assistant. A Oh, speech recognition. Sweet. Does it, uh, tell the time, check the weather, and stuff? B Yeah, and much more. This morning I told Justin I was bored—which I was—and I thought he was going to, like, ask me to repeat the command or whatever, and, guess what, he asked if he bored me. A Get out! No way! Man, this is, like, so cool. B Then I asked him if he was hungry and he, uh, he was like, “I’m a cell phone, not a person.” Freaking unbelievable. A Mine has voice recognition too, but it’s not so smart, you know? It’ll, like, make calls, set the alarm clock… and stuff. The other day I asked her to text someone and it took her, like, three minutes to figure out what to do. B Her? A Mine’s not a dude—it’s called Alice. Bruce’s phone is better at voice recognition.
Personal answer.
B
Have sts work in pairs, taking turns asking and answering questions 1-3. Classcheck by having sts report their partners’ answers. Ask pairs: Which of you likes voice recognition better?
Personal answers.
C Tell sts that they are going to hear Bruce and Ann comparing their smartphones. Ask: Whose phone is better at voice recognition, Bruce’s or Ann’s? Have sts listen to answer the question as you play 7.13. Classcheck.
D Go over questions 1-4 and replay 7.13 so sts can listen again and answer the questions. Paircheck. Replay 7.13 if necessary. Classcheck. 1. his mom
E
2. Justin
3. No
4. Alice
Read World of English with the whole class. Then, play
7.13 again and ask sts to listen for and count the examples
of like in Ann and Bruce’s conversation. Classcheck.
There are eight examples of like in Ann and Bruce’s conversation.
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7.4
F
Say: Now Ann’s going to talk to Bruce’s phone. Point to questions 1-5 and ask: How many of these questions do you think the phone will understand? How many will the phone misunderstand? What will the phone reply in each case? Have sts work in pairs to predict the answers. Classcheck sts’ guesses. Then, play 7.14 and have sts check understood or misunderstood for 1-5. Paircheck. Classcheck. Ask: Do you think it’s funny? Has it ever happened to you?
in G or W have -ed ending with the pronunciation LG and add these pronunciations to the board. Then, drill pronunciation for all the Past Simple forms on the board.
work – worked W happen – happened G play – played G cook – cooked W start – started LG
7.14 Notice the weak h in he and him. A = Ann B = Bruce J = Justin A Dude, I so want to try Justin. B Here, have fun. A Sweet… Justin, where am I? J I’m sorry, I don’t know your name. A And you said he was smart, right? I asked where, not who. B He is smart, I’m telling you. Give it another shot. A OK. Uh… Justin, will the weather get worse? J It looks like rain tonight. Here’s the forecast for the next two days… A Wow… Pretty awesome, dude. Justin… J Yes? A Do you love me? B AHAHAH—never tried to ask him that. J I’m not ready for that kind of commitment yet. B Isn’t he amazing? A Oh my God, I love him, I love him! Mmm… What can I ask him now… Justin, please call me an ambulance. J OK. From now on I will call you an ambulance. A What? No way! Uh… Justin, make me a coffee. J Ahem, I’m just a phone. B Don’t you just love him? A But was it, like, a joke? Or did he misunderstand me? B I think he was kidding.
need – needed LG Elicit the past form of ask and the pronunciation of its -ed ending. Ensure that sts can pronounce VNW. Point to sentences 1-3 and say: Listen and repeat. Play 7.15 twice for choral and individual repetition. Have sts circle the correct options to complete the rules in the 5 box. Paircheck. Classcheck.
1. W 2. weak 3. weak
B
Read World of English with the whole class. Then, prepare sts for dictation. Play 7.16 twice and challenge them to listen and write down five of Ann’s sentences. Paircheck. Classcheck.
1. I asked where I was. 2. I asked if the weather would get worse. 3. I asked him if he loved me. 4. I asked him to call me an ambulance. 5. I told him to make me a coffee.
Tip Replay
7.16 for choral and individual repetition.
Understood Misunderstood 1. Where am I?
9
2. Will the wheather get worse?
9
3. Do you love me?
9
4. Please, call me an ambulance.
9
5. Make me a coffee.
9
G
MAKE IT PERSONAL Ask sts to swap partners. Have
them work in their new pairs to answer questions 1-3 and talk about the items they discussed in B. Classcheck by inviting volunteers to report their partners’ opinions to the class.
Personal answers.
8 Pronunciation: -ed Ending Followed by K A
Review the pronunciation of the Past Simple -ed ending. Write a list of regular verbs on the board (work, happen, play, cook, start, need) and elicit the Past Simple form of each. Then, cross out letter e where it isn’t pronounced and write W or G according to the pronunciation of each verb, as shown below. Remind sts that verbs ending
9 Grammar: Reported Speech (2) A Tell sts to look at the sentences in 7F and the five sentences they wrote down in 8B, then have them choose Yes or No for the rules in the Grammar box. Paircheck. Classcheck. 1. no
2. yes
3. yes
4. yes
5. yes
6. yes
Read Common Mistakes with the whole group and elicit or provide examples of positive and negative commands with the verb tell, e.g., “I told her to close the door” vs. “I told her not to close the door.” Focus on the Song line on the top of p. 79 and find out whether sts recognize the song or the group. Ask sts to rewrite the line, making the commands negative.
Song line: She asked me to stay and she told me to sit anywhere, so I looked around and I noticed… Song: “Norwegian Wood” Band: The Beatles (UK) Year: 1965
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7.4 She asked me not to stay she told me not to sit
Tip For further practice, refer sts to Grammar on p. 129.
B
Read the first sentence with sts and explain that there are two extra words in bold. Elicit the unnecessary words in bold and the correct order of the remaining ones. Instruct sts to continue crossing out the two extra words in bold and reordering the remaining ones in each sentence. Paircheck. Classcheck by writing the answers on the board.
Luke I asked my computer to read my new e-mail… for, it Sue
I asked my phone if it would rain tonight and it said… will, for
Ron
The GPS told me to turn left and… for, if
Ian
The stereo asked me what I wanted to listen to. did, want
Mitt
I asked my GPS where I was and he told me not to worry. am, to / for, don't
C Ask: What about the autocorrect function on your phone? Do you use it? Does it cause you problems? Have sts read Bruce and Ann’s texts and restate them as reported speech. Clarify that Bruce’s texts are in blue and Ann’s are in green. To model the activity, point to the first question and say: Ann asked Bruce… Elicit the completion of the sentence (“why he was late”). Ask sts to use the reported speech form with all the sentences in conversations 1-3. 1. Ann asked Bruce why he was late, and he said he’d just crashed his cat. Ann asked him what he meant, and he said that he meant his car, not his cat. He said that he hated autocorrect. 2. Bruce asked Ann if she was hungry and she said that she wanted vegetarian blood. Then she said that what she had meant to say was… 3. Bruce asked Ann if she was going to the party and she said she couldn’t because she had broken her uncle. Then she said that she meant… But that it was still serious.
D Read the model in the speech bubble with the whole class and tell sts that they are going to make guesses about the blanks in Ann and Bruce’s texts. Pair sts up and ask them to use their imagination to discuss and fill in the blanks in pencil for conversations 1-3. Then, play 7.17 so sts can check and correct their answers. 7.17 1 Ann asked Bruce why he was late and he said he had just crashed his cat, but what he meant to say was he had just crashed his car. 2 Bruce asked Ann if she was hungry and she said she wanted vegetarian blood, but what she meant to say was she wanted vegetarian food. 3 Bruce asked Ann if she was going to the party and she said she couldn’t because she had broken her uncle. But what she meant to say was she had broken her ankle.
2. food
3. ankle
E
MAKE IT PERSONAL Pair sts up and give each pair of sts two slips of paper. Have partners “text” each other, each writing a message on a slip of paper and then swapping them. Sts should then write replies on the slips of paper and swap them again.
Have sts swap partners and give the new pairs two slips of paper each. Have sts use the new slips of paper to report to their new partners the previous conversation, e.g., “I asked (previous partner) what he / she was doing on the weekend. He / She said he / she didn’t know.” Invite volunteers to report their conversations to the whole class.
Workbook p. 37 ID Online Portal Grammar p. 128
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7.5
Do you spend too much time on social networks? / Do you enjoy a good argument? Lesson Aims: Sts practice taking notes and expressing views after watching a video and listening to a TV debate about a book called The Dumbest Generation. Language I’m here today with Mark Bauerlein, author of The Dumbest Generation, a provocative new book that says “the digital age stupefies young Americans and jeopardizes our future.” Listening and note-taking. … visits to libraries + museums. Technology in teenage bedroom: laptop, video game console, Blackberry. Talking and taking notes about a video. “I’d never read that book.” “Don’t trust anyone under 30?” Listening to a TV debate. Young people are reading less and less. Expressing your opinion. We can’t deny that the Internet needs to be more strongly regulated. That may be true, but… Vocabulary: Trust, dumb(est), stupefy, jeopardize. Phrases for expressing views: “We can’t deny that…” “Hold on a second, let me finish,” “Yeah, I couldn’t agree more,” “I totally disagree,” “What’s your point exactly?” “OK, point taken,” “Please, get to the point!” Grammar: Review speaking generically about topics (“People say that…” “Teenagers are usually…”). “It depends on…”
Lesson 7.5
Function Viewing / Listening to an interview with an author.
Warm-up Divide the class into groups of five. Ask each group to come up with five pieces of advice expressing “dos” and “don’ts” for learning English, e.g., always do your homework, don’t miss classes, avoid texting or checking e-mails on your phone during class, watch movies in English, take notes about new vocabulary, don’t be late for class, try to speak English outside class, etc. When groups have finished, ask each student to pair up with a classmate from a different group. Have partners tell each other their group’s “dos” and “don’ts.” Classcheck by asking sts to report their partners’ tips to the whole class. Encourage them to use reported speech by asking: What did (partner’s name) tell you to do? (e.g., “Ana told me not to miss lessons and to avoid texting in class.”)
Skills: Listening and Note-Taking A
Books open. Direct sts’ attention to the book title and have them read all they can on the book cover. Ask: What do you think the book is about? Would you like to read it? Read definition 1 and ask sts to find the matching word on the book cover. Then, instruct them to find the correct words for definitions 2-4. Paircheck. Classcheck.
1. trust
2. dumbest
3. stupefies
4. jeopardizes
B
Have sts work in pairs to ask and answer questions 7.18 so sts can check their 1-3 about the book in A. Play answers. Classcheck.
7.18 Notice Mark’s hesitation / repetition and Nick’s listening sounds. M = Mark N = Nick M What I don’t understand is how, how is it that, on the 2001 NAEP history exam, 52% of high school seniors chose Nazi Germany, Imperial Japan or Fascist Italy as our ally. Not the Soviet Union.
N Hi, I’m Nick Gillespie with Reason TV. I’m here today with Mark Bauerlein, author of The Dumbest Generation. A provocative new book that says “the digital age stupefies young Americans and jeopardizes our future.” In fact, there’s even a, uh, second uh, subtitle, which says “don’t trust anyone under thirty.” Mark, what’s the premise of the book? M Digital culture… uh, means, means this to most teenagers. It doesn’t open them up to the great big world… of ideas and artworks and, and, and documents and politics and foreign affairs—which is all out there on the Internet, the potential is there. Instead, it gives them what… teenagers really care about: other teenagers. N Mmm hmm. M Access to one another. They’re not going to the Smithsonian Institution website. When Nielsen Ratings examined the most popular websites for young adults, nine out the top ten, teenagers, nine out of the top ten were for social networking. N Mmm. M 55% of high school students spend less than one hour a week reading and studying for class. They spend nine hours a week social networking. N Sure. M And this, this is what brought me into this, this work. Studies of leisure habits by, by young adults. And one thing we can say is… that… the leisure—reading people do, young people do, the visits to museums that they do. N Mmm hmm. M The library visits that they do, those have gone down. And that’s, that’s just natural, because the menu of leisure options for young, for teenagers and young adults, has gotten bigger. Reading is, is, is… has a smaller portion on the menu… N Mmm. M … uh, that they have. And when you go into the average fifteen-year old’s bedroom now, it’s a multimedia center. N Hmm. M Yeah, there’re a few books up there on the shelf. There’s the laptop, the cell phone, video game console, Blackberry,
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7.5 iPod, and all those diversions give them something a lot more compelling… N Hmm mmmm. M … than the story of Anthony and Cleopatra and Caesar! 1. Over 30, because the subtitle of the book is Don’t Trust Anyone Under 30. 2. Social networks, laptop, cell phone, video game console, Blackberry, iPod. 3. All topics except social networks.
C Find out about sts’ note-taking habits. Ask: How often do you take notes in class? What about in work meetings or college lectures? Read World of English on note-taking. Then, have sts briefly 7.18 as they listen and fill read notes 1-6 and replay in the blanks. Paircheck. Replay the track if necessary. Classcheck.
1. ideas, documents, politics 2. 90 3. 1 hr., 55 4. 9 hrs. 5. museums, libraries 6. laptop, cell phone, iPod
D MAKE IT PERSONAL Ask sts to swap partners. Have them take turns asking and answering questions 1-4 in their new pairs. Before sts begin, go over Common Mistakes with them and invite two volunteers to act out the model dialog in the speech bubbles for the whole class. Monitor sts’ work closely and take notes for delayed correction. Classcheck and ask: Did you find any strong differences of opinion? Personal answers.
in Action: Expressing Your Views
H How old are you, Tom? T 22… We’re not reading as much as people in their 30s or 40s, you know? I mean, bookstores like Borders are going out of business week after week. I find that… B Well, it depends on what you mean by reading. It’s… It’s not that teens are reading less, it’s just that they’re reading on their tablets... or e-readers, smartphones, or whatever. My daughter, for example, has downloaded, what, 200, 300 titles and… H But how many of those has she actually read? T That’s a good point. B I don’t know, but, you see, the point is… reading has been on the decline for… T Barbara, but don’t you think… B Hold on a second, let me finish. Listen, people have been reading less for at least 30 years, long before the Internet ever existed. So, really, we can’t blame the Internet, can we? H Hmm… Well, you may agree or disagree, but he makes some valid points, don’t you think? Young people have access to more information than we ever did, but, honestly, how much are they actually learning? I mean, I was talking to my son the other day and he thought Rome was a country... a country! And he’s a pretty smart boy, you know? B My point exactly! The book says teens are getting dumber… I totally disagree. If anything, people’s IQs have gone up, not down, over the past 90 years or so. T Mmm… That may be true, but don’t you think there’s something wrong here? Rome—a country? Come on! And you know what, I also think the, uh… young people are starting to avoid face-to-face contact because of the Internet… B Yeah, I couldn’t agree more. T I mean, most of my friends spend hours and hours locked in their rooms, chatting on Facebook. I mean, this can’t…
A
Tell sts that they are going to listen to a TV panel Skills A, The Dumbest discussing the book from Generation. Explain there are three people participating in the show. Write their names on the board: Tom (T), Barbara (B), and TV host (H).
Point to sentences 1-6 and tell sts that they are going to listen and identify the person who made each point. Model the task for sentence 1 by saying: “Young people are (1) reading less and less.” Who says that, Tom, Barbara, or the TV host? Tell sts to listen to the track and then write T, B, or H for each point. Allow them a few seconds to read points 1-6. Then, play 7.19. Paircheck. Replay 7.19. Classcheck.
7.19 Notice the stress, pauses and ǣǹ. H = host T = Tom B = Barbara H … which means, that, yeah, the website was most probably hacked. Speaking of the Internet, I just got my hands on a book by a guy called Mark Bauerlein and... well, the book’s called The Dumbest Generation and basically it says that Internet is making young people... stupid. T Well, he has a point. B Seriously, Tom? T Yeah. I mean, we can’t deny that teens are buying fewer books and generally…
1. T
2. B
3. B
4. H
5. B
6. T
B
Invite a volunteer to read the first supporting argument to the class. Draw sts’ attention to points 1-6 in A and ask them: Which point in A relates to this argument? (4). In the same way, sts should match the rest of the supporting arguments to the other points in A. Paircheck. Play 7.19 again so sts can check their answers. Classcheck. Finally, ask the class: In your opinion, which are the weakest arguments?
4, 5, 1, 6, 3, 2
C Read World of English with sts and lead them in choral repetition of the three sentences in the box. Tell sts to turn to p. 164 and underline five more examples of point in AS 7.19. Classcheck. Well, he has a point. That’s a good point. The point is… He makes some valid points. My point exactly!
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7.5
D
Ask sts to fill in the blanks with the words from the box. Tell sts that there are three extra words, which will not be used. Play 7.20 so sts can check their answers. Then, replay the track for choral repetition, pausing after each sentence in the chart.
7.20 T = Tom B = Barbara 1 T Yeah. I mean, we can’t deny that teens are buying fewer books and generally… 2 T Barbara, but don’t you think… B Hold on a second, let me finish. Listen, people have been reading less for at least 30 years. 3 B Well, it depends on what you mean by reading. 4 T Mmm… That may be true, but don’t you think there’s something wrong here? Rome—a country? Come on! 5 T I also think the, uh… young people are starting to avoid face-to-face contact because of the Internet… B Yeah, I couldn’t agree more. 6 B My point exactly! The book says teens are getting dumber… I totally disagree. If anything, people’s IQs have gone up.
E
MAKE IT PERSONAL Divide the class into groups of
three. Point to the sentences coming out of the megaphone and ask groups to choose one of the topics. Within their groups, sts should role-play a three-minute TV debate. Ask sts to prepare before the discussion starts. Assign roles A, B, and C within each group and then read the instructions with the whole class. Clarify that st A should agree with the statement chosen, st B should disagree, and st C should begin the debate, take notes, and decide whether st A or st B has the best arguments. Encourage sts to come up with arguments to support their views and to use language from C and D. Allow groups two or three minutes for preparation before the debate. Then, have all the groups start their debates at the same time. Walk around the classroom and monitor, taking notes for delayed correction. Classcheck by asking each group’s st C to report the outcome of the debate and briefly summarize the arguments for each side. Have sts swap roles A, B, and C within each group and select a new topic. Restart the debate process. Repeat the same procedures for monitoring and class checking.
Personal answers. can’t Hold on true more totally
Workbook p. 38 ID Online Portal Grammar p. 128 ID Café Video p. 144
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8.1
8 Unit overview: The main topics of unit 8 are modal perfects, tag questions, reflexive pronouns, and vocabulary related to furniture.
How important are looks? Lesson Aims: Sts look at and use reflexive pronouns and phrasal verbs in the context of discussing the importance of one’s appearance. Language “This month, Zoe Cowel tells us how she reinvented her looks.” “I had the wrinkles of a 60-year-old…” Do you worry about putting on weight? Is there anything you think you should cut out from your diet completely? Watching / Listening to a TV commercial about a beauty Introducing the next revolution in beauty. Get ready to product. experience a whole new you. Debating the importance of appearance. I think talent is as important as appearance for celebrities. Vocabulary: Wrinkles, dark circles (around one’s eyes), cheeks, loose skin, chin, thin lips, eyelashes. Phrasal verbs: cut down on, cut out, work out, take up, stick to. Grammar: Reflexive pronouns. Before the lesson: Before sts arrive, write the lesson’s Song line (p. 83) on the board.
Lesson 8.1
Function Reading about a woman’s looks before and after cosmetic surgery. Talking about one’s attitude toward one’s own looks.
Warm-up Have sts read the Song line on the board (see Before the lesson) and find out whether they know the name of the song or the singer who recorded it. Ask: Do you consider vanity a positive or negative thing?
Vanity! It’s so good to be fabulous and glamorous. We love ourselves and no one else. Va-va-va-va-vanity. Song: “Vanity” Singer: Lady Gaga (USA) Year: 2008
1 Reading Books open. Focus sts’ attention on the question in the lesson title: “How important are looks?” Elicit situations or areas in life in which one’s look might make a difference, e.g., finding a partner, getting a job, making friends, having high self-esteem. Point to the woman in the photo. Ask a few questions whose answers sts can find in the text, e.g., Who’s this woman? How old is she? What does she do for a living? Focus on the woman’s “before and after” image and point to numbers 1-7 on her face. Ask: What do we call number 1, these lines we get as we grow older? Help sts find the first word in bold in the text, wrinkles. Point to the photo and the bold words in the text and say: Read paragraph 1 and match the words in bold to numbers 1-7. Paircheck. Classcheck.
2. dark circles around my eyes
5. loose skin
C Read headings a-d with the class and explain the meaning of the word miserable (for Spanish and Portuguese speakers, it is a false cognate, meaning “very unhappy”). Ask sts to read paragraphs 1-4 of “Beauty and the beast?” quickly and match them to the corresponding headings in a-d. Give sts a time limit of four minutes. Play 8.1 so sts can check their answers. a. 4
A
4. chin
Read Common Mistakes with sts and the model in the speech bubble. Say: Look only at the “after” photo and say what’s different. Have sts work in pairs to complete the activity. Classcheck.
Personal answer.
Song line:
1. wrinkles
B
6. eyelashes
3. cheeks
7. thin lips
b. 1
c. 3
d. 2
D Pair sts up. Ask: Do you think Zoe’s happier now? Go over the model text in the speech bubble and have pairs discuss the answer to the question. Classcheck sts’ guesses. Play 8.2 so sts can check their guesses. 8.2 My friends say I look “fabulous,” with varying degrees of enthusiasm. My husband—who’s in his mid 30s—says he loves me just the same, not more, not less, and I think he means it. At work, I finally got the promotion I had always dreamed of. Happy coincidence? Who knows. I’m certainly feeling better about myself, which is something. But happier? To be perfectly honest, I’m not sure. She feels better about herself, but she’s not sure she’s happier.
E Instruct sts to re-read the text and decide whether statements 1-7 are true (T) or false (F). Paircheck. Classcheck.
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8.1 Tip Alternatively, ask sts to close their books. Say: We’re going to play a game. I’m going to tell you some information about Zoe. Stand up if you think it’s true. Sit down, or remain seated, if you think it’s false. Read sentence 1 and make sure that sts have understood the game. Continue reading the sentences one by one and have sts stand or sit to answer without re-reading the text. Then, allow sts to open their books and refer to the text to check their answers. Classcheck. 1. F
F
2. F
3. T
4. T
5. T
6. F
7. T
MAKE IT PERSONAL Read questions 1-3 with the whole
class and have sts discuss them in pairs. Walk around the classroom to monitor pairs’ discussions. Classcheck sts’ opinions and provide them with feedback on their performance.
Personal answers.
G
If possible, use a small hand mirror to demonstrate reflexive pronouns. Look at it and say: I’m looking at myself in the mirror. Write the sentence on the board and ask: Who’s looking? Who am I looking at? Then, give the mirror to a student and have him / her look at himself / herself. Say: He / She’s looking at himself / herself in the mirror. Ask: Who’s looking at the mirror? Who’s he / she looking at? Read Common Mistakes with sts. Then, have them read and complete World of English . Ask sts to find five more examples of reflexive pronouns in the text about Zoe. Classcheck.
... tells us how she reinvented her looks… and herself. ... when I looked at myself in the mirror. ... I decided to stop feeling sorry for myself... ... who had made a name for himself taking care of TV celebrities. But I’ve promised myself that I’m going to stick to my exercise program...
H
Draw sts’ attention to the underlined phrasal verbs in the text on p. 82. Ask the class to match these phrasal verbs to definitions 1-6. Paircheck. Classcheck.
1. cut down on 2. cut out 3. work out 4. stick to 5. put on 6. take up
I
Have sts use the phrasal verbs from H to fill in the blanks in sentences 1-5. Classcheck.
1. putting on 5. stick to
2. work out
3. cut out
4. cut down on
Read question 1 and model the answer and follow-up question in the speech bubbles. Pair sts up and have them take turns asking and answering 1-5. Encourage sts to ask follow-up questions when possible. Classcheck.
Personal answer.
B
Tell sts that they are going to watch / listen to a commercial. Ask them to identify four words from the first paragraph of the text 1A in the commercial. Play 8.3. Classcheck.
8.3 Notice Q and ń. Introducing the next revolution in beauty. Get ready to experience a whole new you. It’s you, perfected. Say goodbye to fine lines and wrinkles and hello to full lips, sparkling eyes, and lashes that never end. And that’s just the beginning. Transform your look the way celebrities do with this beauty industry secret that’s now available for the first time ever. Introducing Fotoshop by Adobe. Finally look the way you’ve always dreamed. The difference is clear. Just one application of Fotoshop can give you results so dramatic they’re almost unrealistic. wrinkles, lips, eyelashes, eyes
C Point to the words listed and ask: Were these words mentioned in the commercial? Have sts listen again and number the words in the order they hear them. Replay 8.3. Paircheck. Replay the track if necessary. Classcheck. 5, 4, 7, 1, 3, 2, 6, 8
D
Focus sts’ attention on the words in C and have them work in pairs to mark the stressed syllable in each word. Ask: Which word has the last syllable stressed? Classcheck. Ask: Do you know why? Read the 5 box with the whole group and highlight the suffixes -ion, -ence, -y, and -ic where they appear in the list of words in C.
The word results has the last syllable stressed. Because the other words finish with the unstressed suffixes -ion, -ence, -y, and -ic.
E MAKE IT PERSONAL Divide the class into groups of three. Review the phrases for expressing views on p. 81, lesson 7.5, in Action D, and encourage sts to use them in the discussion. Tell sts to express their opinions, agree or disagree with other group members’ opinions, and support and explain their views. Weaker classes Allow sts time to prepare their arguments before the discussion starts. Ask them to look at the language from p. 81 and write down their views on the topics. Have groups discuss sentences 1-3. Monitor and take notes of any mistakes for delayed correction, as well as of successful and adequate utterances for praise. Classcheck by asking sts to report or summarize group members’ opinions. Provide sts with language feedback.
Personal answers.
2 Listening A
Point to the photo and ask: What product do you think is being advertised? Have sts guess in pairs. Classcheck. Ask: Do you think it’s a product for women only?
Workbook p. 39 ID Online Portal Grammar p. 130
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8.2
Do you like to hear gossip? Lesson Aims: Sts study and use modal perfects in the contexts of gossiping about, apologizing to, sympathizing with, and criticizing people based on what they have done. Language Is that Debra? No way! I mean, Debra was, like, huge! That must’ve taken, like, ages! That can’t have been easy. The driver might have put his wallet on the car. That must’ve been terrible. What? You must’ve lost your mind! Vocabulary: Gossip. Expressions for apologizing, sympathizing and criticizing people: “No way!” “You can’t have done that!” “Oops!” “I think I might’ve said too much.” Grammar: Modal perfects. Before the lesson: Write the following questions on the board:
Lesson 8.2
Function Listening to people gossiping. Reading gossip on phone texts. Guessing what happened in various situations. Apologizing, criticizing and sympathizing.
1. 2. 3. 4. 5.
Do you ever look for wrinkles when you look at yourself in the mirror? Do you eat a lot of sugar? How difficult do you think cutting down on sugar would be for you? Which sport would you take up if you had more free time? Have you ever started a diet you couldn’t stick to? Do you know anybody who has completely reinvented his / her looks like Zoe, from the previous lesson? What did he / she do?
Warm-up In order to review vocabulary from the last class, have sts work in pairs to discuss the questions you wrote on the board (see Before the lesson). Classcheck.
3 Listening A
Books open. Introduce the photo and elicit details from
sts by asking: What’s the occasion? Are these people friends? What do you think the two people in the background are doing? Play 8.4 so sts can check their guesses.
8.4 Notice Y and Z. J = Julie D = Debra A = Andy A Oh my God Julie, look over there! Is that Debra? J No way! I mean, Debra was, like, huge! A Yeah, I know… We used to call her… Oh, no, she’s coming this way. Hi Debra! How lovely to see you! D Julie… Andy… Nice to see you both. A You look so… uh… D Slim? Yeah… I’ve lost a little weight. 50 pounds, in fact... J 50 pounds? How did you do that? D Well, I just cut down on alcohol, sugar and… A No cake? That can’t have been easy! J Andy! So, Debra… 50 pounds! That must’ve taken, like, ages! D Well, you’d be surprised… Less than a year... J So... Are you still working at the cake factory? D Actually, I found a new job. I’m the manager at an Apple store. You know I always loved technology. A Oh, manager? Well, I guess the new look may have helped… Who knows? D Oh, that’s Brad over there! Excuse me, I have to go. A Why did she go? Was it something we said? J Well, I don’t know… She might have thought we were making fun of her.
B
Read statements 1-5 with the class and ask sts to predict whether the statements are true or false. As they have already listened to this conversation, some sts might know the answers. Ask them to listen again to check. Replay 8.4 and have sts listen and mark true (T) or false (F) for statements 1-5. Classcheck.
1. T
2. T
3. T
4. T
5. F
C
MAKE IT PERSONAL Focus sts’ attention on the lesson’s title question, “Do you like to hear gossip?” Elicit the meaning of the word gossip. Explain that the same word is used both as a verb and as a noun, so a person who gossips is also called a gossip, as well as the conversation about one’s private life itself.
Point to questions 1-4. Pair sts up and have them take turns asking and answering questions about the topic. Classcheck.
Personal answers.
4 Grammar: Modal Perfects A
Point to the four phones and ask: How often do you gossip by phone? Which apps do you use to communicate with friends? Ask sts to read the chats and insert lines a-d in the correct conversations. Paircheck. Play 8.5 so sts can check their answers.
1. d
2. a
3. b
4. c
Ask sts to study sentences a-d and circle the correct options in the first two items in the Grammar box. Then, have them complete the chart. Paircheck. Classcheck. Read Common Mistakes with the whole class.
1. past Personal answers.
2. past participle
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8.2 must have I’m almost sure this happened.
can’t have
might / may have
9
Maybe this happened. I’m almost sure this did not happen.
9 9
Ask sts to identify each case: Which one shows sympathy? Which one is an apology? Which one is an example of criticism? Tell sts that they are going to hear five conversations. Instruct them to write C for criticism, A for apology, or S for sympathy in the blanks next to items 1-5. Play 8.7. Paircheck. Replay the track if necessary. Classcheck.
Tip For more practice, refer sts to Grammar on p. 131. Draw sts’ attention to the Song line on the top of p. 85 and find out if sts can sing the song or know its name and the band who recorded it. Say: This song was in a famous movie with Julia Roberts and Richard Gere. Have you ever seen it? (Pretty Woman).
Song line: It must’ve been love, but it’s over now. It must’ve been good, but I… Song: “It Must Have Been Love” Band: Roxette (Sweden) Year: 1990 The band released this single in Sweden in 1987, but it was only relased internationally in 1990.
B Go over World of English with the whole class. Then, point to items 1-6 and say: Julie and Andy are gossiping at a party. These are their comments. Ask sts to rephrase the sentences using modal perfects. Do the first one with them to model the activity. Have sts paircheck and then listen to 8.6 to check their answers. Write the answers on the board as well. 2. He must have given it up. 3. They might have had an argument or something. 4. He can’t have bought it himself. 5. He might not have gotten an invitation. 6. She can’t have forgotten to buy one. / She might have left it at home.
C Point to photo 1 on the top right corner of p. 85 and ask: What do you think happened? Guide sts to use modal perfects in their answers, as in the model text in the speech bubbles. Divide the class into small groups and have the sts in each group guess what happened in photos 1-6. Remind them to form their guesses by using modal perfects. Sts should avoid saying maybe or perhaps at this stage. Monitor closely and offer help if necessary. Have each group join another one to compare guesses. Classcheck.
Personal answers.
5 Pronunciation: Must’ve, Can’t’ve and Might’ve A
8.7 M = man W = woman 1 M So, are we all set for Sunday? W Huh? What do you mean? M Hello? Gloria’s birthday? W Oh! No one invited me... M Oops. I, um, I think I might’ve said too much. Sorry. I thought you... I thought you’d been invited. W Well, kinda looks like I wasn’t, doesn’t it? 2 M Guess what? W What? M I’ve quit my job at the factory. W What? You must’ve lost your mind! You’ll never find a job like that. Not in a million years! How... how are we going to make a living Harry? M I’ve got it all figured out—don’t worry. W Tell me you’re kidding! No way! You can’t’ve done that! You just can’t. 3 M1 Brenda kinda broke up with me. M2 Kinda? M1 Yeah. She said we needed some time apart and... stuff. M2 Ouch. That must’ve come as a surprise, huh? M1 You bet it did. 4 W1 What’s with the sad face? W2 Ringo, he… Ringo has gone to a better place. W1 Who? What? W2 Our Labrador. I found him dead in the garden last night. W1 Oh... the dog. I’m... I’m so sorry. That must’ve been terrible. W2 He was like family, you know? 5 M I must’ve left a hundred messages in your voicemail. Why didn’t you return my calls? W I was kinda busy. Sorry. M Look, if it’s about last night... I’m really sorry for anything I might’ve done. Really. I drank a little more than I should and I kinda... W Went wild. And I bet you don’t remember anything. M No... not really. What happened? 1. A
2. C
3. S
4. S
5. A
B
Have sts complete the sentences with the verbs provided. Ensure that they use contractions. Play 8.8 so sts can check their answers. Write the answers on the board as well.
1. might’ve done
Write three simple sentences on the board to exemplify apology, criticism, and sympathy:
2. might’ve said
1. I’m sorry, I didn’t mean to offend you.
4. can’t’ve done
2. You shouldn’t have called her!
5. must’ve come
3. I understand what you’re going through.
6. must’ve been
3. must’ve lost
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8.2 Draw sts’ attention to the phonetic transcriptions PțVWǨY, N QWǨY, and PDǹWǨY and use these to drill pronunciation. Replay
8.8 for choral and
individual repetition.
C
Monitor sts’ conversations closely for accuracy and pronunciation. Take notes for delayed correction. At the end, invite volunteer pairs to act out their dialog for another pair or for the whole class.
Personal answers. MAKE IT PERSONAL Have sts swap partners and work
in their new pairs to role-play a dialog about one of the photos (1-6) on p. 85. Refer sts to the model dialog in the speech bubbles and point out that this dialog is referring to photo 6. Ask sts to use language from B and other sentences with modal perfects.
Workbook p. 40 ID Online Portal Grammar p. 130
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8.3
Have you ever cut your own hair? Lesson Aims: Sts learn and practice causative forms in the contexts of listening to a teenager’s party preparations and talking about how self-sufficient one is at home.
Lesson 8.3
Function Talking about birthdays. Reading a TV review. Listening to a girl talk about her birthday preparations. Talking about activities people hire others to do. Vocabulary: Straighten (one’s) hair, have (one’s) nails done. Grammar: Causative form.
Warm-up Ask sts to stand up and form a line according to the order of their birth month and day. Set the starting (January) and the ending point (December) of the line in the classroom. Encourage sts to mingle and ask classmates “When’s your birthday?”, so as to find out where they should stand in the line. Classcheck to make sure sts are in the correct order. After that, have each student pair up with the person standing next to him / her. Ask these pairs to sit together for the following activity.
Language What’s the most significant birthday? My Super Sweet 16 shows you all the fun, glamour and excitement… Dad hired a fashion designer and we’re going to have a new dress made. I usually have my car washed by someone else.
C B C B
Britney, this is so exciting! What will you be wearing? Dad bought me this pathetic pink dress and… Yuk! Yeah, I know! So I told him, “Dad! Hello? This is a movie party, not a fairy tale!” C Duh! B And I wanna look just like Demi Lovato. C Yeah, who doesn’t? Demi rules. 1. T
6 Listening A
Books open. Ask: Is your birthday an important date to
you? Point to questions 1-4 and have sts discuss them in pairs. Classcheck.
Personal answers.
B
Have sts briefly scan the text and say: This is a TV review. What’s the name of the show? How do you think the critic rated it? Ask sts to read the text. Classcheck.
The critic rated My Super Sweet 16 in a critical way and does not recommend the TV program for teenagers.
C
Tell sts that they are going to hear two teenagers talking to each other. Say: Listen to Britney tell Courtney about her birthday party. Read sentences 1-4 with sts and ask them to write true (T) or false (F). Play 8.9. Paircheck. Classcheck.
3. T
4. F
D Point to the photos and say: These activities were all in preparation for Britney’s party. Ask: Do you think she spent a long time planning her birthday party? Have sts listen to the dialog and number the photos in the order they are mentioned. Play 8.10. Replay the track if necessary. Classcheck. B B C B C B C B C
8.9 Notice s = V or ]. B = Britney C = Courtney C Oh my God, oh my God, oh my God! You mean just like the one on My Super Sweet 16? B Yeah, but, like, a thousand times better… Mom was like, “Sweetheart, why don’t we have an ice-skating party?”, and I was like, “Mom, that is so last year.” C Yeah, totally. B So... We’re having a movie party. C Yay! Awesome! B There’ll be a massive outdoor screen by the pool and… Well, you’ll see. It’ll be, like, the most fun you’ve ever had… Ever. I hope it doesn’t rain.
2. F
B
C B C
8.10 Notice the silent letters. = Britney C = Courtney And I wanna look just like Demi Lovato. Yeah, who doesn’t? Demi rules. So Dad hired—get ready for this—a fashion designer and we’re going to have a new dress made. Specially for you? Of course. That is so cool! And your hair looks awesome! Tell me, did you have it straightened? Yeah. I spent, like, 10 hours at the salon and I got my nails done too… Look! Oh my God, I would die for those nails… So… is everything ready? No! Can you believe it? My parents are, like, so incompetent. I mean, the pool’s dirty and Dad hasn’t gotten it cleaned yet. Hello? Does he expect me to do it? And Mom can’t cook, so we still need to have the cake made. This is all so stressful! I’m exhausted! Who wouldn’t be? And, get ready for this, I signed all the two hundred invitations myself. It took me, like, one hour. Humph! Like you had nothing better to do.
2, 4, 1 6, 5, 3
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8.3
E
Read the first half of the sentence in 1 and elicit the correct ending from the second column. Instruct sts to match sentences 1-6. Play 8.11 so sts can check their answers.
6, 5, 1, 3, 4, 2
F
MAKE IT PERSONAL Have sts swap partners and take turns asking and answering questions 1-3 in their new pairs. Classcheck by inviting volunteers to report their partners’ answers.
Weaker classes Leave the following prompts on the board and drill a few examples before sts begin working in pairs. Write: have / hair / straighten swimming pool / clean, cake / make nails / do, dress / make, sing / invitations Point to the first photo and ask: What did she get done for the party? Write on the board and drill the sentence, “She got her
hair straightened.” Make sure sts understand that they need to use the Past Participle form of the verb and elicit more examples if necessary. Then, have sts in each pair take turns describing the preparations for Britney’s party. Classcheck.
Personal answers. Her dad hired a fashion designer and she had a new dress made.
7 Grammar: Causative Form A
Go over the rules in the Grammar box with sts. Point to statements 1-6 in 6E and ask: Which activity did Britney do (herself)? (sign the 200 invitations). Ask: Who did the other activities? Which do you think was the most expensive? Then, have sts look at pictures a-b and mark the corresponding sentences in item 3. Classcheck.
1. Britney signed the 200 invitations.
She had her hair straightened. She got her nails done. Her dad had not gotten the swimming pool cleaned yet. She still hasn’t had the cake made. She signed all 200 invitations herself.
C Have sts complete Britney’s friends’ comments with the causative form of the verbs provided. Paircheck. Classcheck with 8.12.
2. Personal answers, e.g., “Dad got the pool cleaned,” “I think getting a fashion designer was the most expensive.”
1. get / done
3. b, a
2. had / made 3. is going to get / built
Draw sts’ attention to the lesson title question on the top of p. 86: “Have you ever cut your own hair?” Have sts answer in pairs. Then, write on the board: I usually have my hair cut every two months. Ask sts: How often do you have your hair cut?
D
Tip Ask sts to go to Grammar on p. 131 for more exercises.
briefly ask if they enjoy doing them: Do you enjoy ironing your clothes? What about washing your car?
Read the Song line on p. 87 with the whole class and ask: Have you ever heard this song? Do you know who sings it?
Song line: Now he’s getting a tattoo, yeah, he’s getting ink done. He asked for a “13” but they drew a “31.” Song: “Pretty Fly (For a White Guy)” Band: The Offspring (USA) Year: 1998
B
Read World of English and Common Mistakes with sts. Then, have them look at the photos in 6D and, in pairs, recall the preparations for Britney’s party, e.g., “She had her hair straightened,” “She got her nails done,” and so on.
4. to get / redecorated 5. had / covered MAKE IT PERSONAL Read the activities with sts and
Divide the class into groups of three. Ask sts: How self-sufficient are you? Read and drill the three questions, and have two sts read the model dialog in the speech bubbles to the whole class. Then, have sts in each group ask and answer questions and talk about the activities listed. Monitor closely for accuracy and offer help whenever necessary. Classcheck.
Personal answers.
Workbook p. 41 ID Online Portal Grammar p. 130 Writing Bank p. 152
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8.4
Do you have a lot of furniture in your room? Lesson 8.4
Lesson Aims: Sts look at tag questions and learn vocabulary related to furniture in the contexts of having a room redecorated and surprising a friend. Function Listening to an English lesson on furniture.
Language Actually, we call it a rug—R-U-G. The carpet covers the whole floor, not just a small part of it. Listening to friends talking about changes made in a room. I had the new bed made specially. What about the rug? I mean, he loved that rug, didn’t he? Asking and answering with tag questions. You really like spinach, don’t you? You’ve never been to Australia, have you? Vocabulary: Bedside table, blanket, sheet, pillow, rug, lamp, floor, wall. Grammar: Tag questions.
Warm-up Review names for the parts of a house. Make a quick sketch on the board of a house floor plan, similar to the one below. Alternatively, if technology is available, google images of house floor plans that show beds in the bedroom, an oven in the kitchen, and other items to elicit rooms and furniture names. Ask the whole class: What room is this? In addition, elicit the names of pieces of furniture sts might know, e.g., bed, sofa, fridge, table, chair, TV, sink.
8 Vocabulary: Furniture A Books closed. Ask: Do you have a lot of furniture in your bedroom? Elicit or pre-teach vocabulary with simple line drawings on the board or photos from the web of bedrooms that contain pillows, a bedside table, a rug, and so on. Books open. Focus on the two bedrooms on p. 88 and elicit opinion from sts by asking: What do you think of these bedrooms? Which bedroom would you like to live in? Why? Tell sts that they are going to listen to an English lesson about furniture. Say: The teacher is using one of these photos to teach new words. Listen and decide which photo the class is looking at: photo 1 or photo 2. Play 8.13. Paircheck. Classcheck.
8.13 T = teacher St = student OK, so in a room we have four… What? T St1 Hmm… people? T No, you know what I mean. Where you hang pictures… St2 Oh, walls! T Exactly. And between the walls, at the bottom… You know, where you stand, where you walk… St3 Ah! The floor… And what do you call the thing opposite the floor… at the top of the room? T Good question. That’s the ceiling—C-E-I-L-I-N-G—but you can’t see it in the picture. St2 And what’s that thing on the floor? A carpet? T Actually, we call it a rug—R-U-G. The carpet covers the whole floor, not just a small part of it. St2 OK. St1 What about the table beside the bed? The thing with the British flag, and the electronic stuff on top. T You’ve just said it. St1 What? Flag? T No, the table beside the bed is a DA-da table… St1 A what? T A bedside table. St1/2 Oh… OK. And what’s the white thing in the corner? T That’s probably the lamp—yeah, it’s the lamp. And how many pillows are there in this bedroom? St1 How many what? T You know… The soft thing you put your head on to sleep… St2 Ah… three or four. How do you say that again? T Pillow. And the white thing covering the bed is… the sh…? St1 Sheet! T Yes, well done! Can you name the other thing on the bed? The warm thing? St2 No idea. T That’s the blanket. bedroom 1
B
Point to item b in photo 1 in A and ask What do you call letter b? (wall). Have sts match the rest of the items to the correct words. Paircheck. Play 8.13 again so sts
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8.4 can confirm their answers. Classcheck. Ask: Did the pronunciation of any of these words surprise you? Drill all the words.
bedside table – c blanket – g floor – h pillow – f rug – d sheet – e wall – b
lamp – a
C Read the model sentence in the speech bubble to the whole class. Pair sts up and ask them to compare the items in rooms 1 and 2 in A using words from B. Monitor closely for pronunciation and correct any mistakes on the spot. Classcheck. Personal answers.
D In pairs, sts should comment on who might live in each of the bedrooms in A. Refer them to the model text in the speech bubble. Classcheck sts’ opinions. Personal answer.
Barry wanted to play a trick on his housemate Tom. Barry had the room redecorated while Tom was away.
C Go over row headings a-e in the chart as well as the people listed in the column heads. Tell sts that they are going to listen to the dialog again and check who did what. Play 8.15 again. Have sts paircheck without looking at each other’s books; that is, they must talk, as in the model dialog in the speech bubbles. Ensure that partners hide their books and check their answers by speaking to each other. Replay 8.15 so sts can check their answers. Classcheck. Barry a paint the walls
9
b paint the bedside table
9
his friends a professional 9
c paint the lamp
9 Listening A
M Funny? I mean, your housemate goes away for two months and you turn his bedroom into… into… Disneyland! B Oh, come on! He’ll laugh, you’ll see.
9
d make the new bed
Tell sts that they are going to see if their guesses from
e buy the new rug
9 9
8D were correct. Say: Listen to the owners of the rooms from 8A and see if you were right. Play
8.14. Classcheck.
8.14 Notice ˠ and ç. B = Barry M = Mick B Dude, you’ve gotta come and see what we’ve done. M Done what? I don’t like the sound of this, Barry. You haven’t done anything crazy, have you? B No, no, it’s great. Come and have a look. M Oh my God! This place looks so… so... pink! B I know! It’s amazing, isn’t it? M But… but… This is Tom’s room, right? B Yeah! But with a few small changes… Personal answers.
B
Have sts listen to the rest of the dialog. Ask: Why did he change the room like that? Play 8.15. Classcheck. Then ask: Do you think his housemate will really laugh? Will he like the changes?
8.15 Notice O and Z. M = Mick B = Barry M Small? You didn’t do all this yourself, did you? B Well, no, not really. The guys helped me paint the walls… I took care of the bedside table and, uh… M Oh my God, you painted it pink. You must’ve been out of your mind. B I had the lamp painted too and... the bed, of course. I had the new bed made specially. M What about the rug? I mean, he loved that rug, didn’t he? B Well, yes, but it didn’t go with the new look, you know? So I bought him a new one. M You know he’s gonna kill you, don’t you? B No, come on, I mean, it’s only a joke! He’ll see the funny side!
D MAKE IT PERSONAL Have sts swap partners. Ask them to take turns asking and answering questions 1-3 in their new pairs. Classcheck by having each student report his / her partner’s answers to the whole group. Personal answers.
10 Grammar: Tag Questions A
Have sts look at the tag questions and read the sentences briefly. Play 8.16 as sts listen and fill in the blanks with the tag questions provided. Classcheck.
1. have you? 2. isn’t it? 5. don’t you?
3. did you?
4. didn’t he?
B
Ask sts to study the sentences in A and choose the correct options in the Grammar box. Paircheck. Classcheck.
1. question
2. the same
3. do, does, did
4. negative
Tip For additional practice, refer sts to Grammar on p. 131. Read the Song line on the top of p. 89 and ask sts if they know the song or the band who recorded it. Highlight the tag question in the line for sts.
Song line: Two jumps in a week. I bet you think that’s pretty clever, don’t you boy? Song: “High and Dry” Band: Radiohead (UK) Year: 1995
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8.4
C Go over World of English with the whole class. Explain that the same tag question can have different intonations depending on the speaker’s intention. Tip Write have you? on the board and say number 1 from A with rising intonation first, You haven’t done anything crazy, have you? Sound as if you were unsure about the answer. Mark the stress and intonation on the board as follows and have sts repeat the phrase after you. Ê have you?
Then, say it again with falling intonation, so that sts can notice the difference. Make it clear you only expect confirmation, that is, “you haven’t done anything crazy.” Point out to sts that this intonation can convey disappointment or even accusation. Erase the previous markings and illustrate falling intonation as follows. Have sts repeat the phrase with this intonation.
Have sts look at 1-5 in A. Ask them to mark Ê or Ì according to the intonation used in the recording. Play question 1 in 8.16 and pause the track so sts can mark the intonation. Paircheck. Classcheck. Play the rest of 8.16 pausing after each question as sts listen and mark the intonation. Paircheck. Replay 8.16. Classcheck.
2. Ì
3. Ê
4. Ì
5. Ì
D
Tell sts that they are going to hear Tom’s reaction when he returns home and sees his new bedroom (photo 2 in A). Ask sts to listen for two things: (1) How many tag questions are asked? and (2) Was Tom upset? Play 8.17. Paircheck. Replay 8.17 if necessary. Classcheck.
8.17
B T B T B T B
There were four tag questions. Tom seemed upset at first but then laughed at the joke.
E Ask sts to work in pairs and complete the tag questions from memory. Then, play 8.17 again so sts can write the sentences and check their answers. But you said you’d be back tomorrow, didn’t you? You know I sleep here, don’t you? This was Paula’s idea, wasn’t it?
have you?
B B T B T
I don’t know what to say. Well… You’re welcome! This was Paula’s idea, wasn’t it? Well, let’s just say that it was a gift from all of us… Who needs enemies with a friend like you?
You’re not serious, are you?
Ì
1. Ê
T B T B T
= Barry T = Tom Hey, look who’s here! Welcome home! Hi Barry. Man, it’s good to be back. But you said you’d be back tomorrow, didn’t you? Yeah… but they canceled today’s meeting… thank God… ’n so here I am. So, how are things? Terrific. Lots of good news. I’ll tell you later… Man, it’s good to be home. The hotel room was just… What in the name of… Surprise! Wait, wait, wait… uh… You know I sleep here, don’t you? Yes, and I also know you’re a huge Disney fan. So, voilà! Yeah, but... but… Pink? Really? You’re not serious, are you? Man, I knew you would love it!
F
MAKE IT PERSONAL Have sts fill in the blanks in questions 1-5 with the correct tag questions and then answer a, b, or c about themselves. Classcheck.
1. don’t you? 2. didn’t you? 3. aren’t you? 4. have you? 5. did you? Alternatives: Personal answers.
G MAKE IT PERSONAL Tell sts to transform 1-5 in F into original questions by replacing the words in bold with their own ideas, e.g., “You really like spinach baseball, don’t you?” Pair sts up and have them take turns asking and answering the questions they came up with. Encourage sts to use a variety of answers from F as well. Classcheck by having each student report his / her partner’s answers.
Tip If time allows, have all sts stand up and mingle, asking their questions to as many classmates as possible. Classcheck and ask if there were any similar answers. Personal answers.
Workbook p. 42 ID Online Portal Grammar p. 130
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8.5
Is your listening improving? / What’s the hardest part of language learning? Lesson Aims: Sts predict information in listening activities via the context of talking about famous logos. Sts also learn and practice how to express preferences about English-learning experiences. Language The new Myspace logo is weird, isn’t it? He’ll mention something negative. He’ll talk about new users. Comparing brands. I prefer Ray-Ban. Their designs are cooler. Talking about English-learning preferences. Which one are you better at: grammar or vocabulary? Vocabulary: Logo, makeover, college lecture, fortunately, however, in addition. Grammar: Expressing preferences: prefer (something) to, like (something) better, both, either.
Lesson 8.5
Function Comparing old and new logos. Listening to and predicting information.
Warm-up For a high-energy start, begin the class with rousing drills. Follow the model below. Alternate between choral and individual repetition. T You haven’t done anything crazy. – You haven’t done anything crazy, have you? Repeat.
Sts You haven’t done anything crazy, have you? T You really like going to the beach. – You really like going to the beach, don’t you? Repeat.
Sts T Sts T Sts T Sts T Sts T Sts T Sts T Sts T Sts
You really like going to the beach, don’t you? Now you. You’re from San Francisco.
You’re from San Francisco, aren’t you?
topics do you think will not be discussed? Read topics with sts and play 8.18 as they listen and decide which topic is missing. Classcheck.
8.18 ... the next couple of days. So today, as part of our “image is everything” series, we’re going to be looking at the reasons behind three different companies—global companies— altering their logos and how their target markets liked—or didn’t like—the new versions. And trust me, some of the stories are fascinating. Our very first…
You aren’t from New York.
You aren’t from New York, are you?
The cost involved.
You went to work yesterday.
You went to work yesterday, didn’t you? You didn’t start learning English this year.
You didn’t start learning English this year, did you? You don’t like fast food.
You don’t like fast food, do you? She’s from London.
She’s from London, isn’t she? He hasn’t been to England yet.
He hasn’t been to England yet, has he? They were very friendly to you.
They were very friendly to you, weren’t they?
Stronger classes Signal or prompt rising intonation (thumbs up) or falling intonation (thumbs down) for each tag question.
Skills: Predicting A Books open. Point to the old and new logos and have two sts read the model dialog in the speech bubbles. Pair sts up and have them look at the changes made to the logos in the chart and discuss which ones they prefer. Classcheck. Personal answers.
B
Tell sts that they are going to hear the beginning of a college lecture about logo makeovers. Ask: Which of these
C Go over World of English with the whole class. Then, tell sts that they are going to make predictions as they listen to someone lecturing about Myspace’s and Starbucks’ logos. Read sentence 1 with the class. Play 8.19 and pause when you hear the first beep. Then ask: Will he mention something positive or negative? Have sts underline their guesses. Resume 8.19 so sts can check their answers. Repeat the procedure for sentences 2-6, pausing the track at each beep. Classcheck. 8.19 So, as most of you probably know, Myspace was by far the most popular social networking site from 2006 to 2008. At the time, it was worth, what, about 12 billion dollars... Yeah... Things were going pretty well for Myspace. But one day… (beep) Facebook came along and, sadly, Myspace started to shrink—profits fell, people were fired, and so on. So, here’s what Myspace does: it radically changes its… logo. Now, do I like it? Well, obviously, existing users—the people who already access Myspace— won’t have trouble remembering the name of the site. However, (beep) if you’re trying to attract new users, you know, people who might’ve never visited the site, then that might not work. I mean, how do they type the address? What name do they google? So, was this a good idea? Hmm... (beep) Definitely not. Now, take a look at the second slide... As some of you
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8.5 may know, in 2011, Starbucks celebrated its, uh, its 40th anniversary. To mark the occasion, they must’ve thought: “Hey, let’s create a new logo and drop the words ‘Starbucks Coffee.’” Well, unfortunately, (beep) most Starbucks customers were not crazy about the new logo... They preferred the old one and didn’t quite understand why Starbucks took their name off. Well, personally, (beep) I find the new green logo simple and elegant. You see, Starbucks and its logo are well-known all over the world, and the green circle… well, the green circle speaks for itself. In other words, (beep) the logo doesn’t need to tell the world that it’s Starbucks Coffee—everybody knows that. 1. negative 2. new
categories 1-6. Tell them to use a blank sheet of paper to draw a reasonably big and visible logo for each company. Divide the class into groups of five and have sts within each group compare their logos to see if any are the same. Explain that sts score a point for each unique drawing. At the end, ask: Who’s the class “Picasso”?
Personal answers.
B Point to 1 in A and elicit the names of two actual sports clothing companies, e.g., Nike and Adidas. Have sts write these down and continue their list by adding two examples of real companies for each of the categories 2-6 in A. Then, ask sts to answer questions 1-3 about the companies they listed. Classcheck.
3. doesn’t like Personal answers.
4. didn’t like 5. his opinion
C
6. explain what he said
D
Ask: Do you know the clothes company called Gap? Tell sts that this company’s logo changed as well. Point to the phrases and have sts work in pairs to guess the story based on these phrases. Classcheck sts’ guesses. Play 8.20 to check.
8.20 M Now, moving on to our third story... and the last one today... Gap released their new logo... yeah, the beauty on the right… a few years ago. They must’ve tried to create something modern and contemporary, but, boy, were they wrong. The dark blue square on the left certainly looked very traditional, didn’t it? It was used for more than... more than two decades, and most people loved it. Then the new one comes along and, guess what, everybody... hates it. In a matter of hours, there are thousands—I mean thousands—of negative comments on Facebook and Twitter. A few weeks later, Gap discards the new logo, returns to the old one, and fires the president. How about that? Honestly, I think they were right to go back to the old one. Moral of the story? Well, if it ain’t broke, don’t fix it! Personal answers.
E
Read sentence 1 and elicit predictions by asking: How many words are missing in this blank? Have sts guess the number of words missing in the blanks in 1-3. Classcheck sts’ guesses. Play 8.21 so sts can check their answers. Replay the track if necessary.
Predictions: Personal answers. 1. they must’ve
3 words
2. who might’ve never
4 words
3. must’ve tried to
4 words
Ask: Do you remember the college lecture in Skills B? Say: We’re going to hear two students who have just attended the lecture. Let’s hear what they say about it. Play 8.22 and have sts listen to find out which logo both speakers like. Paircheck. Replay the track if necessary. Classcheck.
8.22 Notice ț, ș and X . G = Guilherme F = Fabi G I love this class. It totally rocks. F Yeah, it’s really good, isn’t it? I wish we’d had Professor Ford last year. G Yeah. He’s awesome. F That Myspace logo is interesting, isn’t it? G Honestly, I think the new one sucks. I really do. F Hmm... I kind of like it... It feels, I don’t know, different... What about Starbucks? Which one do you like better? G I don’t know... Both are OK, I guess, but I think I like the old one better than the new one. F Really? Oh, come on! It feels so... old, with the name and all... Well, I don’t really like either of them... I’m tired of the green mermaid. G Now, maybe I’m crazy, but remember the Gap logo? F Uh-huh. G I actually prefer the second one to the first. F You mean the one that looks like it was drawn by a child? G Exactly! F You know what? Me too. They shouldn’t have gone back to the old one. The new Gap logo.
D Have sts try to fill in the blanks for sentences 2-7 from memory. Replay 8.22 so they can check their answers. Classcheck. 2. sucks
3. better
4. Both
5. than
6. either
7. to
E in Action: Expressing Preferences A
Tell sts that they are going to play the “Logo Game.” Have sts draw one logo for a hypothetical company in each of the
Go over Common Mistakes with sts and have them correct sentences 1-5. Paircheck. Classcheck.
Then, have sts swap partners. Ask: Do you agree with these opinions? Have the new pairs look at 1-5 again and discuss ideas with their partners. Classcheck.
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8.5 1. I think Meryl Streep rocks. 2. Both Facebook and Twitter suck, I think. 3. I like Firefox better than Internet Explorer. 4. Beyoncé or Mariah Carey? Hmm… I don’t like either of them. 5. I prefer cats to dogs. Actually, I can’t stand dogs. Opinions: Personal answers.
F
MAKE IT PERSONAL Go over the chart and the model question in the speech bubble with the whole class. Drill possible questions sts can use to elicit information for items 1-4, e.g., “Which one are you better at…?” “Which one do you prefer…?” “Do you prefer… or…?”
Have sts work in groups of four, so they have three classmates to “interview.” Ensure that sts write down notes of their classmates’ answers on the chart. Monitor and offer help if necessary.
Tip Alternatively, ask all sts to stand up and mingle with their classmates until they have interviewed three classmates.
G
MAKE IT PERSONAL Divide the class into groups of four different from those they worked with in F. Have sts work in their new groups to compare their findings from F using the notes they have written down on their charts. Classcheck.
Personal answers.
Weaker classes Write these sentence frames on the board and leave them there for reference during the activity. Tell sts that their answers should include at least three of these words from the box: easy, fun, good at, helpful, irritating, useful.
Workbook p. 43 ID Online Portal Grammar p. 130 ID Café Video p. 145
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Review 5 Units 7-8 Grammar and Vocabulary A Picture Dictionary. Pair sts up and have partners test each other and review the vocabulary in units 7 and 8. Monitor sts closely throughout the picture dictionary tasks and correct vocabulary and pronunciation on the spot. Tip In order to provide sts with as much fluency practice as possible, expand the activity into the mini-dialogs suggested below. Picture Dictionary
8 car parts, p. 72
5 common objects, p. 74
4 reported speech stories, p. 75
7 face words, p. 82
6 past predictions, p. 85
6 party preparations, p. 86
8 bedroom items, p. 88
Procedures
Mini-dialogs / Suggested language
Pair sts up and have them hide the text in 1C on p. 73 with a notebook or a sheet of paper. Ask partners to take turns pointing to pictures a-h on p. 72, asking and answering questions about car parts.
St A: (points to picture a) What’s this? St B: That’s a (flat) tire. (points to picture b) What’s letter b? St A: It’s the hood. (points to picture…)
Have sts hide the text in 3C with a notebook or a sheet of paper and look only at pictures a-e. Ask sts to work in pairs to test each other on the five common objects shown in the pictures.
St A: (points to picture a) What are these? St B: They’re fake watches or goods. (points to picture b) What’s letter b? St A: That’s a computer keyboard. (points to picture…)
Have sts report what people said in situations 1-4 in 4E.
St A: (points to picture a) William Bonney, Jr. told his mother he was doing well this year. St B: (points to picture b) Vanessa said her dog was friendly.
2 words for each consonant sound in lines 3 and 4, p. 155
Have sts turn to the pronunciation chart on p. 155. Focus sts’ attention on the list of words for consonant sounds, just below the pictures. Pair sts up and assign roles for st A and st B in each pair. Explain that st A should ask, “How do you spell…?” for two words with each consonant sound in the third line of the chart. Then, sts should swap roles, with st B testing st A on two words with each sound in the fourth line.
St A: How do you spell attractive? St B: A-T-T-R-A-C-T-I-V-E. St A: Right. How do you spell stressed? St B: S-T-R-E-S-S-E-D. St A: That’s right. St B: Now you. How do you spell scissors? How do you spell has?
8 car parts: (flat) tires, hood, trunk, steering wheel, wipers, engine, clutch / gas pedal / brake, windshield 5 common objects: watch, keyboard, cell phone, GPS, screw 4 reported speech stories: William Bonney, Jr. told his mother he was doing well this year. Vanessa said her dog was friendly. Geri told Josh the party was informal. Andy said that he wouldn’t arrive late. 7 face words: wrinkles, dark circles around (my) eyes, cheeks, chin, (loose) skin, eyelashes, (thin) lips 6 past predictions (possible answers):
Ask sts to cover the text about Zoe with a notebook or a sheet of paper. Have them work in pairs to point to and name the parts of Zoe’s face, 1-7.
St A: (points to number 1) Wrinkles. St B: (points to number 6) Eyelashes.
Have sts say what might’ve, must’ve, or can’t’ve happened in pictures 1-6.
St A: (points to picture 1) He might’ve been robbed. St B: (points to picture 2) The owner must’ve dropped his / her laptop.
He might’ve passed vestibular, the Brazilian college entrance examination.
Tell sts to cover the statements in 6E with a notebook or a sheet of paper and, in pairs, try to recall the party preparations from pictures 1-6.
St A: (points to the first picture) Have your hair straightened. St B: (points to the second picture) Have the pool cleaned.
6 party preparations:
Have sts hide the words in 8B with a notebook or a sheet of paper and ask them to work in pairs to test each other on the items of furniture pictured in a-h.
St A: What’s letter a? St B: It’s a lamp. What’s letter b? St A: It’s the wall.
He might’ve been robbed. The owner must’ve dropped his / her laptop. The dog might’ve jumped in the washing machine.
The boss must’ve received bad news from the head office. OR He can’t’ve been happy with the employees’ performance. He must’ve dropped his cell phone.
have your hair straightened, have your nails done, have the invitations signed, have the cake made, have the dress made, have the pool cleaned 8 bedroom items: lamp, wall, bedside table, rug, sheet, pillow, blanket, floor 2 words for each consonant sound (possible answers): W
stop, attractive
G
adore, middle
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R5 Q O V ] Ȓ ȡ
tennis, one long, all kiss, science size, jazz action, special treasure, usual
for items 1-7, adding punctuation marks where appropriate. Paircheck. Classcheck by writing the answers on the board.
1. Can you show me how this phone works? 2. Do you know where this bus stops? 3. I wonder if it will rain tomorrow. 4. You don’t take sugar and milk.
B
Ask sts: Are you superstitious? Say: Look at Sam Soccer. He’s a soccer player and has a pre-match ritual. Point to the first picture and have a student read the model text in the speech bubble to the whole class. Ask: Which activity did he do by himself? Emphasize that sts should use the causative form for all the other activities. Pair sts up and have them say each step of Sam Soccer’s ritual using the prompts provided. Monitor sts’ work closely and correct any mistakes on the spot. Classcheck by inviting four volunteers to say one sentence each. Write the answers on the board if necessary.
He has his uniform dry-cleaned. He has his cleats checked. He has his photo taken. The different action is: He cuts his (own) hair.
C Role-play. Have sts swap partners. Tell them that they are going to role-play an interview with Sam Soccer. Assign roles for st A and st B in each pair. Refer sts to the model dialog in the speech bubbles. Monitor sts’ interviews and take notes for further correction. At the end, invite a volunteer pair to act out the interview for the whole class. Then, provide the whole group with language feedback.
5. You won’t remember to send that e-mail, will you? 6. Could you tell me what this cable is for? 7. Do you know how to turn off this machine?
F
Have sts work in pairs to guess what news the people in pictures 1-2 have just received. Refer sts to the model in the speech bubble before they begin. Classcheck sts’ guesses.
Personal answers.
G Have sts swap partners. Invite two volunteers to read the model dialog to the whole class. Tell sts that they are going to role-play short dialogs with the people from F. Go over the instructions for st A and st B with the group. Then, have pairs act out their mini-dialogs. Monitor and offer help if necessary. Classcheck by inviting volunteer pairs to perform their role-plays for the whole class. Then, say: Let’s listen to the real dialogs. How close were you? Play 5.2 to classcheck. 5.2 1 A A F A
Personal answers.
D In order to convey the concept of a tongue twister, write a model on the board: She sells seashells by the seashore. Challenge sts to say it as fast as they can. Then, tell sts that they are going to hear a tongue twister with words a, b, and c from 1. Draw sts’ attention to the underlined ending (-ed) and ask: Which sound is different: a, b or c? Have sts listen and check their answer as you play the first sentence of 5.1. Classcheck. Play the rest of 5.1 and have sts choose the different sound in sentences 2-3. Paircheck. Classcheck.
5.1 1 I asked, then I parked, and then the problems started. 2 We accuse you of causing the accident. No excuses! 3 Should they accelerate, accommodate, or experiment? 1. started
2. accuse
3. accomodate
Replay 5.1 and have sts practice saying the tongue twisters in pairs. Classcheck.
E
Point to item 1 and elicit the correct order of words and punctuation. Have sts reorder the words to make sentences
F A F A F A
= Anna F = Farhad Oh hey Farhad, look what I got! Huh? Uh... What is it? It’s from the art college. Look, I think it’s about my application. Cool! Well, open it, then. OK, OK, here it goes. And? They didn’t like my portfolio. Oh, I, uh... So... They say, “We regret to inform you that your application has not been successful this year.” Huh… Well, that’s that, then.
2 D = Dan S = Sarah D Facebook update, Facebook update. Huh. Why do I never get any actual e-mails anymore? S Well, you know honey, people just write short messages, you know, it’s quicker and... D Oh, no way! Look at this one! S What’s that? D Oh, it’s Kim. She just got married. No way! S Kim? D Oh, she’s, she was my first girlfriend, you know, back in high school. Look, check out this photo. Doesn’t she look great? S Oh! She looks, she looks really pretty. I like what she’s done with her hair. Personal answers.
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R5
H
Ask sts to correct sentences 1-10 in Common Mistakes . Point out that sts should find the number of mistakes listed in parentheses. Whenever sts are uncertain, encourage them to flip back through p. 72-91 and check their answers in units 7 and 8. Classcheck by writing the answers on the board.
1. I asked you not to turn it on. 2. Why didn’t you tell me hello? 3. Could you tell me what it says? 4. Do you know where the mall is? 5. It depends on many things. 6. I don’t know where he is. He might’ve gone to work. 7. I had my nails done at the salon. Don’t they look great? 8. Have you tested your brakes before the trip? 9. He likes cars more than motorbikes. 10. “I prefer rock to pop.” “Really? I don’t like either.”
Skills Practice A
Books open. Ask sts to turn to p. 82. Allow them exactly one minute to re-read Zoe’s text.
Books closed. Tell sts that they are going to listen to the same text and practice taking notes. Explain that you will pause the audio every 10 seconds, and sts should then write down what they hear. Play 8.1, pausing after every 10 seconds. At the end, replay 8.1 so sts can check the notes they have taken. Classcheck and ask: How much did you get right?
Possible answers: Seconds 1-10: Zoe did not like what she saw in the mirror. She looked much older than her real age. Seconds 11-20: She had put on a lot of weight. Seconds 21-30: She decided to cut down on sugar and cut out alcohol. She also went to beauty technicians to have some lotions and face masks applied. Seconds 31-40: Her last hope was to go to a surgeon. She underwent a surgery and she had a painful recovery. Then, she felt like a 48-year-old woman again. Seconds 41-50: Finally, she quit smoking and joined the local gym, where she goes at least three times a week. She lost 15 pounds so far.
B
Tell sts that they are going to listen to four extracts from tracks they have heard in this level. Say: Count the number of words you hear in each sentence. Emphasize that sts should write down the number of words after they hear each sentence. Play 5.3, pausing after each extract for students to write down the number of words. Paircheck. Classcheck.
5.3 1 2 3 4 5
I started to miss him and I called him. Hue’s dad looked so surprised when I kissed him. Can you tell me how the problem started? The store manager said it’d just arrived. I wonder if you can help me.
1. 9 words 2. 9 words 3. 8 words 4. 8 words 5. 7 words
C
Say: Now listen again and write the sentences. Replay 5.3 as sts listen and write down the sentences. Paircheck. Classcheck by writing the answers on the board. Then ask: Which words are the hardest to understand?
1. I started to miss him and I called him. 2. Hue’s dad looked so surprised when I kissed him. 3. Can you tell me how the problem started? 4. The store manager said it’d just arrived. 5. I wonder if you can help me.
D Ask sts to list eight electronic devices they have, putting the items in order from the most to the least important. Pair sts up and have partners compare and explain their choices. Refer the class to the model in the speech bubble. Classcheck. Personal answers.
E Have sts swap partners. Ask the new pairs to imagine what each person is saying in the cartoons and role-play the complete dialogs. Monitor sts’ sentences closely and correct any mistakes on the spot. Then, ask two or three pairs to join to form groups and have the sts in each group compare their stories and choose the funniest. Classcheck by inviting groups to share their funniest lines. Personal answers.
F
Focus sts’ attention on the article title and photograph. Elicit opinions about how expensive the bathroom is and if sts would enjoy having a similar one at home. Point to sentences 1-7 and have sts read the text and decide whether each sentence is true (T), false (F), or not mentioned (N). Paircheck. Classcheck by writing the answers on the board.
1. F
2. T
3. T
4. T
5. N
6. T
7. N
Ask: Have you ever had a bad experience with builders? Have sts discuss the question in pairs. Classcheck.
Personal answer.
G
MAKE IT PERSONAL Draw sts’ attention to the five topics written in this exercise. Ask sts to write five questions, one about each of the topics. Monitor their work closely and correct as much as possible. Then, have sts stand up and mingle. Explain that they should interview three classmates using the five questions they wrote. At the end, invite volunteers to tell the group the three most interesting answers they heard.
Personal answers.
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Role-play! Read the instructions for st A and st B with the whole class. Assign new pairs and have sts act out dialogs about items 1-3. Encourage them to swap roles for each dialog. Classcheck and have three different pairs role-play one dialog each for the whole group.
Personal answers.
I
MAKE IT PERSONAL Question time! Tell sts that they are going to hear the twelve lesson title questions from units 7 and 8. Tell them that you will pause after each question so they can ask and answer it in pairs. Play 5.4 and pause after the first question. Have sts work in pairs to ask and answer the question. Encourage sts to ask follow-up questions when appropriate. Classcheck. Repeat the procedure for the remaining questions on the track.
5.4 Does technology drive you crazy? What was the last little lie you told? Are you confident with technology? Are machines with personality a good idea? Do you spend too much time on social networks? Do you enjoy a good argument? How important are looks? Do you like to hear gossip? Have you ever cut your own hair? Do you have a lot of furniture in your room? Is your listening improving? What’s the hardest part of language learning? Personal answers.
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9 Unit overview: The main topics of unit 9 are a review of verb families, passive voice, Future Perfect and Future Continuous, and vocabulary on crime and punishment.
Does crime often worry you? Lesson Aims: Sts learn to talk about different types of crime. They also review and practice verb tenses they have learned so far. Language Violent murder of millionaire shocks Jacksonville. To me, credit card fraud is the least serious crime. I’ve been living in this neighborhood for, what, two years and I’ve never seen a robber. Doing a class survey about crime. Most students—four out of five, actually—think credit card fraud has increased. Vocabulary: Rob vs. steal. Crimes: murder, drug dealing, theft, robbery, burglary, kidnapping, bribery, credit card fraud, domestic abuse, tax evasion, music piracy. Criminals: thief, robber, burglar, drug dealer, murderer, kidnapper. Grammar: Review of verb families.
Lesson 9.1
Function Reading and identifying different text types. Deciding which crimes are the most and least serious. Listening to people answer questions about crime.
Warm-up Have sts work in pairs, taking turns asking and answering the lesson title questions from unit 8, p. 82-91. Encourage sts to ask follow-up questions when appropriate. Classcheck by inviting volunteers to report their partners’ answers to the whole class.
1 Vocabulary: Crime and Violence A
Books closed. Write the lesson’s Song line (p. 95) on the board and find out whether sts know the song or the singer who recorded it. Elicit the meanings of the words sheriff and deputy. Song line: I shot the sheriff, but I did not shoot the deputy. Song: “I Shot the Sheriff” Singer: Bob Marley (Jamaica) Year: 1973
Tell sts that this lesson is about crime. Ask: Does crime often worry you? Would you say we live in a safe city?
Books open. Draw sts’ attention to the various types of text on the page. Ask: Which one is a tweet? (4). Play 9.1 as sts listen and read along. Have sts match extracts 1-6 to the correct text types as they listen. Paircheck. Classcheck. 4, 6, 2, 1, 3, 5
b M Hello sir, your license, please? B Uh… is there a problem? M You were driving well over the speed limit sir. 120 in a 70 zone. B Oh, I’m sorry sir. Here’s my license… Look… Oh whoops, what’s this? Oh, I’ve dropped 100 dollars out the window. Could you pick it up for me? M Sir, I’m going to ask you to get out of the vehicle… W Bribery. c W1 Hey! That’s my bag! Hey, stop! Thief! Help! Police! W2 A theft. d M1 Psst, what do you want? M2 What have you got? M1 Everything you need, bro. W Uh… I think that is drug dealing. e M Shhh! Good boy… Quick, get out of here! W Burglary! f M We have your cat. We want 10,000 dollars, or you won’t see him again. W That’s a uh… a kidnapping. g M OK. Nobody moves, nobody gets hurt. Put the money in the bag. Quick. Let’s go. W Armed robbery. kidnapping – f burglaries – e murder – a bribery – b
B
Point to the words in bold the texts in A. Have sts match the words in bold to photos a-g. Play 9.2 so sts can check their answers. Classcheck and drill pronunciation of all the words in bold.
9.2 W = woman M = man B = boy a (sound effects, then beep) W That’s a murder.
drug dealing – d theft – c robbery – g
C Ask sts to hide the texts on p. 94 with their notebooks or a sheet of paper and then try to complete the types of crimes mentioned in 1-4. Paircheck. Then, allow sts to look at the texts in A to check their answers. Classcheck and drill pronunciation of these terms. 147
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9.1 1. fraud
2. abuse
3. evasion
4. piracy
D MAKE IT PERSONAL Ask sts to list the three most and least serious crimes from B and C. Divide the class into groups of four and have sts in each group compare their lists. Refer sts to the model text in the speech bubbles. Classcheck. Personal answers.
2 Listening A Read the questions in the chart with the class, but do not have sts answer them yet, as they will do so later in 3D. Tell sts that they are going to listen to five people answering these questions. Say: Listen to find out which question person 1 is answering. Play the first part of 9.3 and pause the track after the first answer. Classcheck. Then, play the rest of 9.3, as sts listen and match speakers 2-5 to the correct questions. Classcheck. 9.3 Notice Ȓ and ˠ. 1 … And I mean, it’s just not fair. You’re simply downloading a song, for heaven’s sake! This is not theft! You’re not a thief! Why should you go to prison? For using something that’s out there for the whole world to use? Just last month they arrested this 19-year-old who’d been downloading CSI episodes. That’s so unfair! That’s why I really think songs, books and music should be completely free. Also… 2 So this one’s kind of hard to answer, but, uh… Gee, I don’t know, maybe… armed robbery... I’ve been living in this neighborhood for, what, two years and I’ve never seen a robber. So, yeah, I mean, I never even think about it. I feel pretty safe here, actually. By the way, this is really for a school project, right? I mean, you’re not going to share this on the Internet or anything, are you? 3 … Uh, yeah. Burglary. Our next door neighbors went away for the weekend and someone broke into their house. I was watching TV, you know, and I saw the whole thing. The burglar was a woman in her 40s—yeah, a woman, a blonde woman wearing a mask. I called the cops, but when they got there, she’d already left, you know? So, I wondered… 4 … Yeah, and call me a pessimist, but, really, I don’t see any way out. What are this generation’s values? No one knows for sure. No wonder teens are turning to drugs more and more, and I… well, I think drug dealing is likely to get worse as the years go by. And you know what? The new legislation next year will probably make no difference. I mean, sending drug dealers to prison is not enough. You see… Excuse me… 5 … Yeah. Well, not only me, but every mother in my neighborhood. I mean, my husband and I are doing OK: brand new car, nice house, we’ve just had a new pool built… So, you know, all eyes are on us. So, uh... I keep telling my kids to, you know, just run if someone they don’t know gets too close… Run as fast as they can, no matter who—anyone can be a kidnapper in potential, you know? Or, God forbid, even a murderer. So, yeah, that’s something that worries me. A lot. Oh, and here’s something else…
Which of the crimes listed… Speaker 1 … shouldn’t be considered a crime? Speaker 2 … do you worry about the least? Speaker 3 … have / has affected someone you know? Speaker 4 … will probably increase in the next 10 years? Speaker 5 … do you worry about the most?
B
Read Common Mistakes with the whole class. Explain that the verb steal is used when the criminal carries items or money away with him / her (or drives a stolen car away). Say: When a bank is robbed, thieves steal money. Ask: When a person is robbed, what do thieves usually steal? (money, phones, watches, jewelry, and so on).
Tell sts that they are going to listen to the five speakers again. Ask them to read sentences 1-5 briefly and play 9.3 again. Have sts mark sentences 1-5 true (T) or false (F) and then correct the false statements. Paircheck. Classcheck.
1. T 2. F (He hasn’t seen a robber in his neighborhood in two years.) 3. F (A middle-aged woman broke into her neighbor’s house.) 4. T 5. F (She has taught her kids to run if a stranger approaches them.)
C Ask sts to go to p. 165 and identify different types of criminals in AS 9.3. Classcheck by writing the answers on the board and drill the pronunciation of the new words. Ask: What’s the most common suffix? Types of criminals: thief, robber, burglar, drug dealer, kidnapper, murderer Most common suffix: -er
3 Grammar: Review of Verb Families A Play 9.4 as sts listen to and read World of English . Then, ask sts to match columns 1-4. Paircheck. Classcheck. 1. continuous
2. perfect continuous 3. perfect
4. simple
Tip For exercises on verb tenses, refer sts to Grammar on p. 133.
B
Write the first sentence from World of English on the board: I study English. Point to prompts a-c and elicit the changes to this sentence by saying: She. Sts should supply the sentence “She studies English.” Write it on the board. Re-read the original sentence and prompt the next change by saying: The past. Sts should supply the sentence “I studied English.” Then, elicit the negative and interrogative forms of the sentences and write sts’ contributions on the board. Instruct sts to do the same for the rest of the example sentences from World of English . Paircheck. Classcheck by writing the answers on the board.
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9.1 a. She studies English. / She is studying English. / She has studied English. / She has been studying English. b. I studied English. / I was studying English. / I had studied English. / I had been studying English. c. I don’t study English. Do I study English? / I am not studying English. Am I studying English? / I haven’t studied English. Have I studied English? / I haven’t been studying English. Have I been studying English?
C Ask sts to go back to AS 9.3 on p. 165 and name the verb tenses in the underlined phrases using S (simple), C (continuous), P (perfect), or PC (perfect continuous). Classcheck. You’re simply downloading a song – C who’d been downloading CSI episodes. – PC I feel pretty safe here, actually. – S Our next door neighbors went away for the weekend – S I was watching TV – C she’d already left. – P
teens are turning to drugs more and more – C The new legislation next year will probably make no difference. – S my husband and I are doing OK – C we’ve just had a new pool built – P
D
MAKE IT PERSONAL Divide the class into groups of
three. Point to the survey in 2A and ask sts to interview the other people in their groups with those questions. Have sts take notes of their partners’ answers. Then, assign new groups so that sts are each working with a totally different set of sts. Have them work in their new groups to compare their notes on the survey, as exemplified in the speech bubble. Classcheck sts’ survey results.
Workbook p. 44 ID Online Portal Grammar p. 132
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9.2
How could your city be improved quickly? Lesson 9.2
Lesson Aims: Sts look at and practice the passive voice in the context of talking about improvements made in the Colombian city of Medellín. Function Watching / Listening to information about changes made in the city of Medellín. Reading about how developments changed Medellín.
Language Medellín was recently named the world’s most innovative city.
These cable cars connect poor and middle-class Medellín, both literally and symbolically… Talking about changes that could be made in one’s own city. I really like the one about the importance of being proud of your city. I mean… Reading tweets and quotations. @PedroH: Library park—wonderful idea. I really think they should be adopted as a model for the rest of South America. Vocabulary: Cable cars, escalators, civic centers, cartel, homicides. Grammar: Passive voice. Before the lesson: Prepare index cards with crime-related vocabulary from the last lesson. Write one type of crime on each card, e.g., kidnapping, burglary, robbery, murder, drug dealing, music piracy, tax evasion, credit card fraud, domestic abuse, bribery.
Warm-up Have sts play a guessing game in groups of four. Give each group one set of cards (see Before the lesson) and have them turn the cards face down. Explain that sts should take turns drawing a card describing the crime for the rest of the group members to guess. Each correct guess scores one point for the student who guessed it right and one point for the student who described it. Monitor sts’ descriptions and guesses closely for accuracy and pronunciation. At the end, find out who scored more points in each group and provide sts with language feedback.
9.5 Notice Y and Z. NR = news reader NR Colombia’s second largest city has a new honor. Once the home of violent drug cartels, Medellín was recently named the world’s most innovative city by the Urban Land Institute Michelle Begue reports on how the city went from one of the most dangerous cities in the world to one of the most innovative.. most innovative city
4 Listening A Books closed. Begin the lesson with the Song line on p. 97. Sing it if you can, or simply read it and ask sts to listen and guess the song and the band who recorded it. Song line: Sweet dreams are made of this, who am I to disagree? I travel the world and the seven seas… Song: “Sweet Dreams (Are Made of this)” Band: Eurythmics (UK) Year: 1983
Write the phrase I travel the world and the seven seas on the board. Ask: Which places would you most like to visit? Have you ever been to Colombia? Elicit names of cities in Colombia and find out what sts know about the country.
Tip If your sts are Colombians, ask: Which cities in Colombia have you been to so far? Which ones would you like to visit? Books open. Tell sts that they are going to watch a video about a Colombian city called Medellín. Ask them to watch 9.5. Paircheck. it and check the correct answer. Play Classcheck.
B
Point to photos a-c and use them to elicit or present the following vocabulary: cable cars, library, and escalators. Ask: How do you think these developments have helped Medellín? Have sts discuss this question in pairs. Classcheck.
Personal answer.
C Say: Watch and see if any of the points from your discussion in B are mentioned. Play the second part of Classcheck.
9.6.
9.6 Notice the pauses and the stress. R = reporter R Medellín was named the most innovative city of the world and it was judged by eight different criteria, ranging from culture, livability to education and infrastructure. And Medellín’s innovative public transportation has made it stand out, not just with a metro and bus system, but also using urban escalators and cable cars. With the arrival of public transportation in Medellín’s most marginalized communities, public spaces were
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9.2 created, and, finally, government programs reached these communities. Like this free state program for the youth of this neighborhood that was once considered a dangerous slum. The infamous neighborhood library parks are also part of the recovery of public spaces in poor neighborhoods. The books are for free, and the users of the metro system can take and return as they wish. This month, Colombian readers will enjoy an essay on Chinese literature, which will make Medellín’s citizens not only innovative, but worldly. Michelle Begue, CCTV, Medellín.
6 Grammar: Passive Voice A
Point to the underlined phrases in 1-6 in 5C. Tell sts to study them and then cross out the incorrect options to correct the rules for passive voice in the Grammar box. Sts should also identify which rules are written in the passive voice. Paircheck. Classcheck.
1. have, past 2. the present or past 3. For
Personal answer.
Rules 1 and 3 are in the passive voice. Go over World of English with the class and ask: Which sentences are in the passive?
5 Reading A
Have sts read the text quickly and then explain how
the developments pictured in photos a-c have helped
The passive voice is often used to move important information to the front of the sentence. Clauses can also be linked more clearly by using the passive.
Medellín. Paircheck. Classcheck.
Tip For further practice, refer sts to Grammar on p. 133. a. The MetroCable has helped to make violence rates drop, connecting poor and middle-class parts of the city. b. The library park is a civic center, where people socialize. The text says socialization is crime’s number one enemy. c. The escalators have given people a sense of dignity and pride. This might have had an impact on crime.
B
Ask sts to re-read the text in A and classify statements
1-6 as being about the MetroCable (M), the escalators (E) or the library park (L). Classcheck.
B
Ask sts to underline six more examples of the passive
voice in 5A. Paircheck. Classcheck.
1. Medellín used to be considered the world’s murder capital 2. … a network of cable cars which was financed by the city’s public-private partnerships. 3. The system, which can only be found in this city, is so good… 4. Medellín’s first library park was built in 2007…
1. E
C
2. L
3. E
4. L
5. M
6. M
5. … eight new library parks have been built… 6. … and they’re used by thousands of people every day
Point to the boxes in the text in A. Tell sts that these
represent missing phrases. Have them match phrases 1-6 to
Then, have sts fill in the blanks in the tweets with verbs
the correct boxes in the text. Paircheck. Play
1-5. Paircheck. Classcheck. Pair sts up and ask them to
9.7 so sts can
check their answers. Encourage sts to pay attention to the
discuss the tweets and explain which points they agree or
pronunciation of the words with pink letters. Ask: Were there
disagree on. Classcheck sts’ opinions.
any surprises concerning the pronunciation of these words?
Tweets: 5, 2, 3, 1, 4 6, 4, 5, 1, 2, 3
D
MAKE IT PERSONAL Have sts swap partners and, in their
new pairs, re-read the last sentences of paragraphs 2-4 in A. Ask: Which one do you think best explains the city’s transformation? Would these things make a difference to your city? Have sts discuss these questions in pairs. Classcheck.
Tip If, coincidently, you are teaching in the city of Medellín, adapt the last question: Would these things make a difference to other cities?
Agree / disagree: Personal answers.
C
Read quote 1 with sts and elicit how to fill in the blank
with the verb provided at the end of the sentence. Have sts form the passive voice of the verbs provided to complete quotes 1-5. Play
9.8 so sts can check their answers.
1. were made 2. has been forgotten 3. was taught 4. be judged / are treated
Personal answers.
5. be respected
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9.2 Have sts work in groups of three to choose their favorite quote. Classcheck to find out which quote is the most popular among sts.
Personal answer.
D Read Common Mistakes with the whole class. Ask sts to go to p. 95 and point to activity 2B. Have pairs of sts take turns saying sentences 1-5 in the passive voice. Monitor pairs’ sentences closely for accuracy, and correct any mistakes on the spot. Classcheck by writing the answers on the board.
E
MAKE IT PERSONAL Have sts swap partners and play the
“Passive Favorites” game in their new pairs. Sts should ask questions in passive voice, using who or what. Refer them to the model dialog in the speech bubbles. Elicit questions that sts will need to ask to play the game, e.g., “Who was your favorite movie directed by?” “What’s your favorite dish made of?” “Who was your favorite goal scored by?” “Who’s your favorite perfume produced by?” and so on. After the game ends, classcheck by inviting volunteers to share their answers to some of the questions.
Weaker classes Drill several questions from the board game before sts start playing.
1. Digital content should not be paid. 2. A robber was seen in the neighborhood last year. 3. Her neighbor’s house was broken into by a middleaged man. 4. New laws will be introduced by the government next year.
Workbook p. 45 ID Online Portal Grammar p. 132
5. Her kids were taught to shout if a stranger approaches them.
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9.3
Where will you be living in five years’ time? Lesson 9.3
Lesson Aims: Sts look at and practice the Future Perfect and Future Continuous through the contexts of talking about cybercrime and life in twenty years’ time. Function Listening to a radio show about cybercrime.
Language They can delete or change computer records, create fraudulent documents, and sell classified information. Talking about preventing cyberattacks on privacy. I try to create really difficult passwords. Reading and making predictions about the future. Soon, most people will be working from home. A cure for the common cold will have been discovered by 2020. Vocabulary: Cybercrime, cyberattacks, threat, warning, carry out, spread, target. Grammar: Future Perfect and Future Continuous. Before the lesson: Write the following prompts on the board, grouping the inventions on one part of the board and the countries on another: pressure cooker submarine violin
railway
quartz watch helicopter video game
piano
USA Netherlands Japan Switzerland Germany Italy Canada China UK France
subway / metro antibiotics CD
Warm-up Have sts work in groups of three to guess the nationalities of the people who invented the items written on the board (see Before the lesson). Before they start, elicit the nationalities of the countries on the board and encourage sts to refer to the people of each country using, e.g., the Swiss, the French, the Dutch, the Germans, and so on. Model the activity by saying: I think the submarine was invented by the French. Ask a student: Do you agree? Say: I believe the piano was invented by the Italians. And you?
Elicit some guesses from sts and then have them work in their groups to discuss the inventions and nationalities. Classcheck guesses and then share the correct nationalities with sts.
Weaker classes Leave the model on the board and drill some possible sentences. You may wish to use this sentence frame: “I think (invention) was invented by the (nationality).”
9.9 Notice the consonant clusters. DJ They can delete or change computer records, create fraudulent documents and sell classified information. And there’s nothing to stop them from one day saying “I have an idea. Why don’t we overheat some nuclear reactors?” Welcome to the age of cybercrime. Experts predict that by 2025 cyberattacks will’ve become—are you ready for this—the world’s top threat. With us on set this morning we have Deniz Kaya, author, consultant and technology guru. He’ll be telling us if we should take these warnings seriously. But first, the shocking news about the tragic… 1. The cartoon characters are at the student loans office. 2. The man hacked the system to lower his debt. 3. The man will be punished. 4. Personal answer.
The pressure cooker was invented by the French. The railway was invented by the British. The piano was invented by the Italians. The submarine was invented by the French. The quartz watch was invented by the Canadians.
B
Have sts quickly read sentences 1 and 2 and ask them to listen and fill in the blanks. Play 9.9 again and have sts write the two numbers. Paircheck. Classcheck.
1. three
2. 2025
The subway / metro was invented by the British. The violin was invented by the Italians. The helicopter was invented by the French. Antibiotics were invented by the British. The video game was invented by the British. The CD was invented by the Dutch.
7 Listening A Books open. Draw sts’ attention to the cartoon and have them answer questions 1-4 in pairs. Classcheck. Tell sts that they are going to listen to a radio show about the case to check their answers. Play 9.9. Classcheck.
C Ask: How worried do you think Deniz Kaya is? Listen to part two of the show and find out. Play 9.10. Paircheck. Classcheck. 9.10 H = host D = Deniz H Joining us now is Deniz Kaya, senior editor of Technology Today, author of Dark Times Ahead and a regular TWAZ contributor. Deniz, thanks for being here. D Thanks for having me. H So… is it that bad? D No. H Oh yeah?
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9.3 D It’s catastrophic. And it’ll get much worse. H Really? D I’m afraid so. Deniz is very worried about this problem.
D
Say: Deniz thinks cybercrime will only get worse in the future. Look at these photos and think of three reasons why cybercrime will get worse. Have sts work in pairs. Classcheck sts’ opinions and guesses. Then, play 9.11 so sts can check their answers. Ask: Any correct guesses?
9.11 Notice M and Z. D = Deniz H = host D For starters, there’s a new generation of hackers out there, and some are as young as, what, 12, 13. H No way! D Yeah, and they’re only kids, you know? But at some point you have to stop and ask yourself—what’s gonna happen to these kids? Will they have become big time criminals by the time they’re 20, 25? H Exactly. D Here’s another problem. Malware is getting more and more intelligent… H Who’s Malware? A super villain or something? D No, that’s not a person. Malware refers to, uh, to all sorts of viruses out there, you know? And some of them are pretty scary. Have you heard of the Reveton virus? H Yeah. The one you activate simply by visiting an infected site? D That’s the one. By December 2013, one out of 50 computers in New York will have been infected by that thing. Here’s what it does: it locks your computer, and then it displays a fake FBI message saying you’ve been caught doing something illegal… Like downloading songs or something. So to unlock your machine… H You’re told you must pay a huge fine... D … using your credit card. Bingo… But you know what really worries me? More and more attacks will be carried out wirelessly, and we won’t be protected. Viruses will spread across multiple devices very, very easily. They’ll jump from phone to phone... and then from phone to laptop and then to tablet… H Over wireless networks… D Exactly. So you might be walking down the street and… bang! And you know, there’s actually some data suggesting that by the end of the decade 20% of all world smartphones will have been targeted by cybercriminals. And that’s an optimistic estimate. H Wow. But is there anything we can do to protect ourselves? D Yep. There’s all sorts of trouble you can avoid by taking a few simple precautions.
1. F
2. F
3. F
4. F
5. N
6. F
F
Have sts read sentences 1-5 and find the correct definition for each of the bold words. Paircheck. Classcheck.
1, 2, 3, 5, 4
G Read World of English with the whole group. Then, ask sts to turn to AS 9.11 on p. 165-166 and identify which use of by (1-3) applies to each underlined phrase. Paircheck. Classcheck. by the time they’re 20, 25 – 1 simply by visiting an infected site – 3 By December 2013 – 1 by that thing – 2 by the end of the decade – 1 by cybercriminals – 2 by taking a few simple precautions – 3
H MAKE IT PERSONAL Ask: How do you protect yourself from cyberattacks? Have sts answer in pairs. Classcheck by inviting volunteers to report their partners’ answers to the whole class. Personal answers.
8 Grammar: Future Perfect and Continuous A Point to sentences 1-5 in 7F. Have sts study the sentences and complete the Grammar box. Read task 1 with sts and explain that they should identify the tense and voice of the sentence and then write the sentence number in the corresponding box in the chart. Paircheck. Classcheck. Future
Simple
Perfect
Continuous
Active
4
1
2
Passive
3
5
(blank)
Play 9.12 and have sts listen and repeat the sentences. Emphasize the use and pronunciation of the contractions. Ask sts to complete the rules in task 2 by filling in the blanks with the words provided. Paircheck. Classcheck.
2 a. Perfect, have b. Continuous, be Read the Song line on the top of p. 99 and focus on the phrase “I’ll be watching you.” Ask: Is this active or passive voice? Is it Future Perfect or Future Continuous?
Song line: Personal answers.
E
Go over statements 1-6 with the class. Replay 9.11 as sts listen and mark each statement true (T), false (F) or not mentioned (N). Paircheck. Replay the track if necessary. Classcheck by writing the answers on the board.
Every breath you take, every move you make, I’ll be watching you. Song: “Every Breath You Take” Band: The Police (UK) Year: 1983
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9.3 Tip If time allows, ask sts to turn to Grammar on p. 133 for additional practice.
B
Point to the five “careers of the future” and briefly name them with sts (privacy manager, nanomedics, book-to-app converters, 3D printing engineers, and turbine specialist). Have sts fill in the blanks with the verbs provided, using the Future Perfect or the Future Continuous in the active voice. Classcheck.
1. will have lost 2. will be using 3. won’t be reading 4. will have doubled 5. won’t have stopped Ask: What will you be doing in ten years’ time? Read Common Mistakes with the whole class. Then, pair sts up and have partners tell each other their plans and predictions for their own future, following the model in the speech bubble. Classcheck.
Tip There is a difference in meaning in the sentences with in and the sentences with by. Draw sts’ attention to the difference. The sentence “I will graduate from college in 2018” is not wrong, but it has a different meaning from “I will have graduated from college by 2018.” The first sentence means that the person will finish college in 2018. The second sentence means that the person will have finished college by that year, which means he / she will finish college before that year.
C
Tell sts that they are now going to look at optimistic predictions for the future. Have sts match 1-5 to photos a-e. Classcheck.
1. a
2. e
3. d
4. c
5. b
Read item 1 and elicit a complete sentence from the class. Have sts write sentences for 1-5 using the Future Perfect or the Future Continuous. Classcheck.
1. Soon most people will be working from home. 2. We will have stopped global warming by 2030. 3. A cure for the common cold will have been discovered by 2020. 4. In the next few years most people will be driving electric cars. 5. By the end of the decade free Wi-Fi will have been implemented everywhere.
D MAKE IT PERSONAL Ask sts to hide sentences 1-5 in C with a notebook or a piece of paper and look only at photos a-e. Go over the sentence starters provided and elicit or give examples for each, e.g., “I’m pretty sure that people will be working from home in the future.” Have sts swap partners and work in their new pairs to make predictions using the language and photos on the page. Monitor pairs closely and take notes for delayed correction. Classcheck and provide sts with language feedback.
Workbook p. 46 ID Online Portal Grammar p. 132
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9.4
Have you ever been to court? Lesson Aims: Sts learn and use vocabulary on crime and punishment in the contexts of reading, listening to, and talking about breaking the law and being taken to court. Language The neighbors weren’t too happy, of course, and they called the police. Listening to two unusual punishments for crimes. Everyone will be arrested unless I get that phone now! Talking about celebrities’ crimes. In 2006, Axl Rose was ordered to pay a huge fine after biting a man’s leg. Deciding what punishment is best. I think the old lady should be sentenced to at least 10 years. Vocabulary: Crime and punishment: be charged with, be ordered to, be sentenced to, be sent to jail, be released, be taken to court. Grammar: Prepositions. Review of Passive Voice. Before the lesson: Write the following questions on the board:
Lesson 9.4
Function Reading a story about a student who listened to loud music.
Do you often play music at a loud volume at home? In your car? Why or why not? Do you have any noisy neighbors? Have you ever complained to them about it? Can people be punished for playing music too loudly in your city?
Warm-up Point out the questions on the board (see Before the lesson) and have sts discuss them in pairs. Classcheck by asking sts to report their partners’ answers.
M4 M1 M4 M1
9 Vocabulary: Crime and Punishment A Books open. Point to the pictures and ask sts to hide the text with a notebook or a sheet of paper. Say: What happened? Look at the pictures and guess the story in pairs. Classcheck sts’ guesses. Then, have sts quickly read the text to check their guesses. Ask: Were you close to the real story? Personal answers.
B
Focus on the words in bold and phrases in the text and ask sts to match them to the pictures. Tell sts that not all pictures depict a word in bold or phrase and that some pictures may show more than one word or phrase. Play 9.13 to classcheck. Then ask: What kind of music would be a punishment for you?
9.13 M = man W = woman M1 Back in July, 22-year-old Chicago student Michael Lewis decided that he wanted to listen to rap in his car. In the middle of the night, really loud. Oh, with his windows down, naturally. The neighbors weren’t too happy, of course, and they called the police. Michael was sent to jail for the night, but was released the next day… M2 Get out of here! M1 … free as a bird to terrorize the neighborhood again! A week later, more rap music at 2 a.m. This time, Michael was charged with disorderly conduct… M3 Young man, this is your crime. M1 … and taken to court, but there was no evidence against him, so Michael was acquitted. W We find the defendant not guilty. M1 Free as a bird, again. Third week, more rap. Trouble is, there was a police car patrolling the neighborhood. So Michael had to face the judge again, but this time things got serious: Michael was convicted.
We find the defendant guilty. He was sentenced to three days in jail… … fine and three days at the local penitentiary. … and had to pay a $1,000 fine. But for whatever reason the judge gave him an alternative: listen to classical music for 30 hours. Easy choice, right? Not for Michael. After 20 minutes of Mozart and Beethoven, he chose the original punishment.
Pictures: Left to right, top to bottom: The first picture is not used. sent to jail released charged with taken to court / acquitted taken to court / convicted sentenced / fine The last picture is not used. Question: Personal answer.
C Have sts work in pairs to retell the story from the pictures only, without reading the text. Encourage sts to use new vocabulary (be sent to jail, be released, etc.). Monitor their stories closely and offer help as necessary. Classcheck by inviting volunteers to retell different parts of the story. Personal answers.
10 Listening A
Point to pictures 1-2 and have pairs of sts guess what crimes the people are being punished for. Play 9.14 so sts can check their answers.
9.14 Notice the connections and ̛U. NR = news reporter It was an ordinary morning in San Francisco’s District NR1 Court, and then, without warning, someone’s cell
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9.4
NR2
phone rang and broke the silence. Judge Robert Rather didn’t like what he heard: “Whose phone is ringing? Bring it to me now!” Nobody did. “Everyone will be arrested unless I get that phone now!” Again, no one confessed. Judge Rather wasn’t kidding: all forty-four people present were charged with disturbing the peace and sent to jail. After suffering in prison for a couple of hours, they were released, of course. But the judge was permanently removed from office for abusing judicial power. In a recent interview, he said he had been under a lot of stress. Last month, 42-year-old Joe Montana woke up and decided to get himself into trouble. On his way to work, he passed four police officers and called all of them “pigs.” Montana was arrested for disrespecting an official, taken to court and, to his wife’s despair, convicted. But here’s the unusual part: Joe Montana was given a choice. He could be sentenced to a week in jail or stand on a street corner next to a 400 lb pig for two hours. As if this was not bad enough, he would have to wear a T-shirt that said “Not a police officer.” Joe chose the pig.
1. A man called four police officers “pigs.” 2. A phone rang in San Francisco’s District Court and, as nobody confessed to owning the phone, the judge sent all the people present to jail.
B
Briefly read the phrases with sts and ask them to listen again and identify which phrases are about story 1 and which are about story 2. Tell sts that there is one extra phrase. Play 9.14 again. Paircheck. Classcheck.
Story 1: charged with, sent to jail, were released Story 2: sentenced to a week, taken to court Extra phrase: ordered to stop
C Go over World of English and Common Mistakes with the whole class. Then, ask sts to turn to AS 9.14 on p. 166 and underline 13 different prepositions in each story. Classcheck by writing the answers on the board. Story 1: in (multiple uses), without, to (multiple uses), with, after, for (multiple uses), of (multiple uses), from, under Story 2: up, to (multiple uses), into, on (multiple uses), of, for (multiple uses), in, next to
D
Review pronunciation of -ed endings with the 5 box. Show sts the chart and have them predict the sounds of -ed + vowels and -ed + consonants in connected speech. Play 9.15 and have sts listen for whether -ed is pronounced clearly or linked to the following sound. Sts should mark the chart accordingly. Replay 9.15. Paircheck. Classcheck.
-ed is clear
-ed links
9 9 9 9 9 9
Tip Replay
9.15 for choral repetition.
E Tell sts to look at items 1-5 and write complete sentences using the Simple Past in the passive voice. Play 9.16 to classcheck and write the answers on the board. Then, pair sts up and have them try to recall similar stories about celebrities. Classcheck. 1. In 1977 Bill Gates was arrested for driving without a license. 2. In 2006 Axl Rose was ordered to pay a huge fine after biting a man’s leg. 3. In 2007 Lindsay Lohan was sentenced to 10 days community service. 4. In 2009 an Indian TV star was sent to jail for kissing actor Richard Gere. 5. Paris Hilton was arrested for possessing drugs at the South Africa World Cup. The charges were dropped later.
F
MAKE IT PERSONAL Divide the class into groups of four and ask groups to look at the crimes in the headlines and discuss possible punishments for each of them. Encourage sts to use vocabulary from p. 100. Monitor closely and take notes for later correction, so that you do not interrupt sts’ thoughts. Correct prepositions on the spot. Classcheck ideas.
Personal answers. End the lesson with the Song line on the top of p. 101. Ask whether sts know the song and the band. Then, elicit sts’ interpretation of the line’s meaning.
Song line: Breaking rocks in the hot sun. I fought the law and the law won. Song: “I Fought the Law” Band: The Clash (UK) Year: 1979 The song was written by Sonny Curtis and first made popular by the band The Bobby Fuller Four in 1966.
Personal answer.
Workbook p. 47 ID Online Portal Grammar p. 132
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9.5
What was your best birthday present ever? / Are you good at making excuses? Lesson Aims: Sts learn how to identify sarcasm in writing and look at and practice phrases for making excuses. Language … giving her one-year-old son a relatively inexpensive $40,000 birthday party. Listening to people giving excuses. “Go away or I’ll call the police.” “Wait a minute. This is not what it looks like!” Acting out excuses. It’s not what it seems! Just hear me out! Vocabulary: Expressions describing people: “a man of principles,” “self-proclaimed.” Phrases for giving excuses. Grammar: Review of say vs. tell. Before the lesson: Write the following questions on the board:
Lesson 9.5
Function Reading and identifying sarcasm.
Will you have saved enough money to buy a new car by this time next year? Will you have finished your English course five years from now?
Warm-up Review the Future Perfect and the Future Continuous by pointing out the questions on the board (see Before the lesson) and having sts discuss them in pairs. Classcheck.
Skills: Identifying Sarcasm A
Focus on the text title, “Crime doesn’t pay. Especially if you’re a dumb criminal.” Elicit predictions about the text. Tell sts that they are going to read stories about four “not very brilliant” criminals. Have them read the stories. Refer sts to 1B and 1C on p. 94-95 and ask them to use the vocabulary on these pages to name the crimes described in paragraphs 1-4. Paircheck. Classcheck.
1. robbery 2. kidnapping 3. theft 4. burglary
B
Read the four titles with the whole class and have sts match them to stories 1-4 in A. Classcheck.
1. Old enough to break the law. 2. Nope, it never happened. 3. Too much information. 4. Unintended call. Ask: How do you think stories 1-4 end? What will happen next? Have sts work in pairs to make predictions. Then, classcheck sts’ guesses and play 9.17 to check.
9.17 Crime doesn’t pay. Especially if you’re a dumb criminal. 1 Old enough to break the law. Twenty-four-year-old Harry Zimmerman walked into the local convenience store with a gun and told the cashier to put all the money in a bag. On
By this time next week, what important thing will you have done? What will you be doing tomorrow between 8 and 9 p.m.? Will you be working in 20 years’ time?
his way out, Zimmerman saw a bottle of scotch behind the counter and told the cashier to put it in the bag too, which the woman refused to do because she suspected he might be under 21. So, to prove his age, Zimmerman, a man of principles, showed her his driver’s license, took the bottle and ran away. A few minutes later, he was arrested. Guess what? The cashier had called the police and given them his name and address. 2 Nope, it never happened. Forget “the dog ate my homework.” Today’s kids have infinitely better ideas. Like 22-year-old Brazilian student Susan Correia, for example, who was charged with reporting a false crime. One day Susan called her mother in tears and told her that she’d just managed to escape from an old deserted house, where three armed men had held her captive for a whole day. In despair, her mother called the police, who soon discovered that Susan had actually spent the day at a friend’s house. At the police station, Susan admitted that she faked the crime because she hadn’t studied for a test at school and didn’t want to disappoint her mom. Again. Nice try, Susan. 3 Too much information. Rashia Wilson, from Tampa, Florida, was sentenced to 22 years in prison for buying a $70,000 sports car and giving her one-year-old son a relatively inexpensive $40,000 birthday party—you know, just like the ones your parents used to throw. Unfortunately, the self-proclaimed queen of fraud (yes, that’s what she called herself. Subtle, huh?) took lots of photographs revealing how she’d been using taxpayer’s money and, believe it or not, posted them on her Facebook page! For the whole world to see—and that includes the police. 4 Unintended call. Today’s ultra smart criminal award comes from Fresno, California. 911 operator Christina Roberts received a very unusual phone call. She heard a male voice saying “I don’t think there’s anybody home,” followed by the sound of glass being broken. A few seconds later, another one asked “Where’s the safe?” It didn’t take her long to realize what was going on. Two men were breaking into a house and one of the burglars had accidentally dialed 911— maybe his phone was in his back pocket. Pure genius.
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9.5
C Play 9.18 as sts listen to and read World of English . Draw sts’ attention to the underlined phrases in the text in A and have them mark S (sarcasm) or N (no sarcasm) for each. Paircheck. Classcheck. to prove his age – N a man of principles – S infinitely better ideas – S In despair, her mother called the police – N a relatively inexpensive – S just like the ones your parents used to throw – S subtle, huh? – S ultra smart criminal award – S It didn’t take her long to realize what was going on – N
D MAKE IT PERSONAL Pair sts up and have them discuss 1-4 with regard to the stories in A. Refer sts to the model answer in the speech bubble. Classcheck by inviting volunteers to comment on their partners’ answers. Personal answers.
P2 P1 P2 P1 F
1. Burglar Falls Asleep on Victim’s Couch 2. 14-year-old Driver Scares Jacksonville 3. 70-year-old Arrested for Flying with Snake
B
Tell sts that, in the next track, each of the criminals in A will try to give an explanation for what they were doing. Read the model in the speech bubble to the whole class. Say: Guess their excuses. Have sts discuss in pairs. Play 9.20 so they can check their guesses. Classcheck.
Read Common Mistakes with the whole class. Explain the difference between say and tell. We use say + what was said (He will say he is sorry). We do not need to know who received the message. We use tell followed by who received the message. (He will tell them he’s sorry).
in Action: Giving Excuses A
Read the headlines with sts and make sure that they understand each one. Tell the class to listen to dialogs 1-3 and match each dialog to the correct headline. Tell sts that there are two extra headlines, which will not be used. Play 9.19. Paircheck. Classcheck.
9.20 Notice the connections. 1 H= W B H B
9.19 1 H = husband W = wife B = burglar H Honey, is Brian home? W No, he said he was going to sleep over at… Oh my God. Jeff, there’s a… H Shush! Get the phone! B Hey, uh, hi! Nice house. W Go, go… Go away or I’ll call the police. B Wait a minute. This is not what it looks like! H Oh, thanks for telling me. What a relief! B Just hear me out! I just…
W
2 F = father D = daughter F Do you have any idea what time it is? Your mother and I were worried sick ab… Wait a second… Are those my car keys? D What? F Jennifer, what are you doing with my keys? D Dad, uh, it’s not what you’re thinking. F Oh, that’s good news. ’Cause I was starting to think my teenage daughter had stolen the family car. D It’s not what it seems. I swear. I was, uh, I was…
D F
3 F = flight attendant P = passenger F Excuse me sir, we’re about to take off. I’m gonna have to ask you to put your bag in the luggage compartment. P1 Uh, no, it’s fine here, thank you. F Sir, I’m afraid this is…
Hey, is that bag moving? What? No, it’s not. Of course not. Yes, it is. Something’s just moved in that bag. Hold on, I can explain. Sir, I’m gonna have to ask you to…
2 F= F D F D F
D F
husband W = wife B = burglar Go, go… Go away or I’ll call the police. Wait a minute. This is not what it looks like! Oh, thanks for telling me. What a relief! Just hear me out! Please! I just… I just stopped by for a quick snack. You see, I’m out of work and... No! I don’t want to hear it! Get out!
father D = daughter Jennifer, what are you doing with my keys? Dad, uh, it’s not what you’re thinking. Oh, that’s good news. ’Cause I was starting to think my teenage daughter had stolen the family car. It’s not what it seems. I swear. I was, uh, I was just checking out your MP3 collection. Yes, of course you were. I mean, that’s just the kind of music you’re into, isn’t it? No, but, but Dad… You don’t understand. No ifs and buts Jennifer. I don’t want to get a phone call from the police. You stay out of my car unless you’re with me. Do you hear me? Yes Dad, but… No!
3 F= P2 P1 F P1
flight attendant P = passenger Yes, it is. Something’s just moved in that bag. Hold on, I can explain. Sir, I’m going to have to ask you to get off the plane. Lucy’s just six months old, she’s not dangerous at all. Look! P2 Oh well, that makes me feel much better. Thank you. F Now sir, please stand up and come with me. P1 OK, OK. But really, she wouldn’t hurt anybody, I promise.
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9.5 Personal answers.
C
Have sts complete excuses 1-5. Play Replay 9.21 for choral repetition.
1. like
2. hear
3. thinking
4. seems
9.21 to classcheck.
5. Hold on
D Pair sts up. Point to the “No Excuses” poster and ask: Do you ever say any of these excuses? When? Have sts discuss their excuses in pairs. Classcheck. Personal answers.
E
MAKE IT PERSONAL Point to the photos of different
situations and ask sts to choose one of them to role-play.
Have sts read the instructions for roles A and B and encourage them to use language from C. Monitor closely and offer help only if requested. Then, invite volunteer pairs to act out their dialogs for the whole class. Have sts swap roles and role-play a situation from a different photo. Repeat the same procedures for monitoring and classchecking.
Personal answers.
Workbook p. 48 ID Online Portal Grammar p. 132 ID Café Video p. 146
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10 Unit overview: The main topics of unit 10 are moods, binomials, separable and inseparable phrasal verbs, and verbs followed by gerund or infinitive.
What makes you angry? Lesson 10.1
Lesson Aims: Sts look at and practice binomials and vocabulary on moods in the context of talking about how they feel in various situations. Function Taking a quiz about moods. Talking about what one does in different moods. Listening to people taking a quiz.
Language Do you ever wake up feeling grumpy? How often do you yell at people when you’re angry? Hey, what’s that supposed to mean? I have my ups and downs, but I’m pretty stable… right? Talking about what affects one’s mood. I get really grumpy when I’m on a diet. Vocabulary: Grumpy, fed up, in a good mood, yell at (someone), swear. Grammar: Binomials: step by step, ups and downs, each and every, more or less, little by little, sick and tired, peace and quiet, again and again, sooner or later.
Warm-up Ask sts to look at the lesson title questions from unit 9, p. 94-103, and take turns asking and answering them in pairs. Encourage sts to ask follow-up questions when appropriate. Classcheck by inviting volunteers to report their partners’ answers to the whole class.
interpretations of the song line. Ask: What type of person is this? Have you ever had a boyfriend or girlfriend like this?
Song line: You’re hot then you’re cold, you’re yes then you’re no, you’re in and you’re out, you’re up and you’re down.
1 Vocabulary: Moods
Song: “Hot n’ Cold” Singer: Katy Perry (USA) Year: 2008
A
Books open. Focus on photos a-g and elicit how some of the people might be feeling. Encourage sts to use words they already know, e.g., happy, angry, sad, etc.
Point to the words in bold in the quiz in A. Have sts match the bold words to photos a-g and the illustration of the cucumber to the left of the questions. Paircheck. Play 10.1 to classcheck.
Ask: And you? What type of person are you? Tell sts that they are going to take a quiz to find out. Play 10.2 as sts listen to and read the quiz in A. Instruct them to answer yes or no for each question.
Personal answers.
10.1
At the end, have sts calculate their own score according to the instructions in the top right corner of the quiz and read what their results mean. Read the model comment in the speech bubble to the whole group. Pair sts up and have partners comment on their results. Classcheck.
a grumpy b yell c d e f
swear in a good mood fed up moody
C
g short-tempered and cool as a cucumber
a. grumpy b. yell c. swear d. in a good mood f. moody g. short-tempered Illustration: cool as a cucumber
B
e. fed up
Go over Common Mistakes with sts and find out if the example sentences could be true for some of them. Point to photo c and ask: How often do you yell at people when you’re angry? Elicit and drill more “How often…?” questions based on photos a-g. Have pairs of sts take turns asking and answering “How often…?” questions about photos a-g. Monitor and take notes for delayed correction. Classcheck.
Read the Song line on the top of p. 105 and ask whether
sts know the song or the singer who recorded it. Elicit
Personal answers.
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10.1
2 Listening A
Tell sts that they are going to hear a couple talking about the quiz from 1A. Say: Listen and tell me which three answers they disagree on. Play 10.3. Paircheck. Replay 10.3 if necessary. Classcheck.
10.3 Notice M and ȳ. C = Carlos G = Gloria G What are you doing home so soon? C Good to see you too! What are you doing? G Some silly quiz… C Cool as a cucumber, occasionally moody or chronically short-tempered… Hmm, that’s interesting. But, uh, do you really need to take a test to find out? G Hey, what’s that supposed to mean? I have my ups and downs, but I’m pretty stable… right? C Uh… G I mean, this yoga class that I’m taking… Don’t you think that… you know, little by little I’m learning how to relax? C Yeah, sure. So, let’s see… Do you wake up feeling grumpy… yes… Yeah, I’d have to agree with that. G You know I’m sick and tired of waking up early, Carlos, how can I possibly not feel grumpy? I mean, come on, 5:30 in the morning! C I know! You’re a monster before 7. G I’m not a monster. I just… I need some peace and quiet in the morning, that’s all. C Do you ever get fed up with activities and people you actually like… What do you mean “no”? You’re fed up with your job! G Well, yeah, but the question is about stuff I like. And I don’t like working as a secretary. C But you used to, right? G Well, yeah, I used to, but not anymore. “Would you like some coffee, Mr. Harrison? Your wife’s on line 2, Mr. Harrison!” Blah, blah, blah, blah, blah. I just… I hate doing the same things again and again… C ... and again and again. Yeah, I get it. You need variety. G Yeah. Sooner or later I’ll need to start looking for a new job. I just know that. C Four... Do you ever swear at other drivers? Yep, that’s right. You do. G How would you know that? C I’ve been told. G What? C It’s a small neighborhood, Gloria. G Well, but you can’t blame me, can you? I mean, you know exactly what it’s like to drive in L.A.!
C Do you ever yell at people? “No.” You’re kidding, right? G Carlos, when did I ever yell at someone? Tell me! C Whoa, whoa. OK, forget I said anything. You’re really, really calm. Do you ever get fed up with activities and people you actually like? Do you ever swear at other drivers? Do you ever yell at people?
B
Quickly read statements 1-6 with sts. Play 10.3 again for sts to listen and mark true (T) or false (F) for each statement. Paircheck. Classcheck.
1. T
2. F
3. T
4. T
5. F
6. F
C Have sts read World of English on their own. Then, read sentence 1 and elicit a possible word to fill in the blank. Play 10.4 and pause after sentence 1 to check the answer. Instruct sts to fill in the remaining blanks in sentences 2-6. Paircheck. Play the rest of 10.4 so sts can check their answers. 1. downs
2. little
3. tired
4. quiet
5. again
6. later
Go over Common Mistakes with the class and explain that binomials always have the same order. Ask: Are 1-6 true for you? Read the model text in the speech bubble and have sts discuss sentences 1-6 in pairs. Classcheck.
Personal answers.
D MAKE IT PERSONAL Have sts recall the lesson title question on the top of p. 104. Then, point to the phrases listed and ask: Which of these items affect your mood the most? Choose the top three. Divide the class into groups of four. Refer sts to the model dialog in the speech bubbles. Have them work in groups to compare things that affect their moods and to choose the most influential factor for the group. Classcheck.
Personal answers.
Workbook p. 49 ID Online Portal Grammar p. 134
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10.2
Do you have any pet peeves? Lesson 10.2
Lesson Aims: Sts study and use gerunds and prepositions in the contexts of pet peeves and anger management. Function Language Reading and talking about top ten pet peeves. I can’t stand being the first to arrive at a party. Listening to an anger management session. They say I’m too impatient and… they’re probably right. Role-playing an anger management session. Mario, welcome to the group. What brings you here? Vocabulary: Common expressions with for and of: afraid of, thank you for, apologize for, accuse of, tired of. Grammar: Gerunds. Before the lesson: Write the following prompts on the board: Sooner or later I’ll have to… I hate… again and again. I’m sick and tired of… I need some peace and quiet…
Learning English is more or less… Little by little… I have my ups and downs, but…
Warm-up Ask sts to use the prompts on the board (see Before the lesson) to make true sentences about themselves. Pair sts up and have partners tell each other their sentences and find two things in common. Monitor closely for accuracy and offer help when appropriate. Classcheck.
top. At number 2, we have not knowing who a text message came from—oh, those strange numbers—I hate them. And finally, at the top spot this week, with as many as 1,809 votes, being the first one to arrive at a party—which, you know, is just so embarrassing, isn’t it? You open the door just to…
2. d
4. a
5. f
6. b
9. e
10. c
3 Grammar: Gerunds A
Books open. Have sts read the lesson title question and
the dictionary entry for pet peeve. Ask: Does it annoy you when people chew gum with their mouths open? Then ask: Do you have a pet peeve? Read the model answer in the speech bubble and have sts ask and answer the question in pairs. Classcheck.
Personal answers.
C
Tell sts to underline all verbs ending in -ing in 1-10 in B. Ask them to study the sentences and match them to the gerund rules in the Grammar box. Paircheck. Classcheck. Then, ask sts to reorder the words in task 2 to make a rule for negative gerunds. Classcheck.
a. 2 b. 8, 9 c. 5, 6, 7, 10
B
Draw sts’ attention to the online survey. Read the website title with sts and have them fill in the blanks with phrases a-f. Paircheck. Play 10.5 so sts can check their answers.
10.5 … and that does it for us tonight. But before we go, here’s the moment you’ve all been waiting for: last week’s top 10 pet peeves. Yes, we asked and you voted! So, here are last week’s results. At number 10, with 871 votes, people who suddenly open the door without knocking. Yep—we’ve all done that before, haven’t we? Number 9, people who enjoy eating popcorn—at the movie theater! Number 8, with a little over 1,000 votes, people who keep using the word like—like, all the time, like they’re 16-year-olds. At number 7, with 1,234 votes, people who don’t return phone calls—which, well, I find sort of annoying. Number 6, people who honk instead of ringing the bell when they come to pick you up—especially late at night. Hate that too. Number 5, students who try to please the teacher by asking lots of questions after the lesson is over—hmm… I kind of used to be a little like that. Number 4—oh, I hate this one—people who ask, “Can I ask you a question?” before asking. Number 3, with exactly 1,700 votes, people who avoid looking you straight in the eye when you’re talking to them—we all know people like that, don’t we? The next one kind of surprised me—I didn’t expect to see it at the
Rule: Form the negative by adding not before the gerund. Go over Common Mistakes with the whole class.
Tip If time allows, refer sts to Grammar on p. 135.
D Point to the first prompt and model the activity by saying: I can’t stand being the first to arrive at a party. Give sts the sentence starter I don’t like… and elicit “I don’t like being the first to arrive at a party.” Then, prompt sts with I don’t mind… and … doesn’t bother me. Clarify that sts should use gerunds with all prompts for this activity. Pair sts up and have partners use the prompts provided to discuss 1-10 in B. Monitor closely and correct any mistakes on the spot. Classcheck sts’ opinions.
Personal answers.
E
MAKE IT PERSONAL Have two sts read the model dialog
in the speech bubbles. Divide the class into groups of three. Ask the groups to use sentence frames 1-4 to write more pet peeves and then choose the group’s favorite. Classcheck.
Personal answers.
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10.2
4 Listening A
Have sts read the Song line on the top of p. 107 and ask whether they know the song or the band. If possible, play the beginning of the song on YouTube to refresh sts’ memory. Elicit possible interpretations of the phrase “when I feel heavy metal.”
Song line: I got my head checked by a jumbo jet. It wasn’t easy, but nothing is, no. Woo hoo! When I feel heavy metal. Woo hoo! Song: “Song 2” Band: Blur (UK) Year: 1997
Focus on the cartoon and ask: What type of class is this? Explain the concept of anger management to sts. Ask: What are the sts’ names? (Jim, Mia, Julia, and Vince.) Tell sts that they are going to listen to part of this anger management class. Point to pet peeves 1-10 in 3B and explain that each student will mention one pet peeve. Say: Listen to find out who mentions what. Play 10.6. Paircheck. Replay if necessary. Classcheck.
10.6 Notice MX and X . C = coach Mi = Mia J = Jim V = Vince Ju = Julia C … the last time we met. So, anyway, let’s give a warm welcome to someone who’s joining our anger management group for the first time—and that’s, well, everybody except Julia. Mia, welcome aboard. Mi Hi. C Uh, Mia, why are you here? Mi My name’s Mia and my friends… they… well, they say I’m too impatient and… they’re probably right. Like, if I call and leave a message… If I don’t hear from them in a couple of hours, I get really mad and yell at them and… a few minutes later… You know, I really want to change, ’cause I’m afraid of losing my friends. C OK, Mia. Listen, I want to thank you for being so honest— that’s the spirit! Jim, would you like to introduce yourself? J No. C Excuse me? J I’m sorry. I didn’t mean to be rude. It’s just that… I’m, like, really shy… I can’t stand speaking in public and… I just, I don’t like to expose myself and I get, like, a little aggressive in social situations. My girlfriend accuses me of being antisocial... That’s why she told me, like, to come here. C I see. Could you give us an example? J Like, say it’s your birthday… You, like, invite me over… and you say at nine. I get there, like, at nine and there’s nobody there. I get, like, really furious. C Interesting. Thank you, Jim. OK… Uh, next on the list is… Vince, hi. Why don’t you tell us what brought you here? V Oh, that’s easy. It’s people like Jim that brought me here. C Excuse me? V I don’t mean to be arrogant, but… I’m sick and tired of hearing that kind of English… How old are you? Like, 12? J Oh, I’m sorry! I apologize for upsetting your sensitive ears,
Mr. Perfect Grammar. Ju Hey, that’s no reason for getting mad! C Exactly, Julia, thank you for… Mi Excuse me, is this…? Ju Hey, didn’t your mother ever teach you any manners? C Julia! Gentleman! Please! Remember: you’re responsible for controlling your anger, little by little, step by step. J But how can I, like… V Oh no, not again! Like, like, like, like! C Gentleman! Listen, there are many ways of doing that. One of them is to accept that each person is different… And it’s OK to be different, you know? For example… Mia – 7 (Bad phone habits, like not returning texts or phone calls immediately.) Jim – 1 (Being the first to arrive at a party.) Vince – 8 (When people keep using the word “like.”) Julia – 10 (People who suddenly open the door without knocking.)
B
Have sts quickly read statements 1-5. Play 10.6 again as sts listen and circle the correct options. Paircheck. Classcheck.
1. isn’t 2. agrees 3. sociable 4. sarcastically 5. slowly
5 Vocabulary: Common Expressions with “For” and “Of”
A Have sts look at extracts 1 and 2. Ask them to listen and pay attention to how the prepositions of, to, and for are pronounced in each of the sentences. Play 10.7. Have sts read the 5 box and circle the correct rule. Classcheck. Replay 10.7 for choral repetition. unstressed
B Ask sts to fill in the blanks in sentences 1-6. Play 10.8 so sts can check their answers as you write them on the board. Then, replay 10.8, pausing after each sentence for choral repetition. Monitor closely for pronunciation of weak forms of prepositions. 1. of 2. for 3. tired of 4. reason for 5. responsible for controlling 6. ways of doing
C Pair sts up and read Common Mistakes with the whole class. In pairs, sts should use the prompts provided to guess what the people in the photos are saying. Classcheck sts’ ideas. Play 10.9 so they can check their guesses. Ask: Were you right? Were you close?
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10.2 10.9 Notice V, ] and Ȓ 1 A = Ann C = Chris S = Sheila A Chris! Is this the report for the end of year? Is this it? I can’t show this to the directors! C Well, sorry, but Sheila didn’t give me the figures in time. A Chris! It’s no good saying Sheila didn’t give you the figures. You know you are responsible for collecting them. S Hang on a minute, Chris. Are you accusing me of not doing my job properly? C Whoa, whoa, there’s no reason for yelling. Let’s sit down and see what we can do. 2 B = bride G = groom B I cannot believe that you said that. To my mother, Jose, my mother. G Well, that hat did make her look like a big orange, you have to admit it. B Jose! Stop it! You should apologize for saying that or we’re never going to… G Oh, or what? Or we’re never going to get married? I’m sick and tired of hearing that, and well… it’s a bit late now, isn’t it? 3 G = grandmother Gd = granddaughter G Oh… but… I’m afraid of pressing the wrong button. I mean, what if I lose everything? Gd Oh, you won’t. Look, it’s easy. There are two ways of saving things. You can press control and S, here… Look. Or you can click this button in the top corner, here. Easy, see, and now everything is saved. G Oh, you are clever! Now, what happens if I press this button?
You know you are responsible for collecting them. Are you accusing me of not doing my job properly? There’s no reason for yelling. You should apologize for saying that… I’m sick and tired of hearing that… I’m afraid of pressing the wrong button. There are many ways of saving things.
D
Play 10.10 as sts listen to and read World of English . Have them look at the phrases in A and B and complete the mind map for prepositions for and of. Paircheck. Classcheck.
For mind map: responsible (adjective), apologize (verb), reason (noun) Of mind map: afraid (adjective), accuse (verb), ways (noun)
E
MAKE IT PERSONAL Divide the class into groups of five. Within their groups, sts should elect a “coach” for an anger management session. Other sts should play the roles of angry people, choosing pet peeves they need to learn how to deal with. Refer sts to the model text in the speech bubbles to get them started. Monitor and offer help if requested. Classcheck by asking: Who’s the angriest student?
Workbook p. 50 ID Online Portal Grammar p. 134
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10.3
How assertive are you? Lesson 10.3
Lesson Aims: Sts study and practice verbs followed by gerunds and / or infinitives via the context of assertiveness. Function Listening to a student from an assertiveness training school. Reading / Taking an assertiveness test. Responding to critical situations.
Language No! My counselor told me about this, I have to stand up for myself! An uncle you meet regularly at family dinners is very critical of your looks and your career. You… I’d start telling the guy he’s wrong. I’d try talking and see if it worked.
Vocabulary: Assertiveness, assertive. Grammar: Verb + gerund or infinitive. Before the lesson: Write the following questions on the board: 5. When did you last make up an excuse ___ not doing homework?
1. Are you afraid ___ flying? 2. Do you apologize ___ arriving late? 3. What are you responsible ___ at work? At home? 4. What are your favorite ways ___ relaxing after work or school?
Warm-up Show sts the questions on the board (see Before the lesson) and ask them to fill in the blanks with a suitable preposition. Classcheck. Then, have sts take turns asking and answering 1-7 in pairs. Classcheck. 1. of
2. for
3. for
4. of
5. for
6. of
7. at
6 Listening A
Books open. Have sts read the lesson title and ask what the lesson is about. If English-to-English dictionaries are available, hand out one per group of five sts and have them look up the word assertive. Alternatively, ask sts to look up the word online on their smartphones. Classcheck sts’ findings. Then ask: How assertive do you think you are? Draw sts’ attention to the cartoon and have them discuss the answers to questions 1-4 in pairs. Classcheck.
Personal answers.
Tip The teacher has misspelled assertiveness and no one is telling him because the class is full of nonassertive people.
B
Point to the black-haired student in the cartoon in A and say: This is Keith. Listen to him talking to a co-worker. How assertive is he? Play 10.11. Classcheck.
10.11 Notice the stress. A = Ayla K = Keith A Oh Keith! I’m so hungry! Keith, you don’t have anything I could eat, do you? K Uh… well… I have an apple in my bag, but… A Oh, thank you Keith. You’re an angel. K Uh… OK. So… Why are you so hungry? A Oh, I left home early this morning.
6. Have you ever been accused ___ doing something you didn’t do? 7. Are you good ___ making new friends?
K Without having breakfast? A Yeah. Well, I want to lose some weight, you know? So I’m cutting down on carbohydrates too. K Wow. Uh… Don’t you feel hungry during the day? A Yeah. I mean, it’s not even noon and I’ve started feeling hungry already. Speaking of which Keith, wanna go out for an early lunch? K Uh… well, I… uh… A Oh, come on Keith. My treat… K Oh, but there’s this huge report and… uh… I have to finish it and… oh, there’s so much to do and, uh… Veronica said she wants it on her desk by 5. It’s uh, it’s got me really worried… A Oh Keith. You’re always worried about something. Can’t you take an hour off and then continue doing whatever it is that you’re doing when we get back? K But, but Ayla, I might lose my job if I mess up this report, and, and Veronica said… A Oh, don’t worry. That’ll never happen. Come on, let’s go. K But, but I mean… look at those clouds. I mean, what if it starts to rain? A You mean what if it continues to rain, right? Come on Keith, grab your umbrella and let’s go. K No! My counselor told me about this, I have to stand up for myself! Ayla, I’m fed up with being told what to do. I’m staying here and finishing this report for Veronica and… and… Ayla? Oh. Personal answer.
C
Go over Common Mistakes with sts to review prepositions followed by gerunds. Elicit the correct order for the words in 1. Remind sts to change the verb forms. Have sts repeat the same process for sentences 2-5. Play 10.11 again so sts can check their answers as you write them on the board.
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10.3 1. Ayla left home without having breakfast. 2. She wants to lose weight by reducing carbohydrates. 3. Keith’s worried about finishing the report on time. 4. He’s afraid of losing his job if he writes a bad report. 5. Keith’s fed up with being told what to do.
D Play 10.12 as sts listen to and read World of English . Ask sts to turn to AS 10.11 on p. 167 and look for more examples of verbs that can be followed by either a gerund or an infinitive.
chatting on your phone at lunch.” Another point to be highlighted is the correct position of the preposition in a sentence. Sts should pay special attention to the fact that the preposition comes before the object as in “Turn it off.” Draw sts’ attention to the Song line on the top of p. 109 and see if sts know the song or the band that recorded it. If one of the sts remembers the song, ask him / her to sing or hum the melody for the class.
Song line: Don’t stop believin’, hold on to that feelin’, streetlight people.
I’ve started feeling hungry already. / I’ve started to feel hungry already.
Song: “Don’t Stop Believin’” Band: Journey (USA) Year: 1981
I mean, what if it starts to rain? / I mean, what if it starts raining?
7 Grammar: Verb + Gerund or Infinitive A
Point to the test Keith took when he joined the course and tell sts that there are phrases missing. Have sts place phrases a-f in the correct blanks. Paircheck. Play 10.13 to classcheck.
a, d, e, b, c, f
B Ask sts to look at the test in A once again and work in pairs to decide which response is the most assertive for situations 1-3. Classcheck. Then ask: What would your personal response be to each of these situations? Have partners tell their answers. Then, classcheck by asking sts to report their partners’ answers to the whole class. Ask: Were your answers similar?
Personal answers.
C
Have sts look again at sentences a-f in A. Ask them to underline the gerunds and circle the infinitives after the verbs stop, try, and remember. Classcheck.
stop showing up for these family dinners stop to talk to her he’ll probably try to find a way to get the money try crying or something instead, you write a “Remember to call Jane” note
Tip If time allows, ask sts to go to Grammar on p. 135 for further practice.
D Briefly introduce photos a-d and invite sts to tell you what they think is happening in each of them. Tell sts that they are going to listen to three conversations, each related to one photo. Explain that there is one extra photo, which will be left out. Ask: What’s conversation 1 about? Listen and find out. Play 10.14 and pause after conversation 1. Classcheck. Then play the rest of 10.14. Classcheck. 10.14 1 … I’ve been trying to reach you for hours! Where have you been...? Well, anyway… I’m stuck near the M5… Yeah, about ten inches or more… Yeah, I’ve tried that… Yeah, that too… Of course I’ve tried setting the car to winter mode, but that didn’t work. What do you mean “try to stay calm”? I’m freezing to death! 2 … I know, I know… I tried to call you, but my battery died… I’m sorry… Another 40 minutes or so… I was running out of gas, so I had to stop to fill up the tank… It’s true, I swear. Hey, stop yelling! It’s not my fault! What do you expect me to do? Get home on foot? 3 … You said there’s a gas station after the bridge, right? So… I think I might be lost. I mean, I don’t remember ever being here… I can’t. I didn’t remember to bring the GPS, so I’m using an old map… No, I don’t have any of those apps on my phone… Come on, don’t laugh. Can you…
hey, I remember lending you some money a while ago 1. b Then, sts refer to underlined and circled verbs from a-f in A to complete the Grammar box rules with -ing (for gerunds) or to (for infinitives). Paircheck. Classcheck.
Stop + -ing Stop + to
2. a
E Have sts fill in the blanks in sentences 1-6 with the gerund or infinitive of the verbs in parentheses. Replay 10.14 so sts can check their answers as you write them on the board.
Try + to
1. to reach
Try + -ing
2. setting
Remember + -ing
3. to fill up
Remember + to
4. yelling
Read Common Mistakes with the whole class. Draw sts’ attention to the use of verb + -ing as in “Please stop
3. d
5. being 6. to bring
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10.3 Then, ask sts to hide sentences 1-6 with a notebook or a sheet of paper. Pair sts up and have them try to remember all six sentences by looking at the photos. Classcheck.
for delayed correction. Classcheck and provide sts with language feedback.
Personal answers.
F
MAKE IT PERSONAL Have sts swap partners. In their new pairs, sts should tell each other what they would do in situations 1-5. Point out the model text in the speech bubbles and encourage sts to use the sentence frames in their answers. Monitor pairs’ discussions closely for accuracy and encourage peer correction. Take notes
Workbook p. 51 ID Online Portal Grammar p. 134
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10.4
Would you say you were bossy? Lesson 10.4
Lesson Aims: Sts study and practice separable and inseparable phrasal verbs through the context of “toxic friends” and how to deal with them. Function Watching a video podcast about “toxic friends.”
Language And then we’re going to help you extricate yourself from that unhealthy situation, pronto! Talking about what good friends are supposed to do. Friends and partners are supposed to give you energy and lift you up when you’re down. Reading about ways not to learn English better. I never try to guess the meanings of new words. I always look them up. Vocabulary: Phrasal verbs: lift (somebody) up, bring (somebody) down, come down with (something), figure (something) out, boss (somebody) around, stick to (somebody / something). Grammar: Separable and inseparable phrasal verbs. Before the lesson: Write the following questions and verbs on the board: 1. During class, how often do you stop the phone or text somebody? (answer)
4. Is there anything you’d like to stop ? (eat)
your phone before 2. Do you always remember going into the movies or theater? (turn off)
5. Do you remember class? What was it about? (read)
3. Have you tried Portal? (do) on the
6. Will you remember homework? (do)
the online exercises
Warm-up Show sts the questions on the board (see Before the lesson) and ask them to complete the sentences with the gerund or infinite form of the verbs provided. Classcheck. In pairs, sts take turns asking and answering 1-6. Classcheck. 1. to answer 2. to turn off
a cartoon last today’s
definition 2
B
Have sts quickly read statements 1-6. Replay 10.15 and ask sts to check the points they hear. Paircheck. Replay 10.15 if necessary. Classcheck. Then, elicit sts’ predictions about what they are going to hear in part 2.
1, 2, 3, 5, 6
3. doing / to do 4. eating 5. reading 6. to do
8 Listening A Books closed. Write toxic friend on the board and ask sts to work in pairs to guess the meaning of the phrase. Classcheck sts’ guesses. Books open. Read definitions 1-3 with the class and have sts check the one they think best describes a “toxic friend.” Play 10.15 so sts can check their answer. Then ask: Who do you think suffers more from this problem: men or women?
10.15 Any true relationship between friends or significant others should be one between equals: you give and take equally. One person’s needs aren’t met over another’s. Friends and partners are supposed to give you energy and lift you up when you’re down and want the best for you. But… sometimes we get into relationships that drain energy from us. These are toxic relationships and they can negatively affect all aspects of our lives. On this week’s WellCast, we’re going to tell you how you can tell if you’re even in a toxic relationship. And then we’re going to help you extricate yourself from that unhealthy situation, pronto!
C Tell sts that part 2 gives viewers / listeners step-by-step tips on how to deal with toxic friends. Point to the chart and ask sts to read 1-6 briefly. Pre-teach the literal meaning of doormat—show a real one or google images of it—and tell sts that they are going to hear this word in the recording. Play part 2 of 10.16 and have sts match the two columns in the chart. Paircheck. Classcheck. Ask: What does “doormat” mean in this context?
10.16 Notice the pauses. Step 1: Diagnose the relationship. How do you know if a friend or partner is bringing you down? Well, in much the same way that you know you’re coming down with a cold. Toxic relationships come with symptoms. When you’re around this person, how do you feel? Here are a few other questions you should ask yourself if you’re thinking you might be in a toxic situation: Does my friend put me down all the time? Are they jealous when I spend time with others? Do they constantly bring up parts of me that they want to change? Do they take more than they give? Am I only doing the things that they want to do? Step 2: Recognize your role in the relationship. As Eleanor Roosevelt once said, “Nobody can make you feel inferior without your consent.” All right, look, you know we got that from The Princess Diaries, obviously. Moving on. Listen, you have autonomy in every relationship in your life. If a friend or partner is stealing your sunshine, you need to figure out what you’re doing to allow them to do this. Are you being a doormat? Are you putting this person’s emotional needs ahead of your own health?
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10.4 Step 3: Start to build boundaries for this relationship. Does your friend invite themselves over at all hours of the night? Are they constantly bossing you around? Are they always borrowing money from you? Once you know the boundary that you want to set, stick to it! Draw your line in the sand. Step 4: Recognize that you can’t change other people, but you can stop being a doormat. If you’ve determined that a friendship or relationship is toxic, you know that you have to change the nature of that relationship. Start by spending less time with that person and do your best to detach yourself emotionally. Setting boundaries will hopefully help you begin to phase this relationship out. Step 5: Get a second opinion. Especially if you’re emotionally vulnerable, the best thing you can do is surround yourself with people who love you and who want you to be happy and healthy. Use them as a lifeline during this time. Step 6: Above all else, look out for yourself. Studies have shown that people with low self-esteem are far more likely to find themselves in toxic relationships. You will never be treated with love and respect unless you absolutely believe that you deserve these things. Remember: you teach people how to treat you. So do yourself the favor of loving yourself!
1. lift (sb) up
2. bring (sb) down
3. boss (sb) around 5. stick to (sth)
4. figure (sb / sth) out
6. come down with (sth)
C
Have sts fill in the blanks with phrasal verbs from B. Paircheck. Pair sts up and have them ask and answer questions 1-5. Classcheck by inviting a few volunteers to share their answers.
1. brought (you) down 2. came down with 3. figure out, figure (it) out 4. stick to
10 Grammar: Separable and Inseparable Phrasal Verbs
A
Play 10.18 as sts listen to and read World of English . Then, instruct sts to write S (separable) or I (inseparable) next to sentences 1-6 in 9B. Paircheck. Classcheck.
1. S
2. S
3. S
4. S
5. I
6. I
3, 5, 4, 6, 1, 2 Read Common Mistakes with the whole group.
D
Have pairs of sts summarize the advice given in and 10.16 using the four pictures in C. Classcheck.
10.15
Tip If time allows, ask sts to turn to Grammar on p. 135 for additional practice.
Personal answer.
E
B MAKE IT PERSONAL Have sts swap partners and discuss
the questions in their new pairs. Read the model text in the speech bubble with the whole class before pairs begin talking. Monitor pairs’ discussions and take notes for delayed correction if needed. Classcheck by inviting volunteers to share their stories or examples and provide language feedback.
Have sts read the Song line on the top of p. 111 and identify the phrasal verbs in the line. Ask sts if these phrasal verbs are separable or inseparable.
Song line: You know you make me wanna shout! Lift my heels up and shout, throw my head back and shout… Song: “Shout” Band: The Isley Brothers (USA) Year: 1959
Personal answers.
9 Vocabulary: Phrasal Verbs A
Read sentence 1 to sts and elicit the letter of the corresponding picture (d). Have sts match statements 2-6 to the correct pictures. Paircheck. Play 10.17 to classcheck.
Lift up, throw back. Both are separable. Tell sts to re-read the quiz on p. 108, then find and underline seven phrasal verbs. Instruct them to write S (separable) or I (inseparable) for each occurrence. Paircheck. Classcheck.
showing up – I 1. d
2. c
3. e
4. f
B
5. b
6. a
Ask sts to underline all the phrasal verbs they can find in sentences 1-6 in A. Classcheck. Then, have them match the phrasal verbs to the correct definitions. Paircheck. Classcheck. Ask: How many of these definitions are literal meanings? (none of them).
broken up with – I cheating on her – I don’t pick the phone up – S hang up – S pay you back – S keep putting it off – S
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10.4
C Tell sts that they are going to read about six ways not to learn English better. Ask them to fill in the blanks in sentences 1-6 with the correct particle(s) from the box and the object pronoun it or them. Classcheck by writing the answers on the board. At the end, ask the whole class: Do you agree that these are all bad habits? 1. them up
D
MAKE IT PERSONAL Have two sts read the model dialog
in the speech bubbles. Divide the class into groups of four and have sts work in their groups to ask and answer questions using the phrasal verbs from C. Allow sts some time to prepare and make notes before they begin talking. Monitor groups’ discussions closely and write down mistakes for delayed correction. Classcheck and provide language feedback.
2. it off 3. it off 4. it out 5. up for them 6. to them
Workbook p. 52 ID Online Portal Grammar p. 134
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10.5
What’s your most common mistake in English? / Are you going to take an English exam? Lesson 10.5
Lesson Aims: Sts study and practice how to proofread and correct pieces of writing. Sts also learn how to make recommendations in the context of reflecting and talking about their own progress as language learners. Function Language Proofreading and correcting mistakes. I am felt really lost. Do you know about if… Talking about your own mistakes in English. What are your most common mistakes? Listening to a teacher’s recommendations. How about learning “make an effort” instead of “effort”? Role-play teacher-student dialogs. Try to avoid reading slowly all the time. Talking about your own English and making recommendations. Have you thought about paying attention to the th sound in movies? Vocabulary: Proofreading, find it hard / difficult to do (something), have (no) trouble doing (something), be comfortable doing (something). Expressions for making recommendations: “Have you thought about…?” “How about…?” “A good way is…” “Try to focus on…” Grammar: Review of verbs and expressions followed by gerunds and infinitives. Before the lesson: Write the following questions on the board: 1. Are you pleased that you’re about to finish one more level of the course? 2. Do you think you’ve made the most of the course so far? Why / why not? 3. Briefly summarize a memorable lesson you had this term. What was it about? Did you enjoy it? 4. Do you think you should or could have studied more? 5. How much do you think your English has improved since the beginning of this course?
Warm-up Start off the lesson by chatting to sts about how they feel on (or about) the “last day” of class. Point out the questions on the board and have sts discuss them in pairs. Classcheck.
Skills: Proofreading A
Have sts read statements 1-6 and write S (similar to me) or N (not like me) for each one. Divide the class into groups of four. Have two sts read the model dialog to the whole class. Then, go over Common Mistakes with them. Ask sts to work within their groups to compare their marks for sentences 1-6 and find out which is the most difficult skill among the learners in their group. Classcheck.
Personal answers.
B Point to the website and ask: What’s this page about? (English learning experiences and tips). Read the webpage introduction with sts. Tell the class that there are six sentences missing from the website. Point to 1-6 in the chart in A and have sts place each one in the correct blank on the website. Paircheck. Classcheck. 1, 5, 3, 6, 4, 2
C Ask sts to find the mistakes described in 1-4 in each message in B. Walk around the classroom and offer help when requested. Paircheck. Classcheck. If possible, use the Digital Book for Teachers to display the page and highlight the answers in the text. Tip If time allows, ask sts to complete Writing Bank on p. 153, or assign it as homework.
Message 1: 1. My name’s Bruna, I’m have twenty-three years old… I never to become fluent. 2. I’ve studied English for four years, and… I will never become fluent. 3. … she says it’s only a matter of time. 4. I thinking I (will) never Message 2: 1. I am felt really lost. Do you know about if… 2. … but listening is a nightmare. Do you know if there is anything… 3. Once I spent two weeks in London… 4. … I can do to improving (improve) my listening? Message 3: 1. … who she is a teacher… … she told me do not to worry about… 2. When I read, I try to understand… … she told me not to worry about… 3. … worry about all the new words. 4. … but people saying this is a bad habit.
D Books closed. Tell sts that they are now going to listen to the texts from B. Before sts listen to the audio, ask: How different is listening from reading? Play 10.19. Then, ask them to open their books. Play the track again and check their answers. Classcheck. 10.19 1 My name’s Bruna, I’m twenty-three years old and I’m from Bucaramanga, in Colombia. I’ve studied English for four years, and some things are easy, but others are very hard! For example, I think I’m good at grammar (I love rules!),
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10.5 but when I have to interact with other people, I have trouble expressing my ideas and I hesitate a lot. My teacher says that I’ll get better; she says it’s only a matter of time. But sometimes I think I will never become fluent. 2 I’m Byung-Sang, from Seoul. I have studied English since I was a little boy, but, to be honest with you, I don’t like English. I can communicate well, I’m comfortable writing in English (especially e-mails), but listening is a nightmare. I have a lot of difficulty understanding native speakers. Once I spent two weeks in London and I felt really lost. Do you know if there is anything I can do to improve my listening? 3 When I read, I try to understand each and every word on the page, but people say this is a bad habit. I have a friend who is a teacher and she told me not to worry about all the new words. But, honestly, I find it hard to read fast, for general comprehension. What do you think? There’s another problem: How can I use the new vocabulary? I have no trouble remembering new words, but it’s hard for me to use them. Any suggestions? Omar, from Istanbul. Personal answer.
E
MAKE IT PERSONAL Divide the class into groups of three. Have the sts in each group take turns asking and answering questions 1-4. Encourage them to take notes of their partners’ views. Classcheck by inviting volunteers to report their partners’ answers.
Personal answers.
in Action: Making Recommendations A
Ask: Do you ever practice English online? What are your favorite websites to practice your English? Have sts answer in their groups. Sts can be in the same groups from the previous activity. Classcheck.
Tip If possible, suggest a few websites you particularly like and find useful for sts’ level. Personal answer.
B
Tell sts that they are going to listen as the teacher Skills B makes recommendations from the website in for Bruna, Byung-Sang, and Omar. Ask sts to listen and check the two recommendations given to each student. Play 10.20. Paircheck. Replay the track if necessary. Classcheck.
expressing your ideas fluently instead of speaking 100% correctly all the time. ’Cause, you see, the more you stop to think about what you’re going to say next, the more you hesitate. And remember: People will still understand you if you make a few mistakes. And here’s another suggestion: Have you thought about asking a friend to practice with you for a few hours a week? You probably have at least one or two friends who speak some English, right? So think about it: You can have fun and improve your English at the same time without having to, I don’t know, live abroad or anything. Thanks for writing Bruna. Our second message comes from South Korea. Our listener says he has trouble understanding spoken English… Yeah, that’s a common problem. Byung-Sang, listen, I have two suggestions. First, listen to as much English as you can outside the classroom. For example, a good way of practicing is watching Internet videos on sites like YouTube, Dailymotion, and so on, at least every other day, for about an hour or so. Religiously. Turn the subtitles on and off sometimes too. But be sure to choose a variety of videos—both more and less challenging, OK? And who knows, you might even learn a new expression or two! And here’s the second suggestion: If you want to improve your listening, you should consider giving pronunciation a little more attention. Yeah, I’m serious. Research has shown that students with good pronunciation tend to be much better listeners. How about that? And our final message comes from Omar—where’s he from?— oh, Turkey, wow. Omar says he’s not comfortable reading quickly, for, uh, for general comprehension. Omar, listen, your friend is right: reading too slowly is not always a good idea. For example, if you take an international exam, you’ll need to be able to read fast, without a dictionary. So here’s what I think you should do: Next time you approach a text, read it once quickly first. Then, if necessary, read it again, more carefully, looking for information you need. But try to avoid reading slowly all the time. And about your vocabulary question, here’s something that might help: learn words together. For example, how about learning “make an effort” instead of “effort”? Or “take a course” rather than only “course”? Our brains like these kinds of associations, you know? Well, that does it for us tonight. In the next episode, we’ll be talking about…
Bruna – 2, 3
Byung-Sang – 1, 3
Omar – 1, 3
C Point to the chart and say: Try to remember more of the teacher’s recommendations and match these two columns. Play 10.21 so sts can check their answers. Classcheck. Replay the track and ask sts to repeat sentences 1-6. Correct intonation on the spot. 1. Try to focus on expressing your ideas fluently.
10.20 Welcome to English for all, the podcast for students who want to improve their English—fast! Last week we asked you to tell us about your strengths and weaknesses, your successes and your frustrations… So… Today we’ve chosen three messages to read on the air. The first one—where is it? Oh, here—was written by Bruna, a listener from Colombia—Hi Bruna—who says she’s good at grammar, but finds it hard to express herself fluently. Listen, your English sounds fantastic and, you know, maybe you’re much more fluent than you think… Anyway, here’s what I think you should do: Try to focus on
2. Have you thought about asking a friend to practice with you? 3. A good way of practicing is watching Internet videos. 4. You should consider giving pronunciation a little more attention. 5. Try to avoid reading slowly all the time. 6. How about learning “make an effort” instead of “effort”?
D Pair sts up. Ask them to hide the second column of the chart in C with a notebook or a sheet of paper. Have partners take turns saying 1-6 as full sentences from memory. Monitor for accuracy and intonation. Encourage 173
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10.5 peer collaboration and correction. At the end, ask: Which sentence was the most difficult to remember?
Personal answers.
E
Have sts role-play a student-teacher dialog based on the students’ messages and the teacher’s podcast. Ask them to use language from Skills B and in Action B and C. Monitor them and offer help whenever necessary. Then, ask sts to swap roles and role-play the dialog one more time. Finally, invite volunteer pairs to act out their dialogs for the whole class.
Personal answers.
are and what action plan they thought of. Explain that sts should listen to their classmates and make more recommendations to help, as in the model comments in the speech bubbles. Have two sts read this model to the whole class before sts begin their discussions. Then, have sts in each group share their ideas and try to help one another. Monitor and offer help if necessary. Classcheck. Round off the lesson with World of English . Congratulate sts on their achievement and encourage them to keep up the good work!
Personal answers.
F
MAKE IT PERSONAL Focus on the headings “Strengths,” “Weaknesses,” and “Action plan” on the chart. Review the examples provided for each section. Then, ask sts to think about their own English and write notes in each of the columns.
Divide the class into groups of four. Ask sts to tell their group members what their strengths and weaknesses
Workbook p. 53 ID Online Portal Grammar p. 134 ID Café Video p. 147 Writing Bank p. 153
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Review 6 Units 9-10 Grammar and Vocabulary A Picture Dictionary. Pair sts up and have partners test each other and review the vocabulary in units 9 and 10. Monitor sts closely throughout the picture dictionary tasks and correct vocabulary and pronunciation on the spot. Tip In order to provide sts with as much fluency practice as possible, expand the activity into the mini-dialogs suggested below. Picture Dictionary
7 crimes, p. 94-95
Procedures
Mini-dialogs / Suggested language
Have sts hide the texts in 1A with a notebook or a sheet of paper. Ask them to work in pairs, taking turns pointing to pictures a-g and naming seven types of crime.
St A: (points to picture a) Murder. St B: (points to picture b) That’s bribery. St A: (points to picture c) This is theft. What’s d?
Have sts look at the pictures in 7D and, in trios, make predictions about cybercrime in the future.
St A: Attacks will be carried out wirelessly, and we won’t be protected. St B: Viruses will spread across multiple devices very easily. St C: Twenty percent of all the world’s smartphones will have been targeted.
3 cybercrime risks, p. 98
5 optimistic predictions, p. 99
Michael’s story, p. 100
5 explanation stories, p. 103
8 mood words and phrases, p. 104-105
Have sts make optimistic predictions about pictures a-e in 8C. Stronger classes: Ask sts to hide the prompts on the left with a notebook or a sheet of paper.
St A: (points to picture a) Soon, most people will be working from home. St B: (points to picture e) We will have stopped global warming by 2030.
Ask sts to hide the text about Michael with a notebook or a sheet of paper and, in pairs, retell the story based on the pictures.
St A: Michael decided to listen to loud rap music in his car in the middle of the night. St B: The neighbors called the police and he was sent to jail. St A: Yeah, but he was released the next day. Then…
Have sts role-play the situations in in Action E. Encourage sts to alternate roles, ask for and give explanations, and use phrases from in Action C.
St A: Hey, what do you think you’re doing? St B: It’s not what it seems! I was just…
Have sts hide the quiz in 1A with a notebook or a sheet of paper and ask “How often…?” questions about the moods in pictures a-g.
St A: How often do you wake up feeling grumpy? St B: Every day. How about you? St A: Only if I don’t get enough sleep. St B: How often do you yell at people?
Ask sts to look at the pictures in 5C and role-play three different dialogs based on them.
St A: You were responsible for preparing the final report. St B: Are you accusing me of…?
7 phrasal verbs, p. 110-111
Have pairs of sts hide statements 1-6 in 9A with a notebook or a sheet of paper and take turns saying the phrasal verbs pictured in a-f.
St A: (points to picture e) Come down with a cold. St B: (points to picture c) Bring you down.
2 words for each sound in lines 5 and 6 of the consonants chart (not the picture words), p. 155
Ask sts to turn to the pronunciation chart on p. 155. Focus their attention on the list of words for consonant sounds, just below the pictures. Pair sts up and explain that st A should ask st B “How do you spell…?” for two words (not the picture words) with each consonant sound in the fifth line of the chart. Then, sts should swap roles, with st B testing st A on two words with each sound in the sixth line.
St A: How do you spell quick? St B: Q-U-I-C-K. St A: Right. How do you spell ache? St B: A-C-H-E. St A: That’s right. St B: Now you. How do you spell kitchen? How do you spell future?
3 dialogs, p. 107
7 crimes: murder, bribery, theft, drug dealing, burglaries, kidnapping, robbery 3 cybercrime risks: Attacks will be carried out wirelessly, and we won’t be protected. Viruses will spread across multiple devices very easily. Twenty percent of all the world’s smartphones will have been targeted. 5 optimistic predictions: Soon, most people will be working from home. By the end of the decade, free Wi-Fi will have been implemented everywhere. In the next few years, most people will be driving electric cars. A cure for the common cold will have been discovered by 2020. We will have stopped global warming by 2030. Michael’s story: A young student from Chicago decided to listen to loud rap music in his car in the middle of the night. The neighbors called the police, and he was sent to jail. He was released the next day. A week later, he played loud rap music again, at 2 a.m. Then he was charged with disorderly conduct and taken to court. There was no evidence against him, so he was acquitted. The third time he did it, there was a police car in his neighborhood, so Michael had to face the judge again. This time he was convicted. He was sentenced to stay three days in jail and pay a $1,000 fine. Michael had an alternative: listening to classical music for thirty hours. Michael tried, but he quit after twenty minutes and chose the original punishment.
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R6
D
5 explanation stories: A woman stealing a product in a supermarket. A man jumping off a window. A person dressed as a panda bear. A lipstick kiss on a man’s shirt collar.
MAKE IT PERSONAL Have sts read questions 1-5
and choose the correct verb form, infinitive or gerund. Classcheck. Pair sts up and have them take turns asking and answering 1-5. Monitor sts’ work and correct any mistakes on the spot. Classcheck by inviting volunteer pairs to tell the class any answers they have in common.
A student cheating on a test. 1. to have 2. being 3. learning 4. camping 5. to wash / eating
8 mood words and phrases: grumpy, yell, swear, in a good mood, fed up, moody, short-tempered, cool as a cucumber 3 dialogs: Chris did not get the figures in time to prepare the final report. Jose told his wife’s mother that she looked like a big orange in that hat. A girl is teaching someone two different ways to save a file in a computer. 7 phrasal verbs: lift (sb) up, bring (sb) down, come down with, figure (sb / sth) out, boss (sb) around, stick to (sth), try (sth) on 2 words for each sound (possible answers): N
back, quick
J
leg, guess
ń
single, bank
K
unhappy, who
WȒ
kitchen, future
Gȡ
generous, bridge
U
married, write
M
university, uniform
B
Ask sts to rewrite 1-6 using the passive voice. Paircheck. Classcheck by writing the answers on the board. As you correct each sentence, ask sts which unit it refers to.
1. In the show Alf, Gordon Shumway was looked after by a family. (unit 6) 2. If cars were made by computer companies, the commands would be located in the trunk. (unit 7) 3. Check that the computer is connected to something. (unit 7) 4. Barbie was allowed to appear in Toy Story 3 (by Mattel). (unit 6) 5. Do you think more technology will be voice-operated / operated by voice in the future? (unit 7) 6. Britney’s party is being held outside. (unit 8)
C Read sign 1 with the class and elicit the correct preposition from sts. Tell them to complete signs 1-6 with to, for, or of. Paircheck. Classcheck. 1. to
2. of
3. for
4. of
5. for
Tell sts that they are going to listen to three dialogs. Say: Pay attention to the phrasal verbs you hear and match verbs 1-7 to the particles. Allow sts a few seconds to look at the verbs and particles. Then, play 6.1. Paircheck. Classcheck.
6.1 1 R = Ron H = Hanna R Hey Hanna, what are you reading? H Oh, hi Ron. Oh, this. It’s a book Ralph lent me. He said it was really good, but I just can’t get into it. R Huh, so, what’s it about? H Well, uh, that’s just it. Ralph said it was a really interesting detective story… but there’s no crime, not much story line, nothing really. I just can’t figure it out. R Hmmm… Well, maybe it’ll turn out better than you think, you know, keep reading! 2 L = Lenny S = Sue S Lenny? Have you changed something… Your hair or something? L Nope, not my hair. But I’m on this diet right now. I’ve lost a little weight. S Ah! That must be it! Yeah, you look really good! L Oh, thanks Sue. You know, it’s pretty hard to stick to it, there are so many things I can’t eat, but, you know, it really lifts me up when I hear things like that. So thank you. S No problem! Yeah, stick to it Lenny, don’t give up! 3 J = Jackie B = Beth J What is it Beth? You look kind of miserable. You’re not coming down with anything, are you? B Oh, I don’t think so… No, it’s this work. I’ve got so much to do and so little time. I just don’t know what to do. It’s really bringing me down. J Oh Beth, you poor thing. Look, tell me it’s none of my business, I don’t want to boss you around or anything, but you really need to look out for yourself. Take a break or something, you know? B Yeah Jackie, maybe you’re right. But then when will I finish this work? 1. boss around 2. bring down 3. come down with 4. figure out 5. get into 6. lift up 7. stick to
6. for
Then, have sts talk in pairs and discuss where they would most likely find each sign. Classcheck sts’ guesses.
Personal answers.
E
Replay 6.1 and ask sts to listen for one additional phrasal verb in each dialog. Paircheck. Classcheck by writing the answers on the board.
1. turn out
2. give up
3. look out for (yourself)
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R6
F
MAKE IT PERSONAL Have sts write down positive or
negative predictions about what life will be like twenty years from now. Monitor sts’ predictions closely for the correct use of future tenses. Invite two volunteers to read the model dialog in the speech bubbles to the whole class. Then, have sts compare their predictions in pairs. At the end, ask: Any different opinions?
Personal answers.
3, 5, 2, 1, 4
D
Have sts complete the article in C with the correct tense of the verbs provided. Additionally, ask sts to write down the name of the verb tense and whether it is in the active or passive voice. Classcheck by writing the answers on the board.
had been opened – Past Perfect, passive had been stolen – Past Perfect, passive
G
Have sts correct sentences 1-10 in Common Mistakes . Point out that sts should find the number of mistakes listed in parentheses. Whenever sts are uncertain, encourage them to flip back through p. 94-113 and check their answers in units 9 and 10. Classcheck by writing the answers on the board.
started – Past Simple, active was found – Past Simple, passive will be held – Future Simple, passive was held – Past Simple, passive was occupied – Past Simple, passive hid – Past Simple, active
1. They tried to rob the shop, but didn’t steal anything.
have been – Present Perfect, passive
2. This photo was taken secretly and has been shown on the Internet.
was given – Past Simple, passive
3. Hurry up! By the time we get to the theater, the movie will have started. 4. People shouldn’t go to prison for thefts. 5. Do you worry about not passing the final exams? 6. Remember to lock the doors after leaving. 7. I like people who smile all the time. 8. Do you want to go out with me to a party tonight? 9. I’m good at speaking, but I have difficulty understanding. 10. Is it easy to use prepositions correctly?
has never been found – Present Perfect, passive
E Ask sts to complete sentences 1-5 about themselves. Walk around the classroom and monitor for accuracy. Have sts compare their sentences in pairs. Ask them to find at least two things in common. Classcheck similarities between pairs by asking: What did you find in common? Personal answers.
F
Have sts order the pictures in the story 1-5. Play classcheck.
6.2 to
Skills Practice 6.2
A
Ask sts to turn to p. 102. Inform them that the stories there are not complete. Tell sts that they are going to listen to and read the four stories in Skills A. Ask them to underline any words that are difficult to understand as they listen. Play 9.17. Classcheck.
Personal answers. Then, have sts look at p. 115 again and answer questions a-d about each underlined word. Classcheck.
Personal answers.
B
MAKE IT PERSONAL Divide the class into groups of
three. Have sts work within their groups to discuss items 1-5, deciding which option (a-c) is the worst and justifying their opinions. Monitor sts’ discussions and take notes for delayed correction. Classcheck their opinions and provide language feedback.
William Watts was a thief. One day he was stealing some jewels from a shop and set off the alarm. The police arrived at the shop before William had finished, so he quickly jumped out of the window and ran away. Unfortunately for William, he turned the wrong way and saw the police station in front of him. He stopped running and tried to act naturally, but he was arrested. He was taken to court and convicted of burglary. When the judge read the sentence, William started to cry. Checkboxes clockwise from top: 3, 2, 5, 4, 1
G Dictation. Tell sts that they are going to hear six extracts from F. Say: Listen and write down the six sentences. Play 6.3. Paircheck and replay in case sts haven’t caught all the words. Classcheck by writing the answers on the board. 6.3
Personal answers.
C Point to the article and ask: What’s the text about? Then, have sts order the paragraphs. Tell sts to ignore the blanks for the moment. Paircheck. Classcheck by writing the answers on the board.
1 2 3 4 5 6
The police arrived at the shop. He jumped out of the window. He turned the wrong way. He stopped running. He was convicted of burglary. He started to cry.
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R6 1. The police arrived at the shop.
6.4 1 2 3 4 5
2. He jumped out of the window. 3. He turned the wrong way. 4. He stopped running. 5. He was convicted of burglary.
Pet peeve one – chewing gum loudly. Pet peeve two – people who are late. Pet peeve three – people who crack their fingers. Pet peeve four – loud dogs at night. Pet peeve five – people who don’t speak clearly.
6. He started to cry. Personal answers.
Then say: Now listen and repeat, making the connections. Replay 6.3 for choral repetition.
I Sts should connect the portions in bold of each sentence: 1. The police arrived at the shop. 2. He jumped out of the window.
Role-play. Read the instructions for st A and st B with the whole class. Assign new pairs and have sts act out dialogs about the pet peeves. Encourage sts to swap roles for each dialog. Classcheck and invite four pairs to role-play one dialog each for the whole class.
3. He turned the wrong way. 4. He stopped running.
Personal answers.
5. He was convicted of burglary. 6. He started to cry.
H
MAKE IT PERSONAL Write pet peeves on the board and
elicit a definition for this term. Tell sts that they are going to listen to five pet peeves and then discuss them in pairs. Ask: How do these pet peeves make you feel? Have two sts read the model dialog in the speech bubbles. Then, play 6.4 and pause after the first pet peeve. Allow sts time to discuss it in pairs. Classcheck. Follow the same procedure for the remaining pet peeves on the track.
J
Question time! Tell sts that they are going to hear the twelve lesson title questions from units 9 and 10. Pair sts up and say: After each question, I’ll pause, and then you should tell each other the opposite of your normal answer. Have two sts read the model in the speech bubbles for the whole class. Then, play 6.5 and pause after the first question. Have sts answer this question in pairs. Encourage then to ask follow-up questions for fun. At the end, classcheck by inviting volunteers to share the funniest answers.
Personal answers.
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Writing classmates’ answers, as they will use these to write their reports in G.
Writing 1 A Report A
Books closed. Ask: What’s a report? Why do people usually write reports? In what situations? Have you ever written one at work or school? What was it about? Books open. Focus sts’ attention on Nina’s report and ask: What’s her report about? What’s the aim of it? Go over the report’s introduction with the whole class. Then, point out the topics above the report. Tell sts to read the topics and mark each one + (most popular practices) or – (least popular practices). Paircheck. Classcheck.
– using solar energy + separating domestic waste + recycling containers
B
Say: Nina’s report is divided into five parts. Which are they? Have sts identify and name each of the headings in A. Point at the five questions and ask: Which heading describes the survey? Have sts match each question to the correct heading from 1-5. Paircheck. Classcheck.
C
Point to sentences 1-6 and say: These sentences were written by students. Are they appropriate to include in a report? Draw sts’ attention to the tips for writing a report in Write it Right! on the top right corner of p. 148. Have sts read the tips and mark sentences 1-6 as A (appropriate) or I (inappropriate). Paircheck. Classcheck.
3. I
4. I
5. A
6. I
Read item 1 with the class and ask: Which part of the report is this? Ask sts to read items 1-8 and mark them as I (introduction), R (reporting an observation), G (generalizing), M (making a recommendation), or S (summarizing). Paircheck. Classcheck.
2. S
3. S
4. R
5. G
6. I
7. S
8. M
E Show sts the draft and ask: What’s this report about? Tell them that there are nine mistakes: five words with six spelling mistakes, two in style, and one in punctuation. Instruct sts to find and correct all nine mistakes. Classcheck. This report is based on the recent findings about tourists’ expectations in our city. According to the people interviewed, our main problem is adequate accommodation. Tourists complained they cannot find enough family rooms or rooms with air-conditioning. They also recommended a committee is organized to be responsible for offering better information and making suggestions for tourists.
F
While. 1 Have sts individually write the recipient’s name, their own name, and the subject of the report, following the model in A.
After. Have sts work in pairs and ask partners to swap reports and read each other’s work to paircheck and spot any mistakes in style, punctuation, grammar, or spelling. Then, ask sts to revise their writing at home and send it to you via e-mail.
A
Point out the model narrative and ask: What type of text is this? (A narrative.) Who wrote it? (Stef Stiller.) Have you ever taken part in a magazine’s competition? Ask sts to quickly read the story and choose the photo that corresponds to the story. Paircheck. Classcheck.
photo 1
B
D
1. I
Before. Working with the same partners as in F, sts should gather information and draw a conclusion from their class survey.
Writing 2 A Narrative
2, 5, 1, 3, 4
2. A
Your turn!
2 Ask sts to write a first draft and give shape to their reports using the headings from A and expressions from D. Monitor and offer help at this stage. Then, have sts write their full reports in 100-180 words.
– reusing bags
1. I
G
MAKE IT PERSONAL Ask sts to work in pairs to prepare
five questions for a class survey. Tell pairs to choose one of the topics provided. Monitor sts’ work and offer help if necessary. Then, invite sts to stand up and mingle as they use their questions to interview their classmates about the topic they chose. Remind sts to take notes of their
Refer sts to the narrative in A and ask: How many paragraphs are there? (four). Point out the list of questions and ask: Which paragraph, 1-4, answers each question? Paircheck. Classcheck.
2, 1, 1, 1, 3 / 4, 4, 2, 1
C
Have sts re-read the narrative in A and mark each verb as PS (Past Simple), PC (Past Continuous), or PP (Past Perfect). Classcheck by writing the answers on the board.
hadn’t had (PP) / was (PS) / had never done (PP) / decided (PS) / arrived (PS) / was (PS) / met (PS) / was (PS) / had never skied (PP) / reassured (PS) / looked (PS) / found (PS) / gave (PS) / kept (PS) / happened (PS) / was going (PC) / fell (PS) / broke (PS) / had turned (PP) / stuck (PS) / visited (PS) / brought (PS) / fell (PS) / decided (PS) / was (PS)
D Go over Write it Right! with the whole class. Then, have sts look for nine time phrases in the model narrative in A. Classcheck and ask: Can you find any others? Time phrases: for a long, long time; before; last; after; when; the following day; never; then; while Question: every day
E Have sts fill in the blanks in sentences 1-5 with the time expressions from the box and the correct Past form 179
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Writing of the verbs provided. Paircheck. Classcheck by writing the answers on the board.
1. totally, surprised 2. safe
1. After, went
3. efficient
2. Occasionally, travels / traveled
4. regularly, wonderful
3. happened, ago
5. successful
4. Finally, decided
6. completely, energetic
5. helped, while, recovered / was recovering
F
Tell sts that sentences 1-5 in E are actually sentences that are missing from Stef Stiller’s story in A. Show sts the five boxes in the story. Have sts match sentences 1-5 from E to their correct positions in the narrative in A. Paircheck. Classcheck.
2. perfect new 4. small pink
G Read item 1 with the whole class and elicit the correct options. Have sts circle the correct options in each bold pair in items 1-5. Paircheck. Classcheck. 2. so, slowly 3. such, special 4. completely 5. such, friendly
H
Your turn! Tell sts that they are also going to submit a vacation narrative for Innovation magazine’s competition. Go over both title options with sts and ask them to choose one for their composition of 100-180 words. Before. Have sts write a first draft with the main events in their story. Tell them that their composition should be three paragraphs long. Advise them to plan their writing by answering the questions in B and planning the information they want to include in each paragraph. While. Remind sts to apply the tips from Write it Right! and to write their narrative in three paragraphs. After. Have sts swap compositions for peer checking and help. Then, collect their work for more detailed marking.
Writing 3 An Advertisement A
Have sts look at the Easy Fit! ad and mark true (T) or false (F) for statements 1-5. Paircheck. Classcheck.
3. T
5. strong new
E
Your turn!
Before. Tell sts that they are going to write an ad about a product of their choice. Suggest that sts look at lesson 5.4 for ideas. Have sts plan their writing by first listing five adjectives to describe the product. Then, have them answer these questions: “Who is it for?” “How can you ‘sell’ it best?”
1. so, beautiful
2. F
1. beautiful long 3. an attractive young
3, 2, 4, 1, 5
1. F
D Read item 1 with the class and elicit the correct answer. Then, have sts read 1-5 and circle the best adjective order in each bold pair. Paircheck. Classcheck.
4. T
5. F
B
Read the four tips in Write it Right! with the whole class. Then, ask sts to match rules a-d to highlighted phrases 1-15 in the ad in A. Paircheck. Classcheck by writing the answers on the board.
1. b 2. a 3. c 4. c 5. d 6. d 7. b 8. a 10. a 11. b 12. b 13. b 14. a 15. d
C
9. a
Have sts fill in the blanks in sentences 1-6 with the adverb or adjective forms of the words provided. Classcheck by writing the answers on the board.
While. Remind sts to come up with a catchy sentence to begin their ads. Remind them to follow the tips from Write it Right! and to plan a good ending phrase. Tell sts’ that their ads should be 130-150 words long. Monitor and offer help when requested. After. Divide the class into groups of four. Have the sts in each group swap ads and decide which products they would buy. Classcheck sts’ opinions and then collect their writing for marking.
Writing 4 A Complaint E-mail A
Books open. Point to the photo of Julio Cruz and ask: Is this guy happy? What happened to him? Allow sts some time to quickly read Julio’s e-mail and find out his reasons for complaining. Then, have sts re-read the complaint e-mail and mark statements 1-6 true (T) or false (F). Paircheck. Classcheck by writing the answers on the board.
1. F
2. T
3. F
4. T
5. F
6. T
B
Point to Julio’s e-mail and ask: What’s the aim, or purpose, of each paragraph? Have sts match the purposes to paragraphs 1-4 in A.
4, 1, 2, 3
C Read Write it Right! with the class. Then, have sts match phrases 1-6 to blanks a-e in A. Paircheck. Classcheck. 1. a
2. e
3. b
4. (not used)
5. c
6. d
D Read sentence 1 with the group and ask: Is this appropriate in a formal e-mail? Ask sts to re-read Julio’s
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Writing e-mail in A and find the formal equivalent of each sentence, 1-5. Paircheck. Classcheck.
1. your service has been completely inadequate 2. I contacted your online support 3. they always seemed uninterested and unwilling to help 4. you advertise top quality 5. must insist on receiving a full refund
E
Your turn!
Before. Say: Imagine you had problems with a product you bought. Tell sts that they will be writing a four-paragraph e-mail in 120-180 words. Have sts make notes for their four paragraphs, which should correspond to purposes 1-4 in B. While. Have sts write their complaint e-mail. Remind them to follow the tips from Write it Right! and to use formal language. Be available for any queries sts might have while writing. After. Asks sts to swap partners. Have partners swap e-mail addresses and send their complaint e-mails to each other for feedback. Then, ask sts to send you a final copy via e-mail or to submit a paper copy.
Writing 5 An Opinion Essay A
Have sts look at Damir’s essay and ask: How many paragraphs can you see? Is this essay written in a formal or an informal style?
Point to the three title options. Ask: What’s the best title for Damir’s essay? Have sts read the titles and choose the best one. Paircheck. Classcheck.
Beauty: the Good and Bad Sides
B Refer to Damir’s essay in A and ask: How did Damir organize his text? Point to structures 1-3 and have sts choose the text organization Damir used. Paircheck. Classcheck. structure 3
C Read Write it Right! with the whole class. Then, draw sts’ attention to the highlighted conjunctions in the model essay in A and ask sts to match the conjunctions to items 1-6. Paircheck. Classcheck. 1. It is usually said that; On the one hand 2. On the other hand 3. In addition to that 4. For instance 5. To sum up 6. Consequently
D Have sts match phrases 1-5 to the equivalent conjunctions in the right column. Paircheck. Classcheck by writing the answers on the board. 4, 5, 2, 3, 1
E Ask sts to choose the correct option, a-c, for each statement, 1-5. Paircheck. Classcheck. 1. a
2. c
3. c
4. a
5. c
F
Your turn! Write the essay title on the board: “You Have to Spend a Lot of Money to Look Good.” Ask the whole class: Do you agree? Have sts discuss the statement in pairs for about two minutes. Then, classcheck sts’ opinions. If possible, brainstorm and write on the board a list of arguments for and against. Before. Ask sts to make their own notes of arguments for and against the statement in the essay title. Tell sts to use one of the structures in B to organize their text.
While. Have sts write a four-paragraph essay of 120-180 words. Remind them to follow the tips from Write it Right! and to avoid repeating conjunctions, varying them as much as possible.
Tip If you are assigning the essay for homework, advise sts to turn off the spell check on their computers while they write. After. If sts are writing their essays in class, have them swap essays for peer checking. If they are writing their essays at home on a computer, they should now turn on spell check to see how many words they misspelled. Have sts count and check the variety of conjunctions before handing in their essays.
Writing 6 A Movie / Book Review A
Books closed. Ask the class: Have you seen any of the Harry Potter movies? Did you like them? Why or why not? What about the critics? Were they positive about the movie when it was released?
Books open. Have sts read the review and circle the correct answers in 1-4. Paircheck. Classcheck. Ask: Do you often read movie reviews before going to the movie theater?
1. book 2. dramatic 3. doesn’t include 4. four
B
Point at the model review in A and ask: How many paragraphs are there in this review? (five). Then ask: In which paragraph does the reviewer recommend or not the movie? Have sts match the questions to paragraphs 1-5. Paircheck. Classcheck.
5, 3, 2, 4, 1
C Read the first point in Write it Right! (on extreme adjectives) with the whole class. Then, ask sts to find five extreme adjectives in the review in A that have the meanings listed in items 1-5. Paircheck. Classcheck and drill pronunciation for all five adjectives. 1. terrific 2. ancient 3. gorgeous 4. fanatical 5. intriguing
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Writing Then, read the second point in Write it Right! with the class and draw sts’ attention to the highlighted names in A that are used as adjectives.
D Read the rest of Write it Right! (on the punctuation of non–restrictive clauses) with the class. Have sts read the short review of Slumdog Millionaire and insert three commas, two periods, and one question mark in the correct places. Sts should also capitalize where necessary. Paircheck. Classcheck. Slumdog Millionaire, which is a movie, is about the Indian version of the popular Who Wants to Be a Millionaire? TV show. Dev Patel plays Jamal Malik, a former street-kid who has a job making tea at a call center. He surprises all of India by entering the show as a contestant and getting all the questions right. Is he a fraud or a genius? That’s the question everybody asks.
E
Your turn!
Before. Tell sts that they are going to write a fiveparagraph movie review in 140-180 words. Ask them to choose a movie or a book they have seen / read and / or know reasonably well. Remind them that they can also search online for information about the movie / book. Have sts make notes for their five paragraphs. Each paragraph should answer one of the questions in B. While. Have sts write their reviews. Encourage them to follow the tips in Write it Right! and to use an informal style. After. Pair sts up and have partners swap reviews to paircheck and add information to each other’s reviews if they have seen the movie too. Then, have sts hand in their reviews for marking.
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ID Café Unit 1 He Said, She Said Before watching A Focus sts’ attention on the characters in the picture. If sts have already studied with a previous level of English , find out whether they remember the characters’ names. Ask: Who are they? What are they doing? Then ask: Why do you think Rory is calling Genevieve? Have two sts read the model dialog in the speech bubbles. Ask sts to work in pairs to predict the story. Classcheck sts’ guesses.
Personal answers.
B
Start off by eliciting the pronunciation of words with pink letters (words 1, 3, 5, and 6). Then, drill pronunciation for words 1-6. Read the first definition with the whole class and elicit the correct word. Have sts match words 1-6 to the correct definitions. Paircheck. Classcheck.
4, 6, 3, 5, 2, 1
While watching A Tell sts that they are going to watch and listen to Rory calling and asking Genevieve out. Ask: Where do you think he’ll take her? A party? A romantic dinner? Have sts quickly read all nine statements. Explain that they should check the statements they hear in the video. Play Video 1. Paircheck. Classcheck.
They’re meeting at the Lexington Theater. August told Andrea that Rory likes Genevieve. Genevieve and Rory don’t have anything in common.
1.
out
2.
about
3.
about
4.
out
5.
out
6.
about
7.
over
8.
about
9.
up, up
10. on
D Draw sts’ attention to the sentences in C and say: There are eleven phrasal verbs here. What are they? Have sts match the phrasal verbs in C to the seven definitions in D. Paircheck. Classcheck. 10, 4, 7, 5, 9 (break up), 1, 9 (end up)
After watching A Have sts swap partners. Ask them to work in their new pairs to answer questions 1-4 from memory. Classcheck.
1. a musician 2. cousins 3. a friend 4. to a party
B
Read sentence 1 and elicit the correct form of have to fill in the blank. Have sts complete sentences 2-6 with the appropriate forms of have or have to. Paircheck. Classcheck by writing the answers on the board.
Genevieve breaks up with boyfriends in one month.
1. have
Andrea thinks Genevieve and Rory might have chemistry.
2. have
B
Tell sts that they are going to watch the video again as they order events, 1-7. Replay Video 1. Paircheck. Classcheck by writing the answers on the board.
3. have 4. has 5. have to 6. are having
5, 1, 3, 4, 7, 6, 2
C
Read sentence 1 with the whole class and elicit the correct preposition. Have sts fill in the blanks in sentences 2-10 with about, on, out, over, or up. Paircheck. Classcheck by writing the answers on the board.
Tip If time allows, classcheck sts’ answers by playing Video 1 with subtitles.
C
MAKE IT PERSONAL Ask sts: Do you think their date
will be a success? Will they get along well? Have two sts read the model dialog in the speech bubbles to the whole class. Then, have sts work in pairs to answer questions and make predictions about Rory and Genevieve’s date. Classcheck.
Personal answers.
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ID Café Unit 2 Down to Earth Before watching A Show sts the picture and say: Do you remember Daniel? What do you think he has been doing? Have sts answer the question in pairs. Refer them to the model text in the speech bubbles. Classcheck sts’ guesses.
Personal answer.
B
Elicit vocabulary from the pictures and help sts match them to items 1-5. Classcheck.
5, 4, 2
they watch Video 2 once again. Paircheck. Classcheck by writing the answers on the board.
1. canopy, jungles, rain forest 2. jaguars, people, tamarin monkeys, toucans 3. driving cars, overusing electricity, throwing glass and cans away 4. recycling, turning off lights, walking
C
MAKE IT PERSONAL Have sts swap partners. Ask the
whole class: What about you? Have you ever participated in “green” recycling programs? What kind of things have you done to help the environment? Have sts take turns asking and answering these two questions in their new pairs. Classcheck.
3, 1 Personal answers. Have sts work in pairs to guess the pronunciation of the words with pink letters. Then, classcheck and drill pronunciation for all the words. At the end, ask: Which of these have you actually seen in real life? Have sts answer in pairs. Classcheck.
Personal answer.
C
MAKE IT PERSONAL Point to the pictures in B and ask the whole class: Which of these are endangered species? Say: Work in pairs and think of three ways we can help endangered species. Invite a volunteer to read the model text in the speech bubble before sts begin. Encourage sts to take notes on their ideas. Classcheck.
Personal answer.
While watching A Read questions 1-4 with sts and say: Now we’re going to watch Daniel and find out what he’s been doing. Watch the video and choose the correct answers. Play Video 2. Paircheck. Classcheck.
1. In a studio. 2. Global warming. 3. A reporter. 4. Endangered species.
B
Go over the four categories in the chart with the whole class. Make sure sts understand each of the four questions. Draw sts’ attention to the words and phrases in the box and have sts place them in the correct categories as
After watching A Instruct sts to decide whether each statement 1-6 is true (T) or false (F), based on what they remember from the video. Paircheck. Replay Video 2 if necessary. Classcheck by writing the answers on the board.
1. T
2. F
3. F
4. T
5. F
6. T
B
Have sts fill in the blanks in sentences 1-6 with the Present Perfect or Present Perfect Continuous forms of the verbs provided. Paircheck. Classcheck.
1. has / been 2. have / known 3. Has / been studying 4. has taken OR has been taking 5. have been causing 6. has been going on / have been
C
MAKE IT PERSONAL Have two sts model a dialog, with st A reading the question in the direction line and st B reading the model answer in the speech bubble. Ask all sts to swap partners. Have sts work in their new pairs to take turns asking and answering questions about actions they, their friends, and the government have been taking to help the environment. Monitor sts’ dialogs closely and take notes for delayed correction. Classcheck and provide sts with language feedback.
Personal answers.
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ID Café Unit 3 Global Swarming Before watching A Write the following list of words on the board: capital, coast, landmark, scenery. Underline the first letter of each (and the first two letters of coast). Point to the top right picture and ask: What’s this? (a coast). Instruct sts to write “Co” in the box provided. Have sts identify the rest of the pictures and mark them accordingly. Paircheck. Classcheck.
Clockwise from top left: S, Co, C, S, L, L Draw sts’ attention to the adjectives in the box. To model the activity, point to the first picture and say: This is amazing scenery. Have sts work in pairs to make combinations of adjectives and places to express their opinions. Classcheck.
Personal answers.
B
MAKE IT PERSONAL Have sts work in pairs. Ask them to
use the vocabulary from A to describe their favorite place or landmark to their partner. Refer them to the model text in the speech bubble. Classcheck by inviting volunteers to report their partners’ answers to the whole class.
Personal answer.
While watching A Tell sts that Rory is planning his vacation, and August and Andrea are trying to help him decide where to go. Have sts quickly read the statements and ask them to watch the video and check the statements that are mentioned. Play Video 3. Paircheck. Classcheck.
August and Andrea had lived in many places before they moved back to the U.S. Silicon Valley is the home of the computer nerds. Rory has never been to Quebec City before. Andrea and August lived in Buenos Aires. Mexico City and New York are very crowded. Rush hour in Mexico City is similar to New York. Montreal has lots of little cafés.
B
Go over the topics and cities in the chart with the class and replay Video 3 as sts check the features mentioned for each place. Paircheck. Classcheck.
architecture cafés chaotic good public transportation historic landmarks scenery traffic unpredictable weather
Buenos Aires 9
Mexico City
New York
Quebec City 9 9
9 9 9 9 9
9 9
9 9 9 9
After watching A Have sts choose the correct answers to questions 1-4 from memory. Paircheck. Classcheck.
1. Their mother was a photojournalist. 2. To visit his grandparents. 3. More than he could name. 4. Cities buzzing with people.
B
Have sts fill in the blanks in sentences 1-4 with the Past Simple or the Past Perfect form of the verbs provided. Paircheck. Classcheck by writing the answers on the board or, if time allows, replay Video 3 with subtitles.
1. thought 2. had spent 3. showed 4. had lived
C
MAKE IT PERSONAL Have sts swap partners. Ask: What’s
your city like? Had you lived anywhere else before you moved here? Have sts work in their new pairs to ask and answer the questions. Refer them to the model text in the speech bubble. Classcheck by inviting volunteers to report their partners’ answers to the whole class.
Personal answers.
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ID Café Unit 4 AIQ: Artificial Intelligence Quotient! Before watching A Point to the picture and ask: Who’s this? What’s in the large envelope? Have sts make predictions in pairs. Classcheck sts’ predictions and tell them that they will find out the correct answer when they watch the video. Then ask: What does August do? What are his interests? Point to the robot on August’s desk and ask: What’s this? Do you think it’s August’s creation?
C Ask: What about August’s invention? How does the program work? Tell sts that they are going to watch the video again and put steps 1-5 in order. Replay Video 4 without subtitles. Paircheck. Classcheck. 3, 4, 5, 2, 1
D Divide sts in pairs and have them come up with hypotheses for what would have happened to August if he hadn’t been a finalist and what will happen to him next. Ask a volunteer to read the model text in the speech bubble. Classcheck by inviting some volunteer pairs to share their ideas with the whole group.
Personal answers. Personal answers.
B
Ask sts to match words 1-6 to the correct definitions. Help them with any words that are unfamiliar to them. Paircheck. Classcheck.
4, 5, 1, 2, 6, 3
After watching A Have sts mark each statement 1-6 as true (T) or false (F). Paircheck. Classcheck by writing the answers on the board.
Then, ask sts to guess the pronunciation of the words that contain pink letters. Classcheck and drill pronunciation of all words.
1. T
C
3. F (August is waiting to hear about the result of an Artificial Intelligence contest.)
MAKE IT PERSONAL Read the instructions with the
whole class and have two sts read the model dialog in the speech bubbles. Then, have sts discuss the questions in pairs. Classcheck by inviting volunteers to comment on their partners’ answers.
Personal answer.
While watching A Have sts quickly read the choices and questions 1-2. Play Video 4. Paircheck. Classcheck.
1. brilliant, genius, IQ, Einstein. 2. cell phone, heat, electricity, Internet Ask: So, what’s in the large envelope?
In the envelope there is the letter informing that August is a finalist in the Artificial Intelligence design competition and a $25,000 scholarship.
B
Go over sentences 1-4 with the class and have sts briefly predict the answers. Replay Video 4 and have sts fill in each blank with the correct verb in the correct form. Paircheck. Replay Video 4 with subtitles so sts can check their answers.
1. answered / gone 2. kicked out / arguing 3. had / opened 4. calculated / sent
2. F (Rory thinks August is Einstein.)
4. T 5. T 6. F (August is a finalist for a scholarship for $25,000.)
B
Have sts work in pairs to check all the correct options to answer questions 1-2. Classcheck.
1. He’s not confident. He’s worried about the outcome. 2. He won’t open the letter.
C Say: Look at the first sentence. Why do we say it? To change the subject? To speculate about the past? Have sts mark the purpose of each sentence as C (to change a subject), E (to express regret), G (to get a subject back on track), R (to reassure), or S (to speculate about the past). S, E, R, C, G, S
D
MAKE IT PERSONAL Pair sts up and tell them that they
are going to talk about past regrets and experiences. Encourage sts to use the expressions from C. Ask two sts to read the model dialog in the speech bubbles for the whole class. Then, have partners share their regrets and past experiences. Monitor sts’ discussions closely and take notes for delayed correction. Classcheck and provide sts with language feedback.
Personal answers.
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ID Café B
Unit 5 Shop Around Before watching A Books closed. Display a picture of a person operating a sewing machine. If technology is available, do some online research for pictures showing someone operating a sewing machine. Point to the picture and ask: What’s he / she doing? Pre-teach and drill the meaning and pronunciation of the noun sewing machine and the verb sew VRș. Ask: Can you sew? Do you sew your own clothes? Would you like to? Or do you prefer to buy clothes in a store? Books open. Point to pictures 1-4, and have sts match them to the correct definitions. Paircheck. Classcheck.
4, 3, 1, 2
B
Have sts quickly read questions 1-3 and the options for each. Replay Video 5 as sts watch and check the correct answers. Paircheck. Classcheck.
1. Working with actors. / Shooting a film. 2. Anxious. 3. Make her own clothes. / Stop shopping.
C Write the following questions on the board for sts to discuss in pairs: 1. What kind of people might be interested in Andrea’s website? 2. What are the benefits? 3. Would you use it? Have partners take turns asking and answering the questions. Refer them to the model text in the speech bubbles and offer help if necessary. Classcheck sts’ opinions.
Personal answers. MAKE IT PERSONAL Have sts work in pairs, taking turns
asking and answering the questions. Refer sts to the model text in the speech bubbles. Monitor pairs closely and offer help if necessary. At the end, invite a few volunteers to report their partners’ answers to the class.
While watching A Tell sts that they are going to watch Andrea, Genevieve and Lucia talking about clothes. Ask: Do these women like clothes? If appropriate, ask the women in class: How often do you buy clothes? Then, ask the men the same question and compare. Go over the chart with the class, and have sts check A (Andrea), G (Genevieve), or L (Lucia) for each description as they watch the video. Play Video 5. Paircheck. Classcheck.
A Has beautiful, sophisticated clothes.
G
Likes to wear dark clothes.
9
Works with demanding actors.
9 9
At the end, ask What’s Andrea’s business idea? What’s her website about?
Personal answers.
column, using the same combinations as the speakers in the video used. Paircheck. Classcheck or, if time allows, replay Video 5 with subtitles.
7, 1, 3, 5, 2, 4, 6
B Have sts fill in the blanks in sentences 1-5 with the adjectives from the box. Classcheck by writing the answers on the board. 1. tired 2. smart 3. different 4. brilliant 5. red or purple
C Ask sts to fill in each blank with the correct adverb from the box. Paircheck. Classcheck by writing the answers on the board. 1. probably
9
Needs beautiful, new clothes.
Used to be a mad shopper.
L
9
After watching A Have sts match adjectives 1-7 to the nouns in the right
D
2. actually
3. seriously
4. definitely
MAKE IT PERSONAL Invite two volunteers to role-play
the model dialog in the speech bubbles for the whole class. Then, have sts swap partners. Ask the new pairs to talk together about their taste in clothes and colors. Ask partners to find at least one thing they have in common. Classcheck and ask: Any surprises?
Personal answers.
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ID Café Unit 6 Best in Show Before watching A Have sts work in pairs. Point to the pictures as well as descriptions 1-6 and ask: Do you know all these shows and characters? Have sts work in pairs to match the pictures to the descriptions. Classcheck.
Clockwise from top left: 4, 6, 1, 5, 3, 2
B
MAKE IT PERSONAL Ask: Which characters in A do you
know? Have you actually seen them on TV or in movies? What kind of movies and TV series do you like? Refer sts to the model text in the speech bubbles, then have them discuss these questions in pairs. Classcheck.
Personal answers.
C Have sts mark statements 1-6 as true (T) or false (F), then have them correct the false statements. Paircheck. Classcheck, or replay Video 6, so sts can check their answers. 1. T 2. F (First, Lucy tries on a long straight black wig.) 3. T 4. T 5. F (August didn’t win because he didn’t have enough muscles.) 6. T
After watching A Have sts fill in the blanks in August and Lucy’s conversation with who or that. Paircheck. Classcheck.
While watching A
Say: August, Lucy and Andrea are getting ready for a party. What kind of party is it? Play the first 50 seconds of Video 6, as sts listen and answer the question. Classcheck.
It’s a costume party. Have sts quickly read the statements and ask them to check the ones they hear and see in the video. Play Video 6 from beginning to end. Paircheck. Classcheck.
Andrea looks like Lady Gaga and Morticia Addams. The party will be full of nerds and geeks. For a costume party, you dress as a character that you really like. Andrea thought dubbed TV shows were hilarious. Diana Prince is Wonder Woman’s alter ego.
B
Instruct sts to order events 1-7 as they watch the video again. Play Video 6. Paircheck. Classcheck by writing the answers on the board.
3, 2, 6, 1, 7, 4, 5
1. who
2. who
3. that
4. who
5. who
B
Point to phrases 1-5 and elicit the person in the video who says each one. Then, have sts match phrases 1-5 to the speaker’s tone and attitude as seen in the video. Paircheck. If necessary, and if time allows, replay Video 6. Classcheck.
3, 4, 1, 5, 2
C Play 20 questions! Tell sts that they are going to play the game “20 Questions.” Have them swap partners and play the game in pairs. Explain that st A should choose a famous person. St B should ask st A up to 20 Yes / No questions to try to guess who the famous person is. Refer sts to the model text in the speech bubbles before they begin. Monitor sts’ questions for accuracy and take notes of any mistakes in question formation for delayed feedback. At the end, classcheck and ask: How many questions did you have to ask before you guessed correctly? Then, provide sts with language feedback.
Personal answers.
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ID Café Unit 7 The Road NOT Taken Before watching A Have sts look at the words in the box and ask: Which words do you think are similar in (sts’ mother tongue)? (For example, sts may note that express and transmission may have cognates in their mother tongue.) Read sentence 1 and elicit the correct answer. Ask sts to fill in the blanks in sentences 2-5 with the correct words from the box. Encourage sts to focus on words they already know, either from their mother tongue or from their previous knowledge of English. Paircheck.
1. express 2. transmission 3. tow truck
B
Ask: Do you remember what went wrong with Genevieve’s car? Have sts read the answer choices then ask them to watch a short snippet of the video to find out. Play Video 7 from 00:02:00 to 00:02:35. Paircheck. Classcheck.
It had a problem with its shocks; it needed a new transmission.
C Say: They’re having fruit salad for dessert, right? But what about dinner? Point to the answer choices and encourage sts to predict the answers. Then, continue playing Video 7 from the point you paused in B until the end. Have sts check the correct foods as they listen. Note Rory comments about his microwave at the end, but he means it will be useful for late comers. He didn’t serve his friends a microwave dinner.
4. commuter 5. shocks Then, have sts match sentences 1-5 to the pictures. Classcheck.
2, 1, 5, 4, 3
B
MAKE IT PERSONAL Read the questions with the whole
class and have sts take turns asking and answering them in pairs. Refer sts to the model text in the speech bubble. Classcheck by inviting volunteers to report their partners’ stories to the whole group.
Personal answers.
While watching A Tell sts that August, Rory, and Daniel are preparing dinner for six people. Say: They are expecting three ladies to come over for dinner. Ask: Who do you think they are? Have sts guess the names of the three female characters. Classcheck by playing Video 7 from the start to 00:01:30. Then, pause the video and ask for sts’ predictions: Who’s coming for dinner? What are they having for dessert?
Personal answers. Have sts read questions 1-3 and the answer choices for each. Play Video 7 from the start to 00:03:43 and have sts listen and answer the questions. Paircheck.
1. He asked if they needed him to pick up anything else. 2. Her car had broken down. 3. He said they’d have to cross back over and go back the other way.
bread, chicken, potatoes
After watching A Have sts fill in the blanks in sentences 1-5 with the verbs provided. Paircheck. Classcheck.
1. asked 2. called 3. wondered 4. told 5. offered
B
Have sts swap partners and work in their new pairs to answer “How long…?” questions 1-4. If time allows, replay Video 7 so sts can check their answers. Classcheck.
1. 45 minutes 2. 2 hours 3. a bit 4. 20 minutes
C
MAKE IT PERSONAL Read the model text in the speech
bubble with the whole class. Ask sts to think of a time they planned something—e.g., a party, a dinner, or a movie with friends—that didn’t work out for some reason. Allow sts a couple of minutes to think of an experience and write down a few notes about it. Then, group sts in trios and have them share their stories in their groups. At the end, ask each group to choose a story to tell the class.
Personal answers.
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ID Café Unit 8 Small Talk and Smartphones Before watching A Focus sts’ attention on picture 1 and its caption. Elicit the correct verb and form from the whole class. Have sts complete the rest of the phrases with the correct forms of the verbs provided. Paircheck. Classcheck.
1. done 2. done 3. cleaned 4. tuned up 5. fixed 6. done
B MAKE IT PERSONAL Point to the pictures in A and ask: Do you get these services done? Have you ever gotten them done? Invite two volunteers to read the model dialog in the speech bubbles. Have sts work in pairs to talk about activities 1-6 in A. Monitor sts’ discussions closely and correct any mistakes on the spot. Classcheck. Personal answers.
While watching A Elicit the names of the characters in the picture. Tell sts that the characters are at a beauty salon. Have them quickly read statements 1-8, and ask them to fill in each blank with the correct form of either get or get + past participle. Play Video 8 so sts can check their answers. Paircheck. Classcheck.
1. get / done
B
Replay Video 8 and ask sts to order events 1-6 in
the order in which they appear in the video. Paircheck. Classcheck by writing the answers on the board.
3, 1, 5, 6, 2, 4
C
MAKE IT PERSONAL Have sts swap partners and work in
their new pairs to answer the questions about texting and smartphones. Classcheck.
Personal answers.
After watching A Tell sts to read statements 1-6 and mark each one true (T) or false (F) then have them correct the false statements. Paircheck. If time allows, replay Video 8 so sts can check their answers. Classcheck.
1. T 2. T 3. T 4. F (Zoey got a call about a job she applied for this summer.) 5. F (Lucy asked someone to answer her phone because she’d just gotten her nails done.) 6. T
B
Have sts match sentences 1-9 to the correct meanings.
Paircheck. Classcheck.
5, 7, 8, 3, 6, 4, 2, 1, 9
2. getting
C
3. getting / done
create a dialog about a recent experience. Explain that sts’
4. get / done
dialogs should include at least two of the phrases in B.
5. gotten
Monitor pairs’ work and offer help if necessary. Then,
6. got
have partners role-play their dialogs. At the end, invite
7. getting / done
volunteer pairs to act out their dialogs for the whole class.
8. got
Role-play! Tell sts to work collaboratively in pairs to
Personal answers.
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ID Café Unit 9 A Knight at the Museum
The text that August tried to send to Zoey was not sent.
Before watching A Point to the photo and ask: Where are Rory and August? What do you think they’re going to do? Have sts discuss the questions in pairs. Classcheck sts’ predictions and tell them that Rory and August are at a museum.
Personal answers.
Today is the last day the film on black holes will be shown.
B
Have sts read 1-5 and tell them to fill in the blanks with verbs in passive voice as they watch and listen to the video once more. Play Video 9 again. Paircheck. Classcheck by writing the answers on the board.
1. was / fascinated
B
Say: There are many types of museums in the world. Point to and, with the whole class, read the different types of museums listed in the headings of the chart.
Elicit the meaning of armor (coverings or hard “clothes” to protect soldiers in battle) and explain that soldiers used to wear armor made of metal. Ask: Where do you think we could see armor? In an art museum, a natural history museum, or a planetarium? Have sts check the correct column in the chart. Then, have sts continue marking the chart, checking the appropriate type of museum for each exhibit. Paircheck. Classcheck.
Exhibit
Art Museum
Armor
Natural History Museum 9
Dinosaurs
9
Gemstones
9
Mammals
9
Mummies
9
Sculptures
Planetarium
9
Black holes
C
Zoey was lost in the museum and rescued by Paolo.
9
MAKE IT PERSONAL Pair sts up and ask: What was the
most interesting exhibit you’ve ever seen? Tell your partner. Refer sts to the model dialog in the speech bubbles. Classcheck.
Personal answers.
While watching A Tell sts that they are going to watch a video of Rory and August at the museum. Add that Genevieve is coming too. Have sts quickly read all the sentences and explain that they should check the statements that are mentioned as they watch and listen to the video. Then, play Video 9 as sts watch, listen, and check the statements that are mentioned. Paircheck. Classcheck.
It’s museum week and August was given two free tickets. Rory has never been to the museum before. Rory has been fascinated by dinosaurs since he was a child.
2. were / discovered 3. were focused 4. was lost 5. was gone / was given
After watching A Have sts choose the best answer from a-c for each question 1-6. Paircheck.
1. a
2. c
3. c
4. b
5. a
6. c
B
Point to the chart and say: Look at these phrases from the video and decide if they’re describing an experience, describing likes or dislikes, or making a suggestion. Classcheck.
It’s my first time at…
Describing an experience 9
I was fascinated by…
9
Let’s go see… One minute I was… and the next… Maybe we should… Do you want to go see an exhibit on…?
Describing likes or dislikes
Making a suggestion
9 9 9 9
C Role-play! Have sts swap partners. Tell the new pairs to imagine that they are art critics visiting a museum. Have them find photos on their phones or on any page of the book and work together to make artistic comments about them. Before pairs begin, invite two volunteers to read the model dialog in the speech bubbles to the whole class. Monitor pairs’ discussions and take notes for delayed correction. At the end, invite volunteer pairs to act out their dialogs for the whole group. Then, provide the class with language feedback.
Personal answers.
Genevieve says mummies are “kind of creepy.”
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ID Café Unit 10 Mad Men Before watching A Say: We’re going to watch a video of Daniel, Rory, and August. The girls won’t show up—it’s girls’ night out. Ask: Do you think the guys are going to feel happy being alone?
C Ask: Do you remember what Daniel said about his ideas and the science foundation? Point to sentence 1 and elicit the correct answer. Classcheck. Have sts fill in the blanks in sentences 1-7 with the words and phrases from the box. Paircheck. If time allows, replay Video 10 so sts can check their answers. Classcheck. 1. using
Personal answer. Have sts read expressions 1-6 and work in pairs to match them to the correct definitions. Classcheck.
4, 3, 2, 5, 1, 6
B
2. chasing after 3. experience, jumping, brooding, moping around 4. Competing 5. complaining 6. boxing
MAKE IT PERSONAL Invite two volunteers to act out the
model dialog in the speech bubbles for the whole class. Pair sts up and have partners tell each other whether they have ever felt like doing or have done the actions described in 1-6 in A. Monitor pairs’ discussions and offer help if necessary. Classcheck.
Personal answer.
7. Beating
After watching A Have sts read sentences 1-5 and mark each one true (T) or false (F), then have them correct the false statements. Paircheck. Classcheck by writing the answers on the board.
1. T
While watching A Go over questions 1-4 and the answer choices with
2. T
sts. Ask them to check the correct answers as they watch and listen to the video. Play Video 10. Replay the video if necessary. Classcheck.
4. T
1. cry their eyes out; watch a “chick flick”; do their hair; shop; get their nails done; sit in a spa; complain about men; gossip; laugh at men 2. That Paolo is always the “hero.” 3. sit in an office; talk about your life 4. Sitting on the bench during a soccer match.
B
Tell sts to order events 1-10 as they watch the video once again. Allow sts some time to read the statements, then replay Video 10. Paircheck. Classcheck.
9, 1, 4, 7, 2, 6, 5, 8, 3, 10
3. F (Daniel thinks video games are a good solution.) 5. T
B
Pair sts up and ask: Which of the three male and female characters do you like best? Why? Have sts discuss the question with their partners. Classcheck.
Personal answer.
C
MAKE IT PERSONAL Ask: Which ways of reducing stress did the guys find in the video? (boxing, playing video games). What about you? How do you work out anger or stress? Invite two volunteers to read the model dialog in the speech bubbles. Then, have sts discuss the question in pairs. Classcheck.
Personal answers.
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English
PAUL SELIGSON
3
CAMILA ABREU
English
English is an innovative four-level young adult series that quickly teaches students to express themselves both accurately and fluently, thus building their own identity in English.
SELIGSON
Components Student’s Book – Full Edition Workbook – Full Edition Student’s Book & Workbook 3A – Combo Edition
ABREU
Student’s Book & Workbook 3B – Combo Edition Teacher’s Book Class CD DVD (ID Café) Digital Book for Teachers Learning Platform – www.richmondenglishid.com
A complete easy-to-use teacher’s book with: A thorough introduction explaining all features of the series
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Step-by-step instructions including cultural and language notes
➤
Complete answer key
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Detailed information about all the song lines in the SB and WB
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A great variety of optional activities
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Plenty of useful tips for both novice and experienced teachers
Paul Seligson With over 30 years of global teaching and teacher-training experience, lead author Paul strongly believes we can accelerate our students’ learning by acknowledging and embracing their existing linguistic backgrounds and knowledge. This is exactly what our groundbreaking series does. Welcome to English !
A1 www.richmondenglishid.com
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TEACHER’S BOOK TEACHER’S BOOK
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