Open Mind Study Book Teacher -

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Min Teacher's Book Premium *ack

Tim Bowen Mickey Rogers Joanne Taylore-Knowles Steve Taylore-Knowles

M A C M IL L A N

Concept development: Mariela Gil Vienna

openMind Level 1

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• • • •

is part of the ground-breaking  Mi nd  series,   series, a general English course for adults that targets their language needs and provides them with the professional, academic, and personal skills they need for success in the 21st century. The key features of the series serie s are:

Life Skills: Higher-order skills such as critical thinking, organizational, and learning skills that students need in order to be successful in their professional, academic, and everyday lives. Language sub-skills with tips to support the development of the four language skills. Step-by-step approach to grammar grammar with grammar sections that provide a clear focus on the meaning, form, and function of the language. Focus on functional functional language language that helps learners improve their fluency and speaking skills. Independent learning features throughout the course such as Notice!,   and How are you doing ?   boxes that encourage learners to analyze Reflect  and their own progress. A range range of video material and related worksheets that support the themes and key language from the Student's Book.

Stud ent's Com pon ents • Student's Book Pack: Print Student's Book; webcode access to Student's Resource Center; DVD with video •

Student's Student 's Book Premium Pack: Print Student's Book; webcode access to

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Student's Resource Center and Online Workbook  Workbook Pack: Print Workbook (available with or without key); Audio CD Online Workbook: Webcode access to the Online Workbook 

T e ac ac h e r ' s C o m p o n e n t s • Teacher's Book Premium Pack: Print Teacher's Book; Class Audio CD; D VD with video; webcode access to Teacher's Resource Center, Online Workbook  and Presentation Kit

Resource Centers • Student's Resource Center: Cente r: Class Audio MP3s; Video; Downloadable self-study video worksheets; Downloadable wordlists; and more...!

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Teacher's Teacher's Resource Center: Cent er: includes everything from the Student's Resource Center, plus: Downloadable class video worksheets; Extra Life Skills lesson plans; Unit, Mid-course, End-of course and Placement tests

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2nd edition

Teacher's Book Tim Bowen Mickey Rogers Joanne Taylore-Knowles Steve Taylore-Knowles & MACMILLAN

Concept development: Mariela Gil Vierma

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Level 1

Macmillan Education 4 Crinan Street London N1 9XW A division of Macmillan Publishers Limited Companies and representatives throughout the world ISBN 978-0-230-45923-6 Student's Book text, design and illustration © Macmillan Publishers Limited 2014 Written by Mickey Rogers, Joanne Taylore-Knowles, Steve Taylore-Knowles Teacher's Book text, design and illustration © Macmillan Publishers Limited 2014 Written by Tim Bowen The author has asserted his rights to be identified as the author of this work in accordance with the Copyright, Designs and Patents Act 1988. This edition published 2014 First edition published 2011 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers. The authors would like to thank the schools, teachers and students whose input has been invaluable in preparing this new edition. They would also like to thank the editorial and design team s at Macmillan for doing such a great  job of organizing organizing the material and bringing it to life. The publishers would like to thank all the educators and institutions institutions who reviewed materials and provided us with invaluable insight and feedback for the development of the open Mind  series.  series. Teacher's Book credits: Designed by Expo Holdings, Malaysia Cover design by Tony Richardson, Wooden Ark Limited We are grateful for permission to reprint the following copyright material: Kagan Kagan Structures: A Miracle of Active E ngagement  by ngagement  by Dr. Spencer Kagan & Miguel Kagan of Kagan Publishing and Professional Development. Student's Book credits: Designed by Phoenix Photosetting, Chatham, Kent Illustrated by Peter Cornwell pp40, 48, 54 (top), 80, 81,88, 110, 123, 134, 149, 153; Sally Elford pp28, 39, 64, 65, 94, 135; Janos Jantner (Beehive Illustration) pp40; Eva Thimgren (The Organisation) 58; Paul Williams (Sylvie Poggio Artists) pp6, 22, 60, 124, 139. The authors and publishers would like to thank the following for permission to reproduce their photographs: Alamy/Ambient Images Inc. pp108,113(b), Blue Jean Images p26(cr), David Cairns p72(A), Cultura Creative p20(C), Steve Davey Photography 52(br), Laurent Davoust p85(cr), Dex Image p26(br), f4foto p136(4), Golden Pixels LLC p12, Gyula Gyukli p27(cmr), Adrian Hall p137(bcr), Colin Hawkins p120(br), Jane Hobson p20(l), i love images/men's lifestyle p93(tmr), Ice Tea Media p9(cl), Image Asset Management Ltd. p116(tcr), Image Source p29(br), Image Source Plus p59(music festival), Juice Images p20(E), Juniors Bildarchiv GmbH p72(C), Jon Parker Lee p127(bl), Larry Lilac p19(C), LusoimagesTechnology p87(tm), Francisco Martinez p113(br), Mitja Mladkovic p84, Moodboard pp29(cm),136(2), Frank Paul p99(cl), PhotoAlto sas p69(E), Photolndia.com LLC p69(A), Photo Researchers p114, Prisma Bildagentur AG p95(cml), Thomas Reavill p100, Andres Rodriguez pp24,122(tr), Gary Roebuck p14, Dmitriy Shironosov p122(tcml), Kumar Sriskandan p13, Tetra Images p32(bcl), Val Thoermer p122(tcl), Marc Tielemans p31(A), Wavebreak Media Ltd pp27(bmr),105(tmr), H. 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INTRODUCTION TO THE COURSE

page iv

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KAGAN STRUCTURES: A MIRACLE OF ACTIVE ENGAGEMENT

page xviii

STUDENT'S BOOK SCOPE AND SEQUENCE

page xxii

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G R A M M A R R E V I EW

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NICE TO M EET YOU !

page T9

WHAT DO YOU DO?

page T19

DOWN TIME

page T29

DAY IN, DAY OUT

page T39

HERE, THERE, AND EVERYWHERE!

page T49

D I F F ER E N T S T R O K E S

page T59

YOU HAVE TALENT!

page T69

SHOPPING AROUND

page T79

LET'S EAT!

page T89

SPEAKING OF THE PAST

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GREAT LIVES

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IN T H E N E A R F U T U R E

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COMMUNICATIVE WRAP-UPS

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G R A M M A R R E F ER E N C E A N S W E R K E Y

page T141

W O R K B O O K A N S W E R KE Y

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IN T R O D U C T IO N T O T H E C O U R S E W e lc o m e t o t h e openMind T e a c h e r 's B o o k ! Course philosophy The philosophy that underlies the openMind  series is that language is a life skill—a skill for communicating and connecting with others in our everyday lives. As with other life skills, competence in a foreign language opens up possibilities and enables us constantly to expand our potential and our ability to function effectively within the wider social, cultural, and economic worlds. This course is designed to enable students to interact effectively with others in English in a wide variety of communicative situations; in their learning environment, at work, when traveling, online, and so on. The authors recognize that the majority of students studying English in their countries will never live or work in an Englishspeaking country. Instead, they will be using English in the context of their jobs or studies in their own country. For example, they will probably not need to speak English to a doctor; however, they may have to help a foreign visitor to their country talk to a doctor. The activities in openMind  are designed to reflect the reality of how the majority of students will actually use English in their everyday lives. The authors are fully appreciative and aware that students do not come to the classroom as blank slates. Instead, they bring ideas, opinions, feelings, and experiences, all of which enrich the learning process. The course is designed in such a way that the students are given as many opportunities as possible to share these ideas and experiences through pair and group work, and in their writing and communicative work. All this ensures that the students relate to the material and make it their own. They are no longer mere users, but active participants, expressing their own points of view. The progression of tasks in each unit allows the students to relate what they have learned to their own experiences and to express their ideas and opinions in English confidently. Specifically devised unit features ensure this smooth transition. The course title, openMind, is a direct reflection of this underlying philosophy. It refers to the way in which learning a new language opens the students' minds, helping them become acutely aware of the social, cultural, and economic activities that take place in that new language. It also reflects the way in which acquiring communicative competence opens the students' minds to the possibilities inherent in engaging with those activities, and it opens doors, both personal and professional, that may otherwise have remained closed. Finally, the title resonates with the fact that learning a new language opens a new channel for meaningful communication, allowing the students to express themselves accurately, creatively, and effectively, while maintaining an open mind toward other people's opinions and ideas.

dology and u The creation of openMind   has been a rigorous and carefully researched process. Starting with the overall concept and then underpinning it with specific decisions has ensured that we are presenting you with a course that is meticulously thought-through, market-informed, and theoretically solid, and that it works pedagogically to achieve high learning outcomes in a demanding classroom environment. Each unit in openMind   is written and designed in sections. The sections reinforce each other, but are not interdependent. This adds unrivaled flexibility and allows for variety in the lesson structure. The unit sections can be taught sequentially, or they can be arranged to meet program requirements, e.g., number of hours per term. Of course, you can decide to use any other parameters you deem relevant.

Approaches to teaching language A Grammar Most students embarking on a language course expect to find grammar; they see it as the basis of the language they are learning. The teaching of grammar has traditionally involved a deductive approach in which a grammar rule is presented first (either by the teach er or by the textbook) and then practice exercises are given that allow students to apply the rule. In contrast, throughout openMind  an inductive approach is applied, in which the target grammar is first presented in context, thus raising awareness of the structure in use. Students are then encouraged to observe, compare, and analyze in order to identify the principles or rules of the new structure. Finally, students are presented with exercises that ensure comprehension of the grammar form in contexts that elicit the target language. To this end, each Grammar section in openMind  follows a dynamic five-step structure approach that activates the students' learning potential, as shown opposite. In each unit, there are two Grammar sections. The grammar has been selected to 1) reflect the needs of the students at their present level of English and 2) be relevant to the topic of the unit, ensuring that the practice is natural and meaningful. After completing a Grammar section, the students will encounter that grammar again as they work through the remainder of the unit, which reinforces the point and aids retention.

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Step 1 - Language in context  This stage introduces students to the target grammar in a realistic reading or listening context. A simple comprehension activity ensures that the students have understood the main idea of the text/audio material. Often this takes the form of general comprehension questions or a matching task. At this stage, students are not expected to produce the target language, but they are made aware of the structure in a real-life context.

presentprogressive A

Bfl34

LANGUAGE IN CONT EXT Listen to part of a conversation.

Do Jonathan and M artina know each other well? How do you know? Jonathan: It's nice to meet you in person, Martina, and not just on the dating website. Martina:

It's «ice to m eet you, too.

Jonathan: So ... are you meeting a lot of people on the New Friends website? Martina:

Not really. You're the first, so I'm a little nervous!

Jonathan: Yeah, me, too. Well, tell me about yourself. You're in dental

school, right? Yes, but I'm just studying part time this semester. I'm also working as a receptionist at a dental clinic. What ab out you? Jonathan: I'm in school, too. I'm studying robotics. O h, you're not eating your hamburger. Do you want something different? Martina: Oh, no. It's fine! I'm just not very hungry. Uh ... are you working, too, or just studying? Jonathan: I'm just studying, but I wan t to work during the summer vacation. Martina:

B

Step 2 - Notice!  This feature consists of one or two simple questions to help the students notice something simple about the form or function of the new structure as it appears in the text.

ANALYZE Read the conversation in Exercise A again.

Form Choose the correct option to complete the sentence. Then co We form the present progressive with a) be  + verb + -ing. b) be + the b ase form of the verb. Negative

Yes/No question

I'm working.

; I'm not (1 )   ______— -

He/She/lt's working.

; He/She/lt isn't : working.

; Yes, I (3)----------; N o, I'm not. ; Is he/she/it working? j Yes, he/she/it is. No,  j Where is he/she/m ; he/she/ it isn't. : working?

We/They're working. ; We/They aren't : working.

. (2 )  -- - ----: you/they working?

: Yes, we/they are. : No, we/they aren't.

: W here (4) ......... ; you/they working?

..

Function Choose the correct option to complete the sentence. The present progressive is used with situations or events that a) happen all the time and are permanen t routines. b) are happening at the moment of speaking or during this period o f time in the person's life. Spelling rules When the verb ends in -e.

: drop the e before adding-ing: e.g. take—taking, make—making, live— living.

When a one-syllable verb ends ii consonant-vowel-consonant, C a

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double the final consonant and then add -ing: e.g. plan— planning , g et — get ting , s top —stopp ing.

PR ACT ICE Complete these sentences with the present progressive form of the verbs

 in parentheses. 1

Right no w, I ---------------------------------[make) a sandwich for lunch.

2

-

--------------------

yo u ---------------------- (have) a good time?

3 W ha t----------------------yo u ------------  - — ------- [do) these days? 4 Sally —— —

-----

L----------------- (not talk) to me right now. I don't know why.

5 Come on! W e ---------6 Right now, Ad ele ..... ... D

Step 3 - A naly ze This stage focuses on a guided inductive presentation that uses examples from the text in the previous step. It usually consists of two subsections, Form and Function. Tasks elicit from the students the rules about the new structure's form and also about its function and purpose. Having done the tasks, the students are left with a complete grammar presentation on the page.

------- --

...............

— — — (wait) for you!

- - _ _... ...

.

•. (live)  in Montreal.

NOW YOU DO IT Work in small groups. Talk about

things that are hap penin g at this time in your life.

Right now I'm no t working, so I'm living with my parents. I'm looking for a new job.

Step 4 - Practice This stage is a written exercise that enables the students to apply and confirm their inferences from the Analyze stage and gives them controlled practice in the use of the target grammar.

WATCHOUT! ^ Right now, I am studying. (^5 Right now, I am study.

Watch out!  A feature that draws the students' attention to common learner errors in the use of the new structure.

Step 5 - N ow you do it  The final step of each Grammar section is a one-step communicative activity that allows the students to practice the new grammar in a personalized context. The aim of this stage is to give the students the opportunity to employ the new structure in ways meaningful to them, thereby making it both more relevant and more memorable.

Introduction to the course

B Vocabulary 11

Language students can make rapid progress in a foreign language if they are able to assimilate and use items of vocabulary quickly and effectively. Traditional methods of teaching vocabulary relied heavily on memorization of items, which were frequently presented in lists with an accompanying translation. While generations of students learned vocabulary with some degree of success in this way, more recent approaches have focused on the communicative function of vocabulary, and particularly on the way words combine with other words to form chunks of meaningful language, as described in the Lexical Approach. The question of how people store and recall items of vocabulary has also become relevant, and the importance of associating words with a context, an experience, an image, or indeed with other words, is seen by practitioners as central to this process. When creating a course, there is the inevitable question of what vocabulary to present and in what order. The seemingly random approach adopted in the pgst has been quantified with the latest corpus linguistics tools, which in turn has enabled us to identify words that are used most frequently and words that are therefore most useful to students. In openMind, the authors have adopted a corpusbased approach to selecting and presenting vocabulary. Information on frequency and collocation patterns has

7 VOCABULARY; a green lifestyle A Amy has a very green lifestyle. Match the words an d phrases below to the pictures. Use the red bo xes.

  save water turn off the lights 3 recycle 4 ride a bike to school/work 1

2

been sourced from the corpus work created for the Macmillan English Dictionary. The underlying philosophy to teaching vocabulary is that we should introduce students to the words and phrases that are most frequent and useful in general standard English. To this end, each Vocabulary section focuses on lexical terms that the students can use actively in everyday oral and written communication. Each unit has two Vocabulary sections. Typically, there are two to three steps in each Vocabulary section. The target vocabulary (in the form of both single words and multiword phrases) is always clearly identifiable on the page. To help your students at this level to boost their vocabulary, you can employ pictures (e.g., a factory, a bridge, a subway station); make a quick board drawing for items that are relatively simple to illustrate (e.g., a square, a circle); use real classroom objects (e.g., a chair, a desk); use real items you or the students have with you (e.g., a bag, a shirt, a dictionary); use gestures (e.g., left, right, over, under); provide a synonym that is less complex than the word you are trying to explain; or use their first language, if possible and appropriate in your context. Suggest to the students that they keep a vocabulary notebook to record new items of vocabulary and examples of their use in context.

Step 1 The students are presented with the target vocabulary items and their meanings. At this stage, the students are not expected to use the items actively. Here the activities consist of matching words to their meanings, matching words to pictures, sorting words into groups, forming collocations, choosing the correct words to complete the sentences, and so on.

s  buy organic food 6 reuse bags 7 share a ride 8 clean up trash

B Do you have a green lifestyle? Check

{ / )

 the things from E xercise A

that you do to help the environment. Use the blue boxes.

C

Work in groups. Ask y our classmates questions to find out who

has a green lifestyle. Make notes of your classmates’ answers. A: Do you ride a bike to work?  B: No, I don't, b ut I share a ride. What about you? 

D Q

Share the information with your classmates. Is anyone similar to Amy?

I think Irina has a green lifestyle. She rides a bike to school every day, and she buys organic fruit and vegetables.

----------------— 

Step 3 Some Vocabulary sections have a third step, in which the students are encouraged to use the vocabulary items actively in a speaking activity, such as a discussion or role-play.

o

Step 2 This step gives the students the

opportunity to use the new vocabulary items in a controlled practice activity. They are often asked to compare options, categorize, complete phrases and sentences, and so on.

C Pronunciation

Accurate pronunciation is a key element of successful communication. Mastering pronunciation requires awareness and practice at three key prosodic levels: sound, word, and sentence—all of which are focused on in openM'md. First of all, there are the individual sounds (phonemes) of English. Here it is important to focus on those sounds that are different from those in the students' mother tongues and that therefore cause the greatest difficulty, both in terms of recognition (listening and understanding) and in terms of production (speaking and being understood). Second, there’ is the area of word stress, where English, with its numerous word stress patterns, may differ considerably from the students' mother tongues. Finally, there is the question of rhythm and intonation, where English is characterized by a relatively high number of falling tone patterns in comparison with many other languages. Level-appropriate aspects of these three areas of pronunciation are carefully developed and presented. Each Pronunciation section in openMind  typically consists of two or three steps. The Pronunciation sections are supported by audio—both for the presentation and the practice steps.

Approaches to teaching the four skills The four language skills—listening, reading, speaking, and writing—are informed by the two modes of communication: spoken and written language. Each of those has a receptive and a productive aspect. To ensure fluency, it is essential that learners of a language get practice in all four skills. However, mere practice alone is not enough. The four skills need to be developed in a planned, coherent way, something that many textbooks have neglected up to now. Each of the language skills consists of a number of different abilities, or "subskills." For example, the skill of reading consists of the meaningful use of subskills such as scanning, skimming, recognizing the main idea, etc. In actual use, we employ a variety of skills and subskills simultaneously. Consequently, in order to develop the students' skills, it is important to identify and focus on subskills in turn. In openMind, we have devised a skills syllabus that is methodically researched, carefully planned and balanced, and which focuses on subskills that are most likely to be of use to learners at their respective levels. All four skills are present in every unit in the openMind  series. However, in order to ensure a balanced development of the four main language skills, we have deployed an alternate pattern of "on" and "off" skills: "on" skills are the ones that are developed through subskills, and "off" skills are the ones that are practiced. So every unit includes two types of skills sections: 1) skills development sections for the "on" skills and 2) skills practice sections for the "off" skills. Their pattern is alternate; for example, the two "on" skills that are developed in Unit 1 are then practiced in Unit 2 as "off" skills, while the two "off" skills that are practiced in Unit 1 are developed in Unit 2 as "on" skills, and so on. This alternate pattern of "on" and "off" skills sections is clear in the layout of the contents pages, with the two "on" skills sections in every unit highlighted.

I n t ro d u c t io n t o t h e c o u r s e

VII

1 Teaching subskills (skills development sections—"on" skills) Each skills development section starts with a skills panel, which informs the students in clear, direct terms what the subskill is, why it is important, and how to apply it. The subskill section builds on the information provided in this feature. The students are always given the opportunity to apply the subskill at the end of the section. "On" skill indicated by cog. for numerical information When you hear a number, think about the way it looks. This helps you understand what it is (e.g. a date, a time, a year, or a phone number). To help you remember a number, say it in your head when you are writing it down.

In each level of the course, three subskills are covered for reading, listening, and writing. Each of these is covered twice, the second time in further detail or in a more challenging context. There are six subskills for speaking per level. Further practice of the subskills is provided in the Workbook.

Listening In openMind 1, training is given in the Listening sections in the development of the following key subskills: • listening for specific information (Units 2 and 4) • listening for numerical information (Units 6 and 8) • understanding the main idea (Units 10 and 12) Effective L2 listening is the ability to understand an aural message in another language and respond appropriately. Without the ability to listen effectively, the students will be unable to communicate successfully in the target language. Listening is an essential component of openMind.  For many students, listening can be the most difficult of the four skills, and in the classroom it can often seem the most intimidating. Help your students to become better listeners by training them in effective listening strategies.

Reading In openMind 1, training is given in the Reading sections in the development of the following key subskills: • recognizing cognates (Units 1 and 3) • reading for the main idea (Units 5 and 7) • scanning for specific information (Units 9 and 11)

 Speaking In openMind 1, training is given in the Speaking sections in the development of the following key subskills: • using polite language (Unit 1) • asking for opinions (Unit 3) • checking understanding (Unit 5) • showing interest (Unit 7) • using phone language (Unit 9) • taking time to think (Unit 11) Apart from the skills development sections, which cover speaking, there are constant opportunities for speaking throughout each unit of openMind: the students are encouraged to give their own opinions, to discuss their own experiences, and to communicate with one another on a variety of topics. A specific speaking stage can always be found in the Grammar section (Now you do it), in the Vocabulary section, and in the lifeSkills section.

Writing In openMind   7, training is given in the Writing sections in the development of the following key subskills: • understanding the mechanics (using correct capitalization and punctuation, writing complete sentences) (Units 2 and 4) • writing sentences (simple and compound) (Units 6 and 8) • sequencing and connecting ideas (Units 10 and 12) At this level, many students find writing a difficult skill, so give them plenty of preparation time. The writing exercises in openMind   take a step-by-step approach and gradually build up the students' confidence. Don't expect the students to be able to produce long pieces of written text at this level. Expand your students' writing practice by encouraging them to work with the Listen and write / Read  and write pages in the Workbook. All skills strategies are practiced in the Workbook, and the Teacher's Book pinpoints sections where you can recycle any subskills previously taught.

2 Integrating and practicing skills (skills practice sections—"off" skills) These sections (two per unit) provide the students with opportunities to practi ce skills with a focus on the communicative outcome (e.g., writing an email in Unit 5; listening to a life story in Unit 11). Each section comprises two to three steps and integrates two or more language skills. The sections allow students to focus more on the end product, with fluency in mind, and less on the process they go through in order to achieve it. In the activities here, there is a strong emphasis on personalization— relating the material to students' own experiences.

The first page of every openMind  unit is the unit opener. It features engaging pictures and provides a quick warm up to the unit, or it can be extended to a much longer and enriching speaking activity. This activity never expects the students to use any vocabulary or grammar in the unit to come. Its key purpose is to create excitement and boost motivation. It also provides a comprehensive list of language objectives for the unit. The lifeSkills panel at the bottom introduces the life skill of the unit and aims at getting the students to start thinking about the nature of the life skill.

CEF-oriented unit objectives.

G R E A T L IV E S IN THIS UNIT YOU

O

learn language to talk about people and events in the past

%

read about the life of a famous person—scanning for specific information

%

learn phrases when thinking about answers to a quiz—takinq time to think

o

listen to biographical information about the life of a fam ous person

o

write a short biography

►

watch a video about the lives of famous people

How many of these people do you r ecognize? What wer e their professions?

A

Coco Chanel

B Work in pairs. Put the people in Exercise A in different groups or pairs according to t heir similarities.  Think of as many combinations as possible. A: B:

What do Coco Chanel and Gianni Versace have in common?  They were both fashion designers.

LIFE SKILLS

Martin Luther King

Learn to use brainstorming in a group to think of ideas

STUDY & LEARNING UNIT 11

109

I n t ro d u c t io n t o t h e c o u r s e

Communicative wrap-ups For every two units, the course offers a Communicative wrap-up. The Communicative wrap-ups can be found at the end of the Student's Book, beginning on p. 130. With a clear focus on fluency, the tasks require the students to employ a range of communication strategies, using target language items and skills acquired in the two units under review. The activities are student-centered and require reciprocity—the students are not only encouraged to produce language, they are also expected to be attentive listeners. The activities are also designed to boost the students' confidence and include a wide variety of activity types, such as games, role-plays, and information gaps. Having completed a communicative task that closely mirrors a real-life task, the students should feel more confident that they can deal with real-life situations in English. They will also realize that the language they have learned is applicable in practice and, equally important, that they have mastered it. Each wrap-up ends with a self-scoring section. Encourage the students to read the can-do statements and rate their performance. This is an essential part of developing autonomous learning.

Communicative wrap-up Units 1-2

B i Work in pairs. Look at this famous person’s family tree. Ask and answer questions about the people and their connections to each other.

Anne Meara comedian

A ¡H Work in pairs. Student A, you want to register with an agency to help you find new friends. Student B, you work at the agency. Interview Student A and comp lete the form.  The n sw itch ro les.

Friends

EXPRESS Agency

Amy Stiller actor/writer 

Christine Taylor

mQ ?Q Email address:

 Telephonenumber: _ Country Nationality: Date of birth: — —

Ella Stiller

Quinlin Stiller

Occupation:

B 2 H Work as a class. You are at a Friends Express meeting. You me et each person for two minutes and try to find out as m uch as you can about him or her. Use the ideas below to help you. When you hear the signal, change partners.

n

a

m

e

?

Age?

Family?

| Work in pairs. Student A, you are a famous person. You can only say yes or no. Student B, ask questions to fi nd out about the famo us person. You can ask up to 20 questions.  Then gu ess who Student A is.

 Are you American ? 

Occupation?  A: Tell me ab out your family. B: Mybrother's name is Julian. A: What does he do?  B: He's a mechanic. A: And yo ur parents?  B: Their names are ...

o

Who is Anne Meara?  She's Ella Stiller's grandmother. What does she do ?  She's a comedian.

T

 Are you a sing er?  Yes. Is your sister an acto Yes.  Are you B eyoncé ? 

SCORE YOURSELF! Score 1-5 for the items below. Score 5 for things that ar introducemyself, exchange personal information, talk about occupations. Ica n talk about family members. If you give yourself 1or 2 for any of the statements, look at the m

il inUnits 1 and 2 again.

Teaching life skills One of the unique features of openMind  is its focus on life skills. Each unit ends with an inspiring lifeSkills section. This is based on the notion that in today's highly competitive global environment, students of English need other, higher-order skills besides language skills. Life skills include information and research skills, critical thinking and problem-solving skills, self-direction and learning skills, organization and planning skills, and collaboration skills. These skills are highly valued by employers arid are essential to the students' continued success, and yet rarely form a part of the students' formal education. The authors firmly believe that it is our responsibility to help the students develop these life skills and, in particular, to prepare them to employ those life skills in Englishspeaking situations. All the life skills covered in openMind  require a certain amount of collaboration, so pair and group work is an essential component of this section.

The life skills in openMind  feature as parts of three domains: Se lf and Society, Work and Career, Study and  Learning. It is important to understand that the use of these three domains is not meant to function as an organizing principle, but rather as a reflection of one of the many ways in which that particular skill can be applied. Life skills are essential in every aspect of our lives and therefore transferable. In every lifeSkills spread in the openMind  series, the particular life skill to be applied in one of the three domains was carefully chosen. The Reflect  box at the end of the spread acts as a reminder to the students that the life skill can also be applied in the other two domains. Each lifeSkills section is introduced by a three- or four-step summary of the approach that will be applied through the different activities in the section. These steps are applicable to the skill in general and can be applied in other situations, beyond the English classroom. Each lifeSkills section is linked to the general unit topic in which it appears, and the language and skills presented in the previous pages of the unit help to prepare the students for this section.

The chosen domain for the spread is highlighted, but all three domains are mentioned as a reminder of the transferability of the skill.

A three-step summary of the approach that will be applied through the different activities in the section.

7

S e l f a n d S o c i e ty Study and Learning B

Understand any problems you have with managing your time. Write a to-do list and categorize each task. Decide on the best order for the tasks.

A

Make a list of things to do in the

coming wee k. Estimate the time  you nee d fo r eac h on e. L ook at the example.

How well do you m anage your time? Complete this quiz.

Compare your answers in pairs. How accurate is the quiz? W h a t c a n y o u do to im p r o v e y o u r t i m e m a n a g e m e n t ? w

C 0

Work in pairs. Ask and answer questions about your lists. Use the

Tasks: 0 do the laundry

2

0

go to the bank

1hour

0

go to the movies

3 hours

hours

|

diagram and mark each task depending on how important and how urgent it is.

Key to diagram:

© How doyou feel about time? a) I never have enough time! b) Sometimes I d on't have time to do everything, but usually it's OK. c) Time? I ha ve a lot of it!

|i

0 Do you arrive on time. for.things ? a) Yes, always. b) Sometimes, but not always. c) No, I'm always late!

1

I I I 1 8

Now add up b2 0 a Q a l b2 0a3 b2 © a3 b l b3 0 aI © a b l

0 Do you often have nothing to do? a) No, I’m always busy. b) Sometimes. c) Yes, 1do. © How often doyou check the time? a) I’m too busy to look at the clock! b) Never. I don’t have a watch. c) Often. I like to know what time it is.

-té

© You have something important to do. How do you feel? a) I’m not worried because there’s a lot

J

.:d jH

b) Help! I have a thousand things to do today! c) Forget it. 1can do it tomorrow. © How do you work or study? a) 1just work undid finish. b) I take a lot of breaks to watch TV and chat online. c) It ’s difficult! I never have time to finish my work or study.

O

your score: cl c3 cl c2 cl c3

6-10 You have a lot of time—L* because you don’t do important things! Manage your time better and you can achieve more. 11-15 You have a good attitude about time. With a little time management, you can do even more. 16-18 You need to manage  your time and give yourself time to relax!

O

Ì

°

Very important and very urgent. Very urgent, but not very important. Very important, but not very urgent. Not very important and not very urgent.

o

D Write yo ur things to do in order. For each day o f the week, write A things first,

Day Sunday

followed by B things, etc. Think about the time you have and consider moving some things from o ne day to another.

Monday

E

Tuesday

0

Work in pairs. Compare your daily

to-do lists. Can you do everything in the time you have?

Wednesday Thursday

Prioritizing Is this urgent? ' How important is this?  It's very important! I don't really need to... I suppo se this isn't really urgent.

Friday Saturday

REFLECT How can the skill of managing your lime be useful to you in Work ond Career ond Study ond learning?

Doy in, day out

UN IT 4

47

The Reflect   question gets students to think about how the featured skill can be applied to the other two domains.

Introduction to the course

xi

Language wrap-up

Teaching students at Level 1

Each unit concludes with a Language wrap-up that enables the students to assess their grasp of the new vocabulary and grammar items presented in the unit.

Teaching students at Level 1 presents the language teacher with a particular set of challenges, namely the students' lack of vocabulary and the related difficulties in expressing ideas in English. At this level, however, it is important for the students to become accustomed to English, and you should therefore use English as the primary language of the classroom, as far as possible.

The Language wrap-up exercises can be done in class or assigned as homework. If given as homework, tell the students not to look at the sections of the unit that are being tested in the wrap-up tasks before they do the exercises. If you use the Language wrap-up in class, you might wish to set a time limit of 10-15 minutes for each task. Again, encourage the students to do the tasks without looking back at the relevant sections of the unit. Motivate them to focus on the tasks individually, as pair or group work could lead to stronger students dominating and would not give accurate feedback on what individual students have learned. It is a good idea to go over the answers with the whole class. This can lead to some discussion of the answers that might be useful for students. Make sure the students read the can-do statements in the score boxes and write their score out of 10 for both the Vocabulary and Grammar sections. If they have a score lower than 8, encourage them to read the appropriate sections of the unit again for homework, and then do the exercise or exercises again at home.

8-10 correct: I can ask useful questions and use ordinal numbers. 0-7 correct: Look again at Sections 3 and 7 on pages 11 and 14. SCORE:

/10

To aid retention and ensure a long-lasting learning outcome, it is crucial to recycle language points from previous sections and units regularly. For example, to recycle grammar, you can ask the students a few questions at the beginning of each class, focusing on the grammar content of the previous class (e.g., for simple past, begin the class by asking What did you do last weekend? Where did you go after class yesterday?).  Integrated recycling is also emphasized in the way vocabulary is used—the target vocabulary from each section occurs again over the remainder of each unit, reinforcing use of the items and aiding retention. In addition, to help you plan subskills recycling, the cog symbol is used in the unit plan and again in the appropriate heading within the teaching notes, along with a reference to where that subskill was previously practiced.

It is important to give brief, clear instructions in English; for example, use Work in groups rather than I'd like to have  you ge t to get her in groups. Where necessary, use gestures to support your instructions; for example, Listen (cup your hand to your ear), and Work in pairs (make an inward motion with both hands indicating that the students should work together), as this will help the students to get used to these instructions. Early in the course, present and start using key classroom language, such as What doe s  X mean? How do you s pell X ?  and How do you say X in English?, so that the students can use these expressions when they need help. If possible, key classroom phrases such as these should be prominently displayed on a wall for the students to refer to in the early stages of the course. Emphasize the advantages of using English for pair and group work activities. When students use their first language in a task, it often means they are interested and want to express their ideas about the topic, but feel that they don't have the vocabulary or grammar necessary to do so. The authors have anticipated these shortcomings and have provided the students with model conversations, prompts, and phrases in the How to say it  feature to ensure that they have enough functional language at hand to carry out a task confidently. Moreover, the course teaches a variety of useful skills to overcome any obstacles and to promote interaction. At this level, students need a lot of support and repetition. If the instruction in the Student's Book says listen and  repeat, give the students plenty of opportunities to repeat. Ask them to repeat chorally before you ask them to repeat individually. This can help to build their confidence to use English in class. When presenting new vocabulary, ensure that the students feel comfortable with the pronunciation of any new words and phrases. Use the pictures in the Student's Book to help convey and reinforce meaning by asking the students to find examples of particular words in the pictures. Give the students further practice with language items by assigning homework tasks from the Workbook, or from the extra homework ideas suggested in the Teacher's Book. Encourage the students to keep a vocabulary notebook and focus on establishing good learning practices. Students at this level may feel that certain language skills are less demanding or more accessible than other language skills. This can mean that they may be more motivated to engage with some tasks than they are with others. Nevertheless, it is important that all four language skills be developed and practiced in parallel. Covering all the tasks in each unit of the Student's Book and the Workbook will ensure that no aspect of your students' development is neglected.

openMind  Workbook  The openMind  Workbook is an ideal source of additional activities to engage the students in further practice of the Student's Book material. The Workbook follows a format similar to that of the Student's Book and reflects its section organization. The dynamic and modern design makes the book appealing and easy to navigate through.

UNIT7 YOUHAVETALENT! 1 VOCABULARY: personality adjectives A

3 GRAMMAR: am/mn't— ability

Read the sentences and (^irclejthe correct option.

George always buy s presents for his friends. He's veryoptimistic/ generous/ h onest. Everyone likes Patricia. She knows a lot of people. She's verysmart/ patient / friendly. 3 Yumi always makes a list before she goes shopping. She's veryorganized  / generous / optimistic. 4 Steve feels angry when he has to wait for a long time. He's not veryreliable/ friendly/ patient  s Fernanda always looks for problems in every situation. She's not very smart /optimistic / honest. 6  Elizabeth is a good friend. Her friends can depend on her for help. She's very pat ient / r eliable / organ ized. 7 Denise always gets good grades in college. She's verysmart/ friendly/ honest. 8 Stan is always truthful, and you can always believe him. He's very pa tien t/ h one st/ gener ous. 1

2

A

j||j22 Listen and Circle)can or can’t.

1

Elena can / can't   play the piano. Peter can / can't   dance. I can/ can't  sing. We can / can't  drive.

2

3 4

B EH 23 Listen and check (/) the things that Ricky and Bella can do. Cross ( / )  the things they can’t do.

WATCH OUT!

B C h o o s e o n e a d j e c t i v e f r o m E x e r c i s e A t h a t d e s c r i b e s yo u a n d o n e adjective that describes your best friend. Ex plain why.

I am optimistic because I never feel sad. speak another language

2 READING: for themainidea A

L o o k q u i c k l y a t t h e t ex t . W h a t k i n d o f t e x t i s i t?

a) a persona lity test

LIBRA

b) an advice column

September 23-Octobet 22

C

Make sentences about Bella and Ricky. Use can and can’t.

1

Ricky / play tennis / .

2

Bella / play a sport / .

3

Bella and Ricky / speak another language / ?

(1) ..you have no problems making friendsthis month. Your conversation and humor charm everyone. (2)

Bella / cook / ?

... Now is not thetime to buya new laptop.

Only buy the things you really need. (3) Vnu're stressed and tired. Drinkherbal teas t get more energy. „You ha :o-worker. Be honest.

<4>~

s

inimportant decision to make about 7**d®W**r

SCORPIO (5)

....

Ricky / cook spaghetti / ? Yes, _

October 23 -November 21

Be patient with relatives. Don't argue with people

close to you. - ( 6)  This monthis a good time to start your new diet. ' Go to the gym, eat fresh fruit andvegetables, r ide your bike to work. e ahead, but there are many obstacles. Your boss knows that you are reliable, so don' t worry.  _ Don't be toogenerous this month. You shouldnt

D Put the words in the correct order to form sentences and questions. Sometimes there is mo re than one correct answer. 1

Marisa and Julia / speak / can / Italian / .

WATCH OUT!

  __ __ 

2

 your brother / cook / Can / Indian food / ? n / My best friend / sing / and / dance the tango / . I / read music / play the piano / but / I / c<

B R e a d t h e t e x t i n E x e r c i s e A a g a i n . W r i t e t h e h e a d i n g s i n t h e c o r r e c t p l a c e. Family Health (x 2)

Money (x 2) Social life Work (x 2)

©

Introduction to the course

Each Workbook unit can be viewed as consisting of three parts: the first four pages practice and consolidate the unit's grammar, vocabulary, and the two target subskills; the fifth page is a Listen and write or Read and write page that consolidates the unit material and offers the student further opportunity for guided, supported, and highly personalized writing practice. The language in the Writing tutor   helps students get started and organize their writing, and the last page of each Workbook unit is a Down time page that offers fun and engaging activities in the form of quizzes, crosswords, games, riddles, and more. The Workbopk is accompanied by its own audio CD with the tracks for the listening tasks. The listening activities are signposted by an audio icon, and the audio scripts appear at the end of the Workbook. The answer key for the Workbook activities (including possible answers) can be found on pp. T143—151 of this Teacher's Book.

;,7>'!“=onc °se '°s/ud/(

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b short tex.

lis»»“ DOWN TIME A Read the text about Emma’s family. Answer the question and write the names o f the people next to the correct picture. Hi! I'mE mma. I have two brothers and a sister. My mom's name is Brenda, and my dad's

B Find the jobs. Separate the words with a line and write them underneath.

UseV°ut

'^nefightef^

al

C Match the two halves to make words, well

good

interesting

hard

job

salary

-working

-paid

work 

security

Who! do you do?

UNI T 2

15

 _____________________________________ 

The Teacher's Book offers carefully planned, well paced, and Insightful procedural notes to help you prepare, present, and follow up on the unit material in an appropriate way for the students, teaching

DOWNTIME The expression down time (stress on down) means the same as free time or leisure time—time when you are not working or studying. Explain to the students that down time is time for fun a relaxation (e.g. meeting your friends, reading books, watching TV, or going to the movies).

Unit opener (p 29) • Optional downloadable unit opener 1 Grammar: simple present—statements
10min. 10min. 40 min. 15min. 30 min. 30min. 25min. 40 min. 20min. 25min. 20 min.:

20 min. 45 min. 45mm.

45 min. 15min. 45min.

Direct the students' attention to the objectives in the unit menu and go throughthe informationwiththem. Explain that this unit focuses on how to talk about habits and help themdo this: Reading skills: recognizing cognates Elicit, or remind students of, some English words that may be the same intheir language (e.g.taxi, hotel, computef). Encourage themto look through the unit and find other English words that are the same in their language or similar to words intheir language. Speaking: asking for opinions Ask the students whose opinion they listento before they buy a book or watch a movie. Elicit some possible answers (e.g. friends, parents, brothers, sisters, etc.).

1 Grammar 2 Pronunciation 3 Reading 4 Listening 5 Vocabulary 6 Grammar

 s

Listening: to a radio show Ask the students if they oftenlisten to the radio. What shows do they listento? Do they listen to discussion shows? Writing: about yourself and your interests Ask the students to work individually and think of three adjectives that describe them. Listen to their ideas withthe whole class. Then ask themto look through the unit and find out what adjectives for describing people are

The course features exciting and authentic phrases as unit titles. The unit title feature offers an insight into the meaning of the phrases and serves as a mini culture note to explain the collocation.

The information in the unit plan outlines the target language and objectives by section. It also offers suggested timings.

Refer the students to the HfeSkillg, the topic of this unj Ioni s Understanding iarnsomething new, such as a new sk  ento their ideas as a class.

• Writeon the boardToday is ...  Ask the students to tell  youwhich day oftheweek it is. Then writea day of the week on the board (e.g. Thursday).Ask the students to work Inpairs and write the other days of the week. Ask  students to come to the board one-by-one and each write another day of the week. Have the class check that the days are in the correct order and that they have the correct spelling. Elicit the correct spelling of any words spelled Incorrectly.

 Alternative Produce anagrams to review the spelling of thedays of the week (e.g. yomadnfor Monday) Prepare these beforehand, making sure you include all the letters, and ask the students to unscramble the letters to form the words.

free. • When the students finish, ask themto compare their schedules in pairs. Have themlook at the example conversation. Explain that they should use these expressions as they compare their schedules. Have the students repeat the conversation after you before they talk to their partners. Suggest that pairs find out if they have the same periods of free time or if their free times redifferent. On which day of the week do they have the m • Ask the studentsto name the :tivities the people in the pictures do in their down ■le. Elicit a fewmore examples of down-time activil s (e.g. watch DVDs, play  soccer, read books).

Competence developed

CEF Reference (A1 )

can understand and use statements and questions in the simple present can hear and produce different third-person singular endings can recognize cognates and use them to understand a text can understand a radio discussion and respond to the topic can talk about free-time activities

Table 1; Table 2; Sections 5.2.1.2; 6 .4.77; 6.47.8 Section 5.2.1.4

7 S pe ak in g

can understand and use information questions in the simple present c an as k f or o pi ni on s

8 Vocabulary

can talk about personality

9 Writing

can describe themselves and their interests

Table 1; Table 2; Section 4.4.2.2 Table 1; Table 2; Section 4.4.2.1 Table 1; Table 2; Section 4.4.1.1; Section 4.4.3.1; Section 5.2.1.1 Table 1; Table 2; Section 5.2.1.2 Table 1; Table 2; Section 4.4.3.1 ; Section 5.2.3.2 Table 1; Table 2; Sections 4.4.1.1 ; 4.4.3.1; 5.2.1.1 Table 2; Section 4.4.1.2

Features of the Teacher's Book  The Teacher's Book author has developed an array of teacher-friendly features that support and build on and/or extend the material in the Student's Book. Lead-in This feature provides you with optional activities that help you start your lesson or introduce a particular section of the Student's Book. Typically, the Lead-in does not require any additional preparation. Alternative This instruction presents you with alternative approaches to the Student's Book material. It addresses different learning styles, provides challenging alternatives for high achievers, and facilitates the presentation of activities for students who may need more support.

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circumstances, and program requirements. Along with the procedural notes and audio scripts for the listening tasks in the Student's Book, the Teacher's Book also contains interleaved Student's Book pages with answers to each exercise clearly marked for ease of reference.

The Common European Framework of Reference for Languages (CEFR) is an influential document produced by the Council of Europe. Since its publication, it has had a major impact on the work of teachers, teacher trainers, examiners, and course designers, both within Europe and in other parts of the world. It describes the linguistic competences language learners possess at different levels of achievement. It does this by describing the things a person with a given language level can do. It covers six main levels of ability: A1, A2, B1, B2, C1, C2. Students completing openMind  1 should reach the level of ability described by the A1 performance descriptors. There is a CEFR unit map at the end of each unit in the Teacher's Book. This map lists the sections in the unit and, for each section, a can-do statement is provided. These are based on the type of can-do statements found in the CEFR and describe the ability the students should acquire on successfully completing the section. In the map, reference is provided to the relevant sections of the CEFR. These are either the sections where the CEFR specifically mentions the competence being developed in the Student's Book, or sections where the CEFR mentions competences that rely on the competence being developed in the Student's Book. The complete text of the CEFR is available for download from the Council of Europe website (http://www. coe.int/t/dg4/linguistic/source/framework_ en.pdf).

Culture note Here you can find background information that may be of interest to your students and that will help you with the presentation of the section material. It may provide more information about a person, event, or place mentioned in the Student's Book. It may also focus on what people in the English-speaking world do or say in a particular situation. Extra The optional Extra activities equip you with ideas for additional classroom practice and homework. The activities always focus on and extend the language point of the section in which they appear. They are ideal for fast finishers. Especially for Reading and Grammar, there are sometimes Extra reading comprehension or grammar items provided in case you want to exploit a reading text further or practice a grammar point more with your class.

I n t ro d u c t io n t o t h e c o u r s e

xv

openMind  Digital Flexible digital resources are a central part of the openMind   approach to language teaching. The range of online and downloadable components and resources can be tailored to each class's needs and facilities, allowing for flipped and blended approaches as well as more traditional teaching styles. For students, the Online Workbook and self-study video worksheets and video on the Student's Resource Center consolidate classroom learning and promote autonomy and awareness. For teachers, open Mind's digital components provide tools to save you time and add to the class experience, together with testing that ranges from a placement test to customizable unit and midcourse tests and an end-ofcourse test.

Teacher's and Student's Resource Centers The online Resource Centers for teachers and students are bursting with materials to support the course, as well as audio and video. Some features are available to both students and teachers, while others can only be accessed through the Teacher's Resource Center. See the lists at the end of this page for a complete overview.

Video Each Student's Book unit is accompanied by a new video (see screenshot below), linked to the unit's theme and target language. Videos feature authentic footage and genres, such as reportage, travel shows, and documentaries, to provide fascinating lead-ins or jumpingoff points for each unit of the course.

lesson plans will present this same skill through the two other domains (for example, Self and Society  and Work  and Career). Besides offering alternatives to the Student's Book material, the aim of these extra lifeSkills lessons is to show learners how they can apply the same life skill from the Student's Book to other contexts, thereby further developing these competencies and empowering the students.

Speaking and Writing Workshops The Speaking and Writing workshops are each a page long and can be used at the end of alternate units. Each workshop provides more in-depth analysis as well as extra support of the respective skill when this is an "off" skill in the unit, and therefore the function in the workshop is always the same as the function of that skill in the core unit. The structure of both the speaking and writing workshops is based on a common concept: the students are first presented with a model, next they analyze it, then they work on their own production, and finally they self- and peer-assess. For more independent writing consolidation practice, encourage the students to work with the Listen and write and Read and write pages in the Workbook, which follow the same concept.

Tests All the tests you need for placement, progress, and achievement purposes are on the Teacher's Resource Center. These are available both in ready-to-print PDF versions and customizable Word versions, and comprise: • openMind  course placement test, with instructions on delivering this • Unit tests: these test the grammar, vocabulary, and skills covered in each unit of the Student's Book • Midcourse tests: a ready-made review combining items from the unit tests for the first half of the Student's Book • End-of-course test: a ready-made end-of-book test with completely new test items covering the full openMind i language syllabus

Student's Resource Center—the complete package

All videos are accompanied by downloadable worksheets. These worksheets offer a variety of tasks and activities that build on the students' prior knowledge, generate interest in the topic, check the students' comprehension, and practice grammar and vocabulary. Each worksheet presents tasks to be done before, during, and after watching, and comes with teacher's notes and answer key.

Extra lifeSkills support The Teacher's Resource Center includes twenty-four lifeSkills lesson plans—two for every lifeSkills double-page spread in the Student's Book. Each lifeSkills section in the Student's Book presents a skill (for example, Understanding your learning style)  through one domain (for example, Study and Learning), while the extra lifeSkills

The following features are all accessible to your openMind  students: • Student's Book and Workbook audio files and scripts • openMind  video • openMind  video self-study worksheets • CEF R checklists • Word lists

Teacher's Resource Center—the complete package The Teacher's Resource Center includes everything on the Student's Resource Center, as well as: • openMind  video classroom worksheets • openMind  video teacher's notes and answer keys • Extra unit opene r lessons • Extra lifeSkills lessons • Speaking and Writing workshops • Tests • Placement test

T*

Online Workbook 

ré

The Online Workbook provides extra skills, grammar, and vocabulary practice to support the Student's Book. It contains interactive activities, audio for listening practice, video and supporting activities, and automatic marking— so students can instantly check answers and try again as many times as they want.

r é

ré ré r * 

The Online Workbook is also linked to an LMS (learning management system) gradebook, which means you can see students' marks for each activity, as well as the amount of time (and number of times) it has taken them to complete each task. The Online Workbook is ideal for self-study, but you may wish to consider using it for reviewing students' work in open class via a projector or an interactive whiteboard.

Presentation kit

The Presentation kit is a digital version of the Student's Book designed for enhanced classroom presentation. It features all the content of the print Student's Book with embedded video, class audio, full answer keys, and simple interactive whiteboard tools.

STUDY SKILLS

Learn ways to practice speaking and pronunciation

SPEAKING & PRONUNCIATION

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Access is easy. The Presentation kit can be downloaded onto your interactive whiteboard or laptop for use with a projector—no disks are required. It's ideal for work in open class as an alternative to "eyes down" work, as well as for checking and reviewing students' work.

Example from openMind  Starter Presentation kit 

Introduction to the course

 

XVII

Dr. Spencer Kagan and Miguel Kagan Kagan Publishing & Professional Development www.KaganOnline.com Kagan Structures are instructional strategies designed to promote cooperation and communication in the classroom, bbost students' confidence, and retain their interest in classroom interaction. The Structures work in all teaching contexts—regardless of subject, age group, and number of students in class—and are a particularly powerful tool for teaching a foreign language.

In this article, we contrast a conventional classroom lesson and its environment with a classroom where Kagan Structures are brought in. We discuss the benefits of the Structures and explain why this alternative approach to classroom organization works much better and has a long-term learning effect. Then, we present three of our favorite Kagan Structures that are particularly suitable for the language-learning context, and we offer you an overview and the support to apply them in your daily teaching routines. For an in-depth presentation of the Structures and our approach to cooperative learning, you can read Kagan Cooperative Learning (2009).

strategies vs. Kagan's cooperative structures Let's compare a typical, traditional English lesson to an English lesson using Kagan Structures. For example, we might want to teach direction vocabulary with prepositions of place and direction: next to, down, into, out, up, above, below. In a traditional classroom, the teacher may provide some direct instruction, then do a whole-class question-andanswer session. During the question-and-answer session, the teacher usually asks questions, then has students raise their hands to volunteer answers. Alternatively, the teacher may ask a question and nominate a student to respond. Finally, the teacher may assign an activity for individual work and have the students individually practice the new skill. Sound familiar? Traditional learning is either whole-class, with the teacher leading the class, or independent practice work. As we'll see below, traditional learning lacks a high level of active engagement, creates a more intimidating learning environment, and often fails to establish an effective*

communicative context for natural language acquisition. Cooperative learning offers a powerful alternative for language teaching—interaction! Many teachers believe they are doing cooperative learning by introducing pair and group work. Flowever, unstructured pair and group work lacks the basic principles of effective cooperative learning and therefore does not produce the gains of true cooperative learning. There is a vast difference between Kagan Structures and conventional pair or group work. Kagan Structures carefully engine er student interaction to maximize cooperation, communication, and active engagement by all. The teacher who is fluent with a number of Kagan Structures would teach the same lesson quite differently. She would likely still provide some direct instruction, but skip the whole-class question-and-answer session and not do the individual exercise. Instead, she would choose a Kagan Structure that will Kagan Structures carefully  involve everyone, and engineer student interaction encourage sharing and to maximize cooperation, cooperation. On the communication, and active subject of directions, the engagem ent by all. teacher might have the students do a Flashcard  Game—students work in pairs with flashcards that have an arrow or simple diagram on one side and a preposition on the other. They go through three rounds, memorizing the content. Match Mine would be another productive structure for this lesson. In Match Mine, partners sit on opposite sides of a barrier. One partner, the Sender, places items in an arrangement. The other student, the Receiver, tries to match the Sender's arrangement, using only the sender's verbal directions. Students use the direction vocabulary in a functional way: Place the square next to the triangle. Place the circle below the triangle. Choosing a cooperative learning structure over traditional methods creates a dramatic positive difference in English language learning. We now know that there are many styles of learning and multiple intelligences. What works for some may not work well for everyone. Therefore, we need a variety of strategies to reach and teach our students with different learning styles and intelligences. If we always use lectures and independent exercises, we may inadvertently create barriers to English learning for many students. If, instead, we use a variety of structures as we teach, we engage the different learning styles and students' multiple intelligences. The variety creates greater novelty, increases motivation, and maintains attention. Kagan Structures also create greater engagement, lower anxiety, and promote natural language acquisition. Let's see how.

*The Publishers would like to thank Dr. Spencer Kagan and Miguel Kagan of Kagan Publishing & Professional Development for developing this article for the openMind   series. Ownership of the copyright remains with the authors.

One attribute that sets cooperative structures apart from traditional instruction is that structures don't call for voluntary participation. In the traditional classroom, the teacher asks students a question, and only those who know the answer, or who are daring enough to respond, raise their hands. The rest of the class can opt out. When students have the option of nonparticipation, many don't participate. This is especially true for shy students, lower achievers, and early language learners. The result: they don't learn as much or as quickly. With Kagan Structures, participation is not voluntary. Participation is required by the Structure. In Flashcard  Game,  students There is a direct connection take turns to play a between student  collaborative game. With  participation, engagement, Match Mine, students communication, and  must communicate subsequent language accurately to complete learning. the task. In the traditional classroom, the structure does not require participation from every student. It is the same with Match Mine with pair work or group work. If pair or group work is not structured properly, one student can simply do the work, while the others watch or even tune out. In contrast, the Structures hold every student individually accountable for participating. There is a direct connection between student participation, engagement, communication, and subsequent language learning. In the traditional classroom, when one student answers at a time, the ratio of active engagement is quite low. What's more, the rest of the class sits quietly and there is very little involvement. During our cooperative learning practice, the class is divided into pairs, and at least half of the class is generating language at any time and the other half is directly receiving comprehensible input and practicing active listening. This radically increases the opportunity to decode and produce language.

Learning and using a foreign language can be stressful. In the traditional English classroom, the teacher quizzes students in front of the entire class. Students may not know the correct answer, may be apprehensive about speaking in public, or may be self-conscious about their accent. In global surveys, public speaking ranks as people's greatest fear, beating fear of death, spiders, flying, and confined spaces. Whole-class settings for language learning are often perceived as threatening situations. We know from both language learning theory and brain research that stress negatively impacts on attitudes, learning, and memory. With Match Mine and Flashcard Game, students are working with just one other student. Most Structures encourage pair work or work in teams of four. Students who would experience anxiety in a whole-class setting feel more comfortable speaking English in a more intimate setting. Cooperative groups are less intimidating than whole-class settings. This is especially true in cooperative classrooms in which the teacher uses team building to establish trust and encourage support among teammates.

There's a big difference between learning about a language and actually acquiring the language. Too many language courses teach students about the language. Not enough courses allow students to actually use the language in a functional way. In our example of the traditional classroom, students learn about directional vocabulary. They learn to correctly complete exercises. But are they really building fluency? Results say no. In the real world, we don't fill out exercises on the proper use of language. But we often do need to give instructions and follow directions. When the situation of language acquisition (exercise work) is too different from the situation of performance (giving directions), a transference gap is created and fluency is not acquired. Match Mine  sidesteps the transference gap: the situation of acquisition (giving and receiving verbal directions) matches the future situation of performance (giving and receiving verbal directions). Many Kagan Structures naturally develop fluency by sidestepping the transference gap.

Kagan structures

X IX

Too often, language courses fail to build functional fluency. Students learn how to conjugate verbs, memorize vocabulary, and learn grammar rules, but too often miss out on the opportunity to use language frequently in a functional way. With the Structures, students not only learn about language, but they actually implement it to accomplish a goal. Natural language acquisition among infants is based on frequent social interaction. Cooperative structures provide the social setting for language use and offer students many more opportunities to receive input, interact in the target language, and practice oral production of the language.

Developing English fluency consists of four major interrelated language objectives: we want to build oral comprehension skills, so students can understand what they hear; we want to build oral fluency skills, so students can communicate with others; we want to build writing skills, so students can express themselves clearly and correctly; we want to build reading skills, so students can read with comprehension and accuracy. To accomplish these four language goals—reading, writing, speaking, and listening—we need an array of teaching tools. That's exactly what Kagan Structures are. Each Structure is a different language-teaching tool designed to develop different skills. Some Structures are more suitable to build vocabulary skills (e.g., Match Mine). Others are ideal for practicing language skills, such as comprehension and fluency (e.g., Timed Pair  Share). Then, Structures  A wonderful feature o f the like Flashcard Game Kagan Structures is that they  are great for simply are instructional strategies memorizing the breadth that can be used repeatedly. of vocabulary terms and phrases students need to learn. Many Structures simultaneously address multiple objectives that go beyond the four language objectives outlined above. We have developed over 200 Kagan Structures for promoting interaction in the classroom. Because cooperation and communication are two hallmarks of the Kagan Structures, they are particularly well adapted to English learning. A wonderful feature of the Kagan Structures is that they are instructional strategies that can be used repeatedly. They are not limited to one particular exercise, but are designed as shells so you can slot in any activities and target language. Once you learn some basic Structures, you can integrate them easily into your daily English lessons. For example, you may use Flashcard  Game today for directional words, but you can use it again tomorrow for proper use of correct tenses. Here are three sample Kagan Structures we encourage you to experiment with.

1 Match Mine

Language functions: Vocabulary builder, Functional communication, Oral language production Advantages: • Develops target vocabulary based on the content of the game. • Develops ability to give and follow instructions. Structure summary: Partners (Student A and Student B) on opposite sides of a barrier communicate with precision in order for one to match the other's arrangement of game pieces on a game board. Description: The instructor puts students into pairs. Each partner receives an identical game board and game pieces. The game board and game pieces can be based on any vocabulary topic, such as food, clothing, sports, careers, verbs, and so on. For example, to practice human body vocabulary, the game board is an illustration of a person. The game pieces are numbered arrows. The pair sets up a file folder barrier between them so they can see each other's game boards. Student A (the Sender) arranges the numbered arrows pointing to different body parts. Then, the Sender describes the arrangement of arrows on the illustrated body and Student B, the Receiver, attempts to match the Sender's arrangement exactly. Arrow number 1 is pointing to her left ear. When the pair thinks they have correctly made a match, the Sender and Receiver compare their arrangements to see how well they did. If the game pieces are arranged identically, the pair celebrates their success. If the game pieces don't match, they congratulate their efforts, then discuss how they could have communicated better to make the match. Match Mine is terrific for developing communication skills. Students must use the target vocabulary correctly to achieve a successful match. 2 Flashcard Game

Language functions: Vocabulary, Grammar, Memorization Advantages: • Develops mastery through repetition and peer tutoring. • Students learn by quizzing and being quizzed. • Studerits receive immediate feedback. Structure summary: Partners (Student A and Student B) proceed through three rounds as they quiz each other with flashcards, master the content, and win their cards. Description: Flashcard Game facilitates mastery of English words, phrases, and rules. Students need flashcards to play. If no flashcards exist for the content, students can easily make their own. The flashcards can take many different forms depending on the content to be learned. For vocabulary

words, one side of the flashcard has a picture and the answer is on the back. For grammar, the card can have simple present on one side and simple past on the other side. Once the cards are made up, students proceed through three rounds in pairs to memorize the content. In Round 1, Student A shows and reads the front and back of the flashcard. Then, Student A shows the front of the card and Student B gives the answer for the back. If Student B answers correctly, Student A offers praise and gives Student B the card. If Student B answers incorrectly, he or she does not win the flashcard. Student A offers a. hint or shows the answer again. When they have gone through all the cards4the partners switch roles and go through the cards again. For Round 2, fewer cues are given. Student A shows the front of the card and Student B tries to win back the card by giving a correct answer. When both students win back all their cards, they move on to Round 3. In Round 3, even fewer cues are given. Student A says what's on the front, this time without showing the card. Student B tries to win back the cards with the correct answer. Flashcard Game is done in rounds to improve the likelihood of success at each round. As Student A and Student B, students get repeated practice and immediate feedback. 3 Timed Pair Share

Language functions: Fluency, Elaboration, Oral comprehension Advantages: • Half the class is actively producing language at any time, while the other half is actively listening. • All students must participate. • Students listen attentively so they can respond appropriately. • Students regularly practice producing language on various topics. Structure summary: Partners take timed turns listening and sharing. Description: Timed Pair Share is one of the simplest cooperative learning Structures—and one of the most powerful. The teacher states a discussion topic, how students are to pair, how long students will have to share, and selects who will go first. It is perhaps the easiest way to infuse cooperative interaction into just about any point of the lesson. For example, What do you pred ict this text will be ab out?  Work in pairs and share for thirty second s each. Partners with the darkest clothes begin. When you compare Timed Pair Share to its traditional counterpart—selecting one student to share with the class—its true power is revealed. With Timed Pair Share, half the class is active at any one time, while the other half listens attentively. In the traditional class, only a single student in the whole class is active at any time; the rest of the class may easily tune out. With Timed Pair Share, no students get left behind. Everyone must participate. Students practice speaking and sharing their thinking and opinions in English. They practice listening attentively. A single Timed Pair Share vs. selecting one student in the

class probably doesn't add up to much, but when you consider how often teachers ask questions every day, then multiply that by the number of days the course lasts, this simple little Structure has the power to dramatically improve language skills. Variation: Progressive Timed Pair Share. In Progressive Timed Pair  Share, students take turns sharing with different partners on the same topic. Each time they share on the topic, the time limit is increased. This gives students the opportunity to start small and work their way up to more elaborate sentences, phrases, and ideas. As they hear ideas and language from their partners, they can incorporate what they've heard into their own turn to speak.

Dr. Spencer Kagan is an internationally acclaimed researcher, public speaker, and author of over 100 books, chapters, and journal articles. He is a former clinical psychologist and full professor of psychology and education at the University of California. He is the principal author of the single most comprehensive book for educators in each of four fields: cooperative learning, multiple intelligences, classroom discipline, and classroom energizers. Dr. Kagan developed the concept of structures; his popular brain-based, cooperative learning and multiple intelligences structures like Numbered Heads Together  and Timed Pair Share are used in teacher-training institutes and classrooms worldwide. He has taught workshops and given keynote speeches in over 20 countries, and his books are translated into many languages. Dr. Kagan has been featured in leading educational magazines, including Educational Leadership, Instructor, Learning Magazine, and Video Journal. Miguel Kagan is Executive Director of Kagan Publishing & Professional Development, an educational organization that offers publications and workshops on cooperative learning, language learning, and active engagement. Miguel, together with Dr. Kagan, coauthored a radical revision of the classic book, Kagan Cooperative Learning. Miguel has also written, designed, and developed a multitude of books, SmartCards, software programs, learning games, and electronic devices for Kagan Publishing. He is the editor of Kagan Online Magazine, Kagan's webzine that offers articles, research, and tips for educators implementing Kagan Structures. References High, Julie (1993). Seco nd Language Learning Through Cooperative Learning. San Clemente, CA: Kagan Publishing. This book applies Kagan Cooperative Learning Structures to language learning. Kagan, Spencer & Kagan, Miguel (2009). Kagan Cooperative Learning. San Clemente, CA: Kagan Publishing. This is a recent revision of Dr Kagan's classic book on cooperative learning. It Is the most popular and comprehensive book in the field. Kagan, Miguel (2009). Match Mine Language Builders.   San Clemente, CA: Kagan Publishing. Based on the Structure Match Mine, this book contains 30 ready-made cooperative learning games covering common vocabulary words and concepts.

Kagan structures

XXI

S T U D E N T 'S B O O K S C O P E A N D S E Q U E N C E READING UNIT 1 NICE TO MEET YOU!

RECOGNIZING COGNATES: an online survey

| LISTENING Listening to a voicemail message FUNCTIONS

SPEAKING

WRITING

COMMUNICATION STRATEGY: using polite language

Completing an onli ne registration form FUNCTION giving personal information

• understanding times and dates

•

understanding personal information

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( 

i 

UNIT 2 WHAT DO YOU DO?

Reading acelebrity biography

UNIT 3 DOWN TIME

USTEN1NG FOR SPECIFIC INFORMATION: an informal conversation

Talking about family

© RECOGNIZING

Listening to a radio show

COGNATES: a magazine article

FUNCTION talking about people's likes and dislikes

COMMUNICATION STRATEGY: asking for opinions

FUNCTION understanding personal information

FUNCTION giving personal information

UNDERSTANDING THE MECHANICS: using correct capitalization and punctuation

i

Writing about yourself and your  interests

;

FUNCTIONS • giving personal information • describing your personality • talking about bobbies and interests

UNIT 4 DAY IN, DAY OUT

Reading a magazine article

© LISTENING FOR SPECIFIC

Talking about interesting activities

© UNDERSTANDING THE

FUNCTION describing routines and habits

INFORMATION: an interview

FUNCTIONS

MECHANICS: writing complete sentences

•

describing routines and habits

• talking about hobbies

UNITS HERE, THERE, AND EVERYWHERE!

READING FOR THE MAIN IDEA: descriptions of places

UNIT 6 DIFFERENT STROKES

Reading personal profiles FUNCTIONS • understanding personal information • describing likes and dislikes

Listening to anews report FUNCTION describing events and festivals

LISTENING FOR NUMERICAL INFORMATION: online audio profiles

COMMUNICATION STRATEGY: repeating directions to check understanding

Writing an email to give directions

Talking to an old friend

SIMPLE SENTENCES: using correct sentence structure (subject + verb + object)

FUNCTION talking about present activities

FUNCTION giving and understanding directions

 VOCAB ULARY  ~*SOUNDS: the alphabet

4 4

 

BE-STATEMENTS AND YES/NO QUESTIONS

USEFUL QUESTIONS

FUNCTION using he to give personal information such as name, age, and nationality

FUNCTION using questions to ask for help in class

BE-WH- QUESTIONS FUNCTION using ¿eto ask for personal information such as name, age, ond nationality

ORDINAL NUMBERS FUNCTION using ordinal numbers to talk about dates

FESKILLS SELF AND SOCIETY: understanding forms FUNCTION identifying the correct personal information to complete a form

■4 -

WORDS: two-syllable nouns

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■ 4 4 ■4

 ARTICLES

OCCUPATIONS

FUNCTION using articles to describe people and organizations

FAMILY MEMBERS

POSSESSION

FUNCTION learning to talk about families

FUNCTION learning to talk about occupations

FUNCTION using the apostrophe, whose, possessive pronouns

WORK AND CAREER: categorizing FUNCTION categorizing different jobs to find the most suitable career 

4 4  __SOUNDS: third person -s

4

SIMPLE PRESENT-STATEMENTS AND YES/NO QUESTIONS FUNCTION using the simple present to talk about free-time activities

4

SIMPLE PRESENT-INFORMATION QUESTIONS FUNCTION using the simple present to ask questions about people's habits and hobbies

4

FREE-TIME ACTIVITIES FUNCTION learning to talk about hobbies and free-time activities PERSONALITY ADJECTIVES FUNCTION using adjectives to describe people and what they like doing

STUDY AND LEARNING: understanding your learning style FUNCTION thinking about what you like to do to find your learning style and improve howyou learn English

4 4 DWORDS: days of the week

4

FREQUENCY ADVERBS  AND ADVERBIAL PHRASES FUNCTION using frequency adverbs and adverbial phrases to talk about bowoften we do things CLAUSES WITH UNTIL, BEFORE, AFTER FUNCTION using until, before ,  and after  to talk about sequences of events

WORDS: compound nouns

4

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TELLING TIME FUNCTION learning howto say what time it is PREPOSITIONS OF TIME FUNCTION talking about times of day, days of the week, and sequences of activities

SELF AND SOCIETY: managing your time FUNCTION thinking about how you manage your time in order to prioritize different tasks

THERE IS / THERE ARE WITH SOME, ANY, SEVERAL, A LOT OF, MANY 

PLACES AND ATTRACTIONS IN A CITY

SELF AND SOCIETY: establishing priorities

FUNCTION using there is/ there are  and quantifiers to describe places and attractions

FUNCTION learning howto describe where you live

THE IMPERATIVE

LOCATIONS AND DIRECTIONS

FUNCTION using the imperative to give instructions and directions to places in a city

FUNCTION learning phrases to ask for and give directions to places

FUNCTION thinking about specific criteria in order to plan a short stay in your city for another person

PRESENT PROGRESSIVE

LIFESTYLE ADJECTIVES

FUNCTION using the present progressive to talk about our lives

FUNCTION using adjectives to describe different lifestyles

4 4 ^ SOUNDS: /r j /

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PRESENT PROGRESSIVE VS. SIMPLE PRESENT -

FUNCTION using the present progressive and the simple present to talk about our lifestyles

 A GREEN LIFESTYLE FUNCTION using verb collocations to describe a "green" lifestyle

SELF AND SOCIETY: making personal change FUNCTION thinking about changes you want to make in your lifestyle

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•%

 Æ 

S t u d e n t 's B o o k S c o p e a n d s e q u e n c e

 

XXI II

SPEAKING

READING UNIT 7 YOU HAVE TALENT!

© READING FOR THE

Listening to a review of a IV show

MAIN IDEA: a horoscope

FUNCTIONS

COMMUNICATION STRATEGY: showing interest

• describing talents and abilities

Writing a personal reference FUNCTION describing abilities and personal qualities

 Z-

• talking about likes and dislikes

UNIT 8 SHOPPING AROUND

Reading and completing a survey FUNCTIONS • talking about shopping habits

© LISTENING FOR NUMERICAL INFORMATION: product advertisements

SCANNING FOR SPECIFIC INFORMATION: restaurant advertisements

FUNCTIONS • asking for help in a store

Listening to and taking phone messages FUNCTIONS

COMMUNICATION STRATEGY: using phone language

• understanding phone language

UNIT 11 GREAT LIVES

UNIT 12 IN THE NEAR  FUTURE

Reading asurvey FUNCTION describing past experiences

© SCANNING FOR SPECIFIC INFORMATION: a short biography

Reading a blog FUNCTION thinking about intentions and resolutions

SENTENCES: using conjunctions to connect sentences [and, or, but )

UNDERSTANDING THE MAIN IDEA: informal conversations

Talking about apast experience

Listening to a life story

COMMUNICATION STRATEGY: taking time to think

FUNCTIONS

-

Writing a restaurant review FUNCTIONS • describing a restaurant • giving opinions and making a recommendation

• making plans to go out

UNIT 10 SPEAKING OF THE PAST

© COMPOUND

• talking about howmuch things cost

• talking about how much things cost

UNIT 9 LET'S EAT!

 Asking totry on clothes in a store

FUNCTION describing feelings towards past experiences

SEQUENCING AND CONNECTING IDEAS: using connectives like first, then, after  that, and finally  to sequenceideas in a text

Writing a short biography FUNCTIONS

• understanding biographical information

• recounting biographical information

• identifying key events in a person's life

• talking about famous people and events

©UNDERSTANDING THE MAIN IDEA: an informal conversation

Talking about plans and intentions FUNCTION talking about vacation plans

*

© SEQUENCING AND CONNECTING IDEAS: using connectives like first, then, next, after that,  and finally  to sequence ideas in a text

—

C4P * 

 p

^ p r o n u n c i a t io n WORDS: can/can't 

■*4 40 -4 4

GRAMMAR

VOCABULARY

LIFESKILLS

CAN/CANT—ABILITY

PERSONALITY ADJECTIVES

FUNCTION using ca n  and can't  to talk about abilities

FUNCTION using adjectives to describe people

WORK AND CAREER: working as a group to do a task

 ADVERBS OF MANNER FUNCTION using adverbs of manner to talk about people's talents

TALENTS AND ABILITIES

THIS, THAT, THESE, THOSE  FUNCTION using this, that, these,  and those to  identify items of clothing

CLOTHES

-

FUNCTION learning to talk about what people are able to do

FUNCTION identifying strengths and weaknesses of each member of the group, to ensure that tasks are completed efficiently

-4 •4 JENTENCE RHYTHM: emphasis with this, that, these,

-Jiose

-4 40

COMPARATIVE ADJECTIVES FUNCTION using comparative adjectives to compare gadgets

~4 -4

FUNCTION learning to talk about what people wear   ADJECTIVES FOR DESCRIBING GADGETS

COUNT AND NON-COUNT NOUNS WITH

FOOD

-4

SOM E,ANY, MUCH, MAN Y 

FUNCTION learning to talk about different food and drink items and food groups

40 -4 40 40 SOUNDS: -e d  endings

40 4 40 4

VERB PHRASES FUNCTION using phrases like I'd like to, let's,  and 1 have to to make, accept, and refuse invitations and suggestions and to express obligations

SIMPLE PAST-AFFIRMATIVE STATEMENTS

ORDERING IN A RESTAURANT

 ADJECTIVES WITH -ED AND - I N G FUNCTION using adjectives to talk about feelings and states

SIMPLE PAST-QUESTIONS AND NEGATIVE STATEMENTS

MEMORABLE EXPERIENCES FUNCTION using verb collocations to talk about past experiences

SIMPLE PAST WITH W H E N  CLAUSES

LIFE EVENTS

FUNCTION using the simple past with when  to talk about the order of events in the past

FUNCTION learning to talk about key events in people's lives

4

DIRECT AND INDIRECT OBJECTS

HISTORICAL EVENTS

FUNCTION using object pronouns to avoid repeating nouns in a description of a person's life

FUNCTION learning to talk about key events in history

-WORDS: verbs ending in -y

PRESENT PROGRESSIVE AS FUTURE

PHRASES WITH GO

L+ -ing

FUNCTION using the present progressive to talk about future plans and arrangements

FUNCTION using gerunds and the verb g o  to talk about activities

G O IN G T O FUNCTION using go in g to  to talk about future plans, intentions, and resolutions

INTENTIONS

-SENTENCE RHYTHM: object pronouns

4

4 4

*

SELF AND SOCIETY: making a plan FUNCTION making a list to be able to host agroup meal

FUNCTION learning howto interpret menus and phrases to order food from awaiter 

FUNCTION using the simple past to describe a vacation

FUNCTION using the simple past to ask about somebody's weekend

FUNCTION comparing different options to be able to make good choices

FUNCTION using adjectives to talk about technology

'SENTENCE RHYTHM: weak to

FUNCTION using quantifiers to talk about different amounts of food and drink items

WORK AND CAREER: making choices

FUNCTION using start  and stop + gerund to talk about good and bad habits and intentions for the future

STUDY AND LEARNING: taking notes on atext FUNCTION identifying the most important information in a description of historical events

STUDY AND LEARNING: brainstorming in agroup FUNCTION brainstorming to come up with ideas for subjects for a biography

STUDY AND LEARNING: analyzing strengths and weaknesses FUNCTION evaluating areas for future improvement in learning English

4 -Zi

 5  /W k   y 

St u de nt 's Bo ok Scop e an d sequ en ce

xxv

G R A M M A R R E V IE W This Grammar review has been included to help you establish what your students already know before they start open Mind   7. It is designed to be used in the first lesson of the course and has a two-fold aim: first, as . an introductory activity to help you get to know your students, and second, as a way to establish the general level of the class. It also provides a useful recap of rubrics and classroom language.

Answers 1 is

2 is

3

are

4

are

5

are

6

are

2 (possessive adjectives) • In item 3, check that the students understand that the subject is Colombia  and not I. Make sure that they know that Jason is a male name in item 5.

The Grammar review can be used in a variety of different ways. It can be done individually, as a formal diagnostic test, to check that students have been placed at the correct level. A more interactive approach would be to elicit the answer to the first question of each exercise as a class and then have the students complete the rest of the exercise individually.

3 (there i s / there are) • Elicit the things in the picture before the students do the exercise. • Follow-up: have the students make sentences in pairs with the other things in the picture, e.g. There's a chair.

You can choose to check answers after each exercise or at the end of the review. If you wish, the exercises can be exploited further, and ideas for some of them are given below and on the following pages.

1 (singular/plural of be) • In item 4, check that the students understand that the subject is your phone number.

Grammar review 1

( C i rc l e ) t h e c o r r e c t o p t i o n t o c o m p l e t e t h e s e n t e n c e s .

1 My

name are / is Jake. How old are / is he? 3 Erica and I are / is  not late for class. 4 What is / are your phone number? 5 Mr. Richards and Miss Green is / are teachers at my school. 6 Where is  / are your brothers? 2

2

C o m p l e t e t h e s e n t e n c e s w i t h t h e c o r r e c t p o s s e s s i v e a d j e c t iv e .

1 They 2

are Rachael and Daniel.

brother's name is Tony.

I play three sports.

3 I'm from Colombia

_ favorite sport is tennis. capital city is Bogota.

....................

4This is Suzanna

......................................

5 This is Jason. 6 "What's

3

cell phone number is (555) 896-5623 .

email address ?" "My email addres s [email protected]".

L o o k a t t h e p i c t u r e a n d c o m p l e t e t h e s e n t e n c e s w i t h i s o r ar e .

1

  There

a cell phoni

 There 3 There 4 There .....  ..  .

three pens. a camera. books. a key. a watch.

2

5 There 6 There ...........

 2

.....................

last name is Martin.

o

3

Gram m ar r ev iew

T6

4 (articles) • Check that the students remember that we sometimes use no article (-) with plural nouns. • Follow-up: have the students practice the conversation in pairs. Monitor to make sure they pronounce the correctly before vowel sounds and consonant sounds.

7 (can/can't ) • Check that the students understand the activities in the table, and that a check means the person can do the activity and a cross means they can't do it.

5 (information questions) • Read the question words in the box and check the students understand that they have to use What  twice. • Follow-up: have the students ask and answer the questions in pairs. Answers

1 Who 2 How

3 Where 4 What

8 (present simple  yes/n o questions)

5 What 6 When

• Make sure the students understand there are two parts to this activity: completing the questions, then matching them to the answers. • Follow-up: have the students ask and answer the questions in pairs.

6 (word order in questions) • Remind the students that they need to write the first word of the sentence with a capital letter. If students need more support here, elicit the first word in each sentence before they start. • Follow-up: have the students ask and answer questions 1,3, 4, and 5 in pairs.

Answers

3 Is—f  4 Does—b

1 Does—d 2 Are—a

•

---------------------------------------------------------4

Comp lete the sentences with a, an, the, or - (no article).

A: What's in the box? B: I can see (1)

 .

.....

.

.............

A: What color is (4) _

____

B: It's blue. (5)

________

___

umbrella, and (3)

 

.... ...

backpacks.

umbrella?

backpacks are really cool. They're red and blue.

......

A: What's (6)

DVD about ?

B: It's about (7)_______

5

DVD, (2)

. artist from Spain.

Complete the questions with the correct question words in the box.

How What (x2) 1_ 2

When

Where Who

is your teacher?

_________

do you spell your name?

_____

3

....................................................................

4

....... ........

5

.

__________

6

are you from?

is your email address? languages do they speak? do you do your homework?

6

P u t t h e w o r d s i n th e c o r r e c t o r d e r t o f o r m q u e s t io n s .

1 you 2

/ how / your / do / last name / pronounce / ?

from / where / your / sister's / husband / is / ?

3 speak / you / can / Italian / ? 4 time / doe s / class / what / finish / your / ? 5 lunch / you / have / what / do / for / ? 6 like / does / Kelly / job / her / ?

7

Look at the table. Com plete the sentences with can / can’t and a verb from

the table.

cook pasta

ride a bike

speak Spanish

Me

X

✓

X

Chris

✓

✓

;x

Marion

✓

X

.... S panish.

1

Chris and I

2

Chris and Marion

3 Chris and I

* 

4 M arion----Spanish.

  ________

Complete the questions 1-6. Then match them to the answers a-f.

Margarita play the guitar?  you a student?

a) No, I'mnot. b) No, he doesn't.

... Jim busy?

c) Yes, they do.

_ Henry drive a black car?

d) Yes, she does.

David and Sara read Arabic?  you have an email account?

e) No, I don't f) Yes, he is.

Grammar review

 — 

©

7

5 Do—c 6 Do—e

T*

 ¿ É -

9 (present simple affirmative and negative)

11 (contractions)

• Make sure the students understand that verbs with not  in the parentheses should be negative. Tell the students to be careful with spelling in item 5.

• Make sure the students understand that some of the sentences can't be contracted (if they need more support, tell them that two sentences can't be contracted). • Follow-up: have the students read out the sentences in pairs, focusing on pronouncing the contractions.

r4

Answers

1 2 3 4 5 6 7

Hi! My nickname's Don. They aren't / They're not expensive. What time's your train? Martin isn't / Martin's not busy. What are your favorite CDs? When's your class? The umbrellas are under the desk. 8 There's a sale at the supermarket.

10 (possessive apostrophe and possessive adjectives) • Make sure the students understand that they have to find one mistake only in each sentence and that they have to write the correct sentence in full. Answers

1 (He's)parents are engineers. (His parents are engineers.) 2(Katya)favorite hobby is skiing. (Katya's favorite hobby is skiing.) 3 (Ours)names are Jessica and Ben. (Our names are Jessica and Ben.) 4 My(parents friend's)are from Japan. (My parents' friends are from Japan.) 5 They can watch a movie at(Michaels)house. (They can watch a movie at Michael's house.) 6 mem brother's home is in Sydney, Australia. (Her brother's home is in Sydney, Australia.)

12 (frequency adverbs) • Make sure the students understand that there are two parts to this activity: choosing the correct adverb according to the thermometer, then putting it in the correct place. Check understanding by eliciting that the first thermometer represents usually.

________

-4 

Answers

1 Caroline's sister usually checks her email every day. 2 I rarely drink coffee in the afternoon. 3 Joe always watches TV on Sunday morning. 4 Lindsey and Julia sometimes get up late during the week. 5 She often writes letters on weekends. 6 I never spend a lot of time on the phone.

9 Complete the sentences with the correct form of the verb in parentheses.

 Silvia and her mom -

1

 

 Jack's wife 3 W e............... 2

______

.....

5 The movie 6 Mark's dad

______

__

...... (work) from ten until nine. (not have) a middle name. (finish) at eight o'clock.

.......... ....... ...

. _

_____   ____

(not be) teachers. .... (not like) her job in the restaurant.

__ _

.... ......

 

... .

.....

_ (go) to work every day.

10 Circle)the mistake and write the correct sentence on the line. 1

He's parents are engineers.

2

Katya favorite hobby is s kiing.

3 Ours names are Jessica and Ben.

- -

_   .........

............

4 My parents friend's are from Japan. s They can watch a movie at Michaels house.

____

6 Hers brother's home is in Sydney, Australia.

------ -- ---- ---------

_____

- ... ----------- ---------- _

1 1 R e w r i t e t h e s e n t e n c e s , u s i n g c on t r a c t i o n s w h e r e p o s s i b l e . 1

Hi! My nickname is Don.

2 They

are not expensive.

3 What time is your train? 4 Martin is not busy.

_

s What are your favorite CDs?

.. .

_____________ _  _.

6 When is your class?

.

_

_

.........

.

.

___

_ ______ ____ __

7 The umbrellas are under the desk. 8 There is a sale at the supermarket.

i _________________________________________

___

1 2 L o o k a t t h e f r e q u e n c y a d v e r b th e r m o m e t e r o n t h e r i g h t a n d p u t t h e w o r d s i n t h e b o x i n t h e c o r r e c t p l ac e i n t h e s e n t e n c e s . C h a n g e t h e v e r b form if necessary.

always

never

1 Caroline's

2

often

rarely

sometimes

usually

sister / check / her email / every day.

,

I / drink / coffee / in / the / afternoon.

3 Joe / watch / TV / on / Sunday / morning.

4 Lindsey and Julia / get up / late / during the / week.

5 She / write / letter s / on weekends.

6 I / spend / a lot / of / time / on the phone.

—

—

G r a m m a r re v ie w

T8

The expression Nice to m eet you! is usually used when we meet someone for the first time, especially when we are introduced to someone.

Unit opener (p.9) • Optional downloadable unit opener 1 Writing: completing an online (p. 10) registration form • Optional downloadable Writing workshop: an online registration 2 Reading: recognizing cognates (p. 10) 3 Vocabulary: useful questions (p. 11) 4 Grammar: be—statements and yes/no (p. 12) questions 5 Pronunciation: the alphabet (p. 13) 6 Speaking: using polite language (p. 13) 7 Vocabulary: ordinal numbers (p. 14) 8 Grammar: be—wh- questions (p. 14) 9 Listening: to a voicemail (p. 15) message lifeSkills: understanding forms (p. 16) (Self and Society) • Optional downloadable lifeSkills lesson (Work and Career) • Optional downloadable lifeSkills lesson (Study and Learning) Language wrap-up (p. 18) Video and downloadable video worksheet

10 min. 10 min. 20 min. 20 min. 30 min. 25 min. 40 min. 15 min. 20 min. 25 min. 40 min. 30 min. 45 min. 45 min.

Refer the students to the lifeSkills  panel. Tell them that the topic of this unit's lifeSkills section is understanding forms. Ask them to look through the unit and find as many different kinds of forms as they can.

A • Ask the students to look at the pictures. Ask who in each picture is asking for information and who is giving information. Ask the students to label the boxes using  A, B, or AJB   if both are possible (e.g. in situation 1). • Elicit the kind of personal information we usually give (e.g. name, nationality, date of birth, job, etc.). Check that the students know how to ask for this basic information (e.g. What's you r name? Where are you from? How old are you?, etc.).

45 min. 15 min. 45 min.

Unit opener Lead-in Direct the students' attention to the objectives in the unit menu and go through the information with them. Explain that this unit focuses on how to give and ask for personal information, and on the following skills to help them talk about these topics: Reading: recognizing cognates Elicit some English words that are the same in their language (e.g. taxi, hotel, computer).  Encourage the students to look through the unit and find other English words that are the same in their language or similar to words in their language. Speaking: using polite language Write the word please on the board. Explain that in English, people usually use  please  when making requests because it is polite (e.g. A cup o f coffee, please.). Ask the students if they know any other polite words-in English. Elicit examples and write them on the board (e.g. thank   you, you're welcome, how are you, excu se me).

o

Listening: to a voicemail message Ask the students why people leave voicemail messages.  Are voicemail messages short or long? What things do  peop le usually say in voicemail messages? Elicit examples (e.g. name, telephone number, date, time, etc.). Writing: completing an online registration form Elicit examples of the type of information people need to include when they complete an online registration form (e.g. name, date of birth, nationality). Make a list on the board.

• Encourage the students to imagine they are at a party and are meeting someone for the first time. • Write the following on the board and make sure the students understand the expressions and how to use them: My name is ..., I'm from ..., I'm ... years old. I'm interested in ... Give an example for I’m interested in ... (e.g. I'm interested in music.). • Put the students in pairs and ask them to role-play the conversation. • Listen to some pairs as a class.

Extra: vocabulary Elicit some of the vocabulary that could be used to talk about the three pictures (e.g. jo b interview, interviewer, applicant, party, language institute/  language school, receptionist, language course). Check that the students understand all the words. Ask them to repeat each word with the correct word stress.

U N IT 1 IN THIS UNIT YOU

o % -

%

learn language to give and ask for personal information read an online survey with information for a personal profile— recognizing cognates practice asking for personal information— using polite language listen to a voicemail message and identify information

o

o

complete an online registration form with your personal details

► watch a video about giving personal information A

Look at the pictures. Who is asking for p ersona l information? Who is giving personal information? Label the boxe s A, B, or A/B if both are possible.

1 a party

@ give personal information 13 ask about personal information

2 a job interview

3 a lang uage institute E l give personal information 0 ask about personal information

s give personal information 0 ask about personal information B

B I Work in pairs. Role-play a conversation at a party. You meet some one you don ’t know.

Tell your partner abou t yours elf and ask qu estions to find out about them. A: B:

4

z  

Hello! My name's Anthony. Oh, hello, Anthony. N ice to meet you. I' m Jenna.

LIFE SKILLS

Learn to identify different types of  forms and how to complete them

SELF & SOCIETY >

Nice to m eet you! H

n E S IK

I

1 WRITING; c o m p l e tin g a n o n l in e r e g i s tr a t io n f o r m  A

Look at this webpage. Who is it for?

MYFRIENDS  AN INTERNATIONAL SOCIAL SITE FOR STUDENTS OF ENGLISH HOME

Contact people in other countries.

ACCOUNT

LOGIN

Communicate in English. Complete the registration form below and join us! First name

Username

Last name

Password

Country Email address

Security question When is your birthday? e.g. March 19,1991

Telephone number

Enter survey

Enter text chat

Enter video chat

...........«

B Complete the online registration with your personal information. W ha t’s your username? W ha t’s your password?

2 R E A D I N G ; r e c o g n iz in g c o g n a t e s Many words are similar in different languages. Look for these words when you read. Use them to help you understand the text.

 A Read the survey on the next page.(^jrd|)th e wo rds you recognize. How many words are similar in your language?

Lead-in

Lead-in

Ask the class how many students belong to an online social networking site like Facebook. Ask what basic information they needed to give in order to join the sites. Elicit basic terms (e.g. name, email address, nationality, age, password, etc.), and write them on the board. Tell the students that this information is called  personal information.

• Read the information in the skills panel. • Focus on the importance of recognizing cognates or loan words. There are words in English which may be similar—or even the same—as words in the students' own language. Identifying these words is very useful, especially when reading in English. • Write some examples of cognates or loan words on the board (e.g. international, address, telephone, nationality, hotel, taxi, airport, police, television, computer). Ask the students if they know any more examples. Write any relevant suggestions on the board.

A

• Before the students look at the registration form, go over the terms first name and last name. Write the full name of a famous person on the board (e.g.  John ny  Depp). Elicit the person's last name. Then ask them for the first name. Label each name accordingly. Then ask a few students to tell you their first and last names. • Highlight that the terms given name and family  or surname are also sometimes used in place of first name and last name,  respectively. • Put the students in pairs to answer the question in Ex. A. Check the answer with the class. • Ask if the students know of any real social sites that are intended especially for students of English.

B

• Read the instructions to the class. Ask the students to invent a username and password for the form. • Give an example of a passwor d  and check that the students understand when they need to use a password (with an online account). • When the students finish completing the form, ask them to compare their usernames and passwords in small groups. Then elicit some of the usernames and passwords. How many students used their first name in their username? How many used their last name in their username? How many have a combination of letters and numbers in their password?

Extra: personal information questions

Read the instructions to the class and have the students do this exercise individually. • Explain the word survey  (a group of questions you ask to find out people's opinions). • Give the students time to circle the words they recognize. When they finish, ask them to compare answers in pairs. Ask how many words they have circled, and how many of these are cognates. Did they circle the same words or different words? • Elicit the words the students circled, and write them on the board. Have the students repeat the words chorally, and then encourage them to ask questions about any words they don't know on the list. This is a good opportunity to encourage peer teaching. Ask for volunteers from the class to help explain the meanings of the words on the list.

Extra: word scramble game Think of six words that you know are cognates or loan words in your students' language(s). They can be words already discussed, or other words you think the students will be able to identify. Write the six words on the board in a scrambled order (e.g. theol (hotel)) and then give the first letter of each word (e.g. h______ ). In pairs, have the students try to unscramble the words and guess the cognates. The first pair to correctly guess all six words wins.

Elicit the questions we ask to find out personal information (e.g. What's your first name?; What's your  last name?; What's your (email) address?; When is your  birthday?). Ask the students to practice asking and answering the questions in pairs.

Extra: homework Ask the students to fill in the same form for a family member or a friend.

Nice to meet you!

u n it i

HO

B

• There are a number of challenging words in this section. Go over the pronunciation chorally and individually of words that you think the students will find difficult. • Ask the students to complete the survey individually. Tell them they can check as many boxes as they want in each section of the survey. • When the students finish, ask them to compare answers In pairs. Ask how many answers are the same and how many are different. • Take a class vote to find out which reason for studying English is the most popular, which academic areas are popular, and which special interests the students have.

Workbook p. 4, Section

O

Lead-in Elicit the classroom language questions in this section. For example, ask What can you say when you don't know how  to spell a word / when you need help / when you want  someone to speak more slowly? 

01 See the Student's Book for the audio script. Play the audio once, and have the students listen only. Then play it again, and ask the students to repeat the questions. Explain that these questions are very useful and can help them understand more English. Make sure the students understand their meaning. Establish some classroom rules. Encourage the students to use these questions when they ask you for help with their English. Tell them that you will only respond to these questions if they ask them in English and if they ask them correctly (e.g. What doe s that mean?  not *What mean that?). Praise the students who make an effort to produce the correct language. If possible, make large copies of the questions and display them on the walls of your classroom. It is helpful to refer to these questions during class time simply by pointing at them to help the students produce them.

'

Culture note In the U.S., a college refers to a place where people study for their bachelor's degree (= first degree), whether the institution is a college, which offers only bachelor's degrees, or a university, which offers both bachelor's degrees and advanced degrees. When British speakers use the word college, they usually mean a place where students over 18 are trained in a particular subject or skill, earning a qualification that is not usually an academic degree. Students in the U.K. who are studying for an academic degree go to a university. Note that at a college or university in the U.S., a student's field of study is called a major.

B

• Read the instructions to the class. Ask the students to work in pairs and say which questions are possible for each of the four pictures. • Listen to some ideas from the class. Note that there is more than one possible answer for all except Picture 3

W orkbook p. 4, Section

B Complete the survey.

M Y F R I E N D S  ¥ PERSONAL PROFILE SURVEY HOME

ACCOUNT

LOGIN

Find friends similar to you. We have students from all over the world. Complete the survey with information about yourself and click send. I’m an English student in ...

a school.

Reason for studying English:

academic studies

O

a college.

O

a language Institute.

O

w or k

O

fu n

O

 Ac ademi c or professional areas:

art business economics education engineering

-40

o o o o o

Special interests:

animals art

W

O O

dance ecology

finance geography history languages literature

o o

history literature

o o o o o

O O

music politics

management mathematics medicine science other

o o

sports travel

o o o o o

O O

 M 0

3 V O C A B U L A R Y : u s e f u l q u e s t io n s A • • • • • •

E l 01 Listen and repeat the questions. Can you help me? Can you speak more slowly? How do you say that in English? C an you spell that? Can you repeat that? What doe s that mean?

B 0 Some of these phrases are also useful outside the classroom. For pictures 1-4, say which questions are possible. Check with a partner.

Nice to meet you!

u n it

 l

11

A

LANG UAGE IN CO NTE XT Read this

conversation. Complete the statements. Hi, everyone. Welcome. I am Professor Brown. Please say a few words about yourself. Paul: Hi. I'm Paul. I'm from New York, and I'm 20 years old. Ana: Hello, everyone. I'm Ana. ■ I'm 21, and I'm from Mexico. Professor Brown: Are you from Mexico City, Ana? Ana: No, I'm not. I'm from León. Professor Brown: Is León a big city? Professor Brown:

Yes, it is! It's very big. Professor Brown: Thanks. Next?

Ana:

. Paul n...i is t  from 2   Ana is

New York 

____

 years old.

N O T IC E ! 1 In statemen ts, the verb be  comes a) before (b) after) 2 In questi ons, the verb be comes (afbe fore) b) after

B

the subject, the subject.

ANALYZE Read the conversation in Exercise A again.

Form Complete the table. Statements with

be

Negative

Affirmative

am

I

(I'm)

I

( 1)

You/We/They

are (You're/We're/They're)

He/She/lt

( 2)

Y e s/ N o  questions

(3)  Are

[león

(He's/She's/lt's) with

He/She/lt

from are not (You/We/They aren't) Mexico : City. is not (He/She/lt isn't) ..............

Short answers

be

you/they

You/We/They

am not (I'm not)

from Mexico?

Yes, I am. / No, I'm not. Yes, we/they are. / No, we/they aren't.

Is he/she/it

Yes, he/she/it is. / No, he/she/it isn't.

Function Cho ose the correct option to comp lete the sentence. We use the verb be to talk about ...______________________________________ (a) people and things and facts about them, such as age, name, etc.) b) things we do every day.

C

PR AC TICE (^ircletjthe correct option.

  Jack and Madison(are)/ am in Europe.

1 2

Is  / ( A re) yo u a music stud ent?

3 John^snYy a r e n ' t  here. 4 W e(are)/ is college students. 5(is)/  A m   she 19 years old? 6 Ed and Isabelle i s n ' t /(arenj^from the U.S. A.   7 I a re /(am )22. s(/s)/  A re  Eva from Spain?

0

WATCHOUT! 0

Yes, we are.

(^) Yes, w e're.

WATCHOUT! 0 i am 20 years old €>| have 20 years. wm m m mm

Function

Lead-in

Tell the class where you are from. Use the contracted form I'm from . . . . Then ask the whole class Where are you from?, and elicit the responses I'mAVe're from .... After that, focus on one particular student and ask the class Where is he/she from?, and elicit the response He's/She's from .... Remember that this is only an introduction, so don't worry about error correction at this stage.

• Ask the students to look at the conversation in Ex. A again and think about when we use the verb be. • Have the students look at the sentence and check the correct option to complete it. Then check the answer with the class.

Extra: age Ask the students to look at the conversation in Ex. A again and tell you how old Ana is. Write the question How old are you?  on the board and have the students repeat it chorally. Ask one or two students, and elicit simple answers (e.g. I'm 17, I'm 22, etc.). Then ask the students to work in pairs and ask and answer how old they are. At the end, get feedback on people's ages from the class (e.g. Teacher: How  old is Elena? Students: She's 20), so that the students produce and practice different pronouns.

A

• Tell the students they will read a short conversation. Ask the students to open their books. Draw their attention to the two statements under the conversation. The students have to find the answers to fill in the blanks in the conversation. • Ask the students to read the text and find the answers. • Elicit the answers from the class, and write them on the board.

^

NOTICE! • Ask the students to read the two statements and the different possible answers carefully. • To reinforce the points in the statements, ask the students to underline 11 examples of the subject before the verb be in statements and the two examples of the subject after the verb be in questions.

B

Form

• Direct the students to the grammar table. Give them time to look over the sentences in the table. Explain that affirmative means yes and negative means no. • Ask the students to work individually or in pairs to complete the grammar table. Tell them that all the information needed to complete the table can be found in the conversation in Ex. A. • When the students finish, ask them to compare answers in pairs. Then check the answers with the class. • Highlight the abbreviated forms (I'm, You're, He's, She's, It's, We're, and They're) and the fact that we usually use these when speaking. Typically, we use the full forms when writing. Explain that in a contraction, we use an apostrophe (') to replace a letter that is missing from the full form. • Explain that when giving a short answer with yes, we always use the full form of be, and that the abbreviated forms are used in speaking only for answers with no. • Draw the students' attention to the first Watch out! box, which reinforces the fact that we need to use the full form of be when giving a short answer with yes.

c • Ask the students to look at the error in the second Watch out! box. Emphasize that we don't say / have with age in English. Point out that we can say I am/l'm  20 years old, or simply, I am/l'm 20. • Read the instructions to the class. Ask the students to circle the correct options individually, paying attention to the forms presented in the grammar table in Ex. B. • When the students finish, have them compare answers in pairs. Encourage them to discuss any differences in their answers and refer back to the grammar table before deciding which one is correct. Check the answers with the class.

Extra: grammar practice Write the following prompts on the board: 1 They / English 2 she / Chinese? 3 They / not / from Mexico 4 He / not / a student 5 We / 19 years old 6 1/21 Ask the students to work in pairs and write full sentences from the prompts using the correct form of be. Invite individual students to come to the board and write their sentences. Answers

1 2 3 4 5 6

...

.

They are English. Is she Chinese? They are. not from Mexico. He is not a student. We are 19 years old. I am 21.

Nice to meet you!

u n it i

T12

D

Extra: spelling race

• Put the students in pairs. Have them choose to be one of the four people. Each partner chooses a different person. • Give the students time to read the prompts. The statements and questions in Ex. A can act as a model for this exercise. • Ask the students to practice the conversation in pairs. • When they have practiced the conversation at least twice, listen to a few examples from the class. • Correct any errors of the verb be with error-correction techniques (e.g. using your fingers to show which word is incorrect in the sentence and prompting the students to self-correct).

Extra: homework Ask the students to choose two of the people in Ex. D and write a conversation like the one they practiced.

Workbook p. 5, Section 3

Divide the class into teams of five or six students. Say a word from the unit, and have one person from each team write the word on the board. The first team to write the word correctly scores a point. Continue until every member of the team has had at least one turn.

Lead-in • Ask the students to look at the words and expressions in the skills panel. Make sure they understand the meanings of the expressions. • Highlight the importance of being polite. Briefly focus on the pronunciation of each expression.

03

See the Student's Book for the audio script. Read the instructions to the class. Play the audio once. Ask the students how many examples of polite expressions they found in the conversation {six).  Which are they? Check the answers with the class. Ask the students what the difference between thanks and thank you is (thanks is informal, thank you is more formal).

02

See the Student's Book for the audio script. Play the audio, and ask the students to listen to the vowel sound in each letter to complete the table. Encourage the students to discuss their answers in pairs. Then check the answers with the class. Read aloud each line of answers and ask the students to repeat after you. Highlight the pronunciation of certain letters of the alphabet in English. Draw the students' attention to the letters which cause the biggest problems (e.g. e, which may sound like i in their language). Some Arabic speakers may have problems hearing the difference between voiced and unvoiced consonants (e.g. b and p). Speakers of some Asian languages might struggle differentiating between rand I. Spanish speakers may have problems differentiating b and v, as well as with the pronunciation of the English t, g, and z. Play the audio again for the students to listen and repeat.

Culture note The last letter of the alphabet is pronounced /zi/ in the United States. In Canada, the U.K., and the rest of the English-speaking world, it is pronounced /zed/. B

• Do one or two examples with the whole class first. Spell one easy word (e.g. password) and one more difficult word (e.g. language) aloud, and ask the students to write them down. • Check the answers by asking the students to spell the words back to you. Write exactly what they say on the board (e.g. if they mispronounce a letter or leave one out). This will alert them to the problem and give them a chance to self-correct.

E x t r a : s h a d o w r e a d in g Use this conversation for shadow reading. Ask the students to listen to the audio and read the conversation aloud with it, trying to imitate the speed and rhythm of the speakers on the audio. B

• Read the instructions to the class. Then review the questions they need to ask to do the group exercise (e.g. What's your first name? What's your email address?, etc.). • Draw the students' attention to the information in the How  to say it   box, since they will need to know the words at  and do t  to complete the exercise. • Put the students in groups to find out the information from their classmates and compile a class directory. • When the students finish, listen to an example from each group. • Highlight how phone numbers are pronounced in English: - The hyphen between numbers is never pronounced. - Numbers are usually said individually. - The number zero is often said as oh (e.g. (802) 254-7610 = eight-oh-two-two-five-four-sevensix-one-oh.

■

NOW YOU DO IT Wo rk in pairs. Choose two of the people below.

D 0

Role-play a conversation like the one in Exercise A.

Stefano, 19 Rome, Italy

Maria, 24 Madrid, Spain

5

Devesh, 23 New Delhi, India

Isabela, 21 Sao Paulo, Brazil

t h e a lp h a b e t

Ef ]o2 Listen to the alphabet. Notice that some letters have similar sounds. Write each letter in the correct category.

A

C

D

E

-4»

/ei/  

:  / i l

•é

A

;

H,  J, K 

: c, d ; e , g  ,

 J 

 J  -»

^

G

H

^

J

 /e/

b

p

K

L

M

/a i/

: F

i

: L, m ! N,S,X 

Y 

N

J&

P

J&

J fr

/ou /  : o

S 

T

U

V

 /j u / 

W

X

Y

Z

lavi 

Q

\R

: U, W 

T, V, Z 

B

EHWork in pairs. Choose a word from this unit, or another English

word you know. Spell it for your partner to guess the word.

6 SPEAKING: u s i n g p o l i t e l a n g u a g e Use excuse me, thank you, thanks, you' re welcome,   and  please   to be polite in English. A

|m 03 Listen to the

conversation below. Underline the polite language. Lucas:

 Zé

David: Lucas: David: Lucas: David: Lucas: David: Lucas: David:

B

Excuse me. Can I get your information, please? What's  your name ? It's David Whitfield. Can you spell your last name, please? It's W-H-l-T-F-l-E-L-D. Thanks. Now, what's your email address? It's [email protected]. And your phone number? It's (338) 414-2870. Thank you very much, You're welcome .

Qj§ Ma ke a mini class directory in your notebook. Wo rk in groups. Ask your classma tes for their information. Include their first name, last name, email address, and phone number. Use polite language.

HO W TO SAY IT

(

In email addresses: @ say at say dot 

Nice to m eet you!

UNITI

13

7

V O C A B U L A R Y : o r d in a l n u m b e r s

A

Write the correct ordinal number next to each word.

r

r

r 

1 9 t h  f i r s t 

n in e t e e n t h 

1 s t 

s e v e n th 

e le v e n t h 

 f o u r t e e n t h 

s i x t h 

 f i f t e e n t h 

7 ,h 

t h ir d 

5 th 

 f i f t h 

3 r d t h ir t e e n t h 

7 3 th 
11th 

te n th

14th 

t h i r t i e t h 

6 th 

15th 

tw

e n t y - f if t h 

tw

e lf t h 

n in t h 

1 0 th   3 0 th 

tw

2 5 th 

e n t ie t h 

e ig h t h 

2 0 th 

8 th 

12 th ' 

H O W T O S AY IT Q Q  

4 t h  f o u r t h 

s e c o n d 

Ordinal numbers: We say: first, second, tenth, twentieth We write: 1st, 2nd, 10th, 20th

Complete the sentences with names of days, months, and ordinal numbers. B

Halloween is Oct ob er  34 2   Today Is 3 Friday Is 4 Valentine's Day Is February 5 New Year's Day is January 6 My birthday is on 1

A

¡^ 0 4

Dates: We say: The second of October, 2016. Tuesday is the second of October / October (the) second. We write: 10/02/16, Tuesday is October 2nd/  October 2

. 1st 

In British English we write: 2/10/16, Tuesday is 2ndOctober

LANGUAGE IN CONTEXT

Listen

to the conversation. Complete the sentences below. Salesperson: Jordan: Salesperson: Jordan: Salesperson: Jordan: Salesperson: Jordan: Salesperson:

I need to take some personal information First of all, what's your name? Jordan Turner. And where are you from? Washington, D.C. How old are you, Jordan? I'm 34. And when is your birthday? July 11th. Thank you. Now, I need you to sign here ..

  Jordan is  34 years old. 2 His birthday is in the month of 1

 3.ul

1 Underline these words and phrases in the conversation: what

where

how old

Tney come 'afbefore') b) after

when

              i

►

             H         «   .

7 Vocabulary: ordinal numbers Lead-in Review the cardinal numbers 1 to 25. A fun way to do this is to go around the classroom and have the students count numbers up to the number of students in the class. Each student adds a number for his/her turn. If a student makes a mistake, that student starts counting again from 1. Continue until you have reached the number of students in the class (e.g. if you have 25 students, count up to 25).

E x t r a : b i r t h d a y lin e - u p s Have the students stand, and tell them that they need to line up according to their birthdays (e.g. those born in early January should be at the front of the line). The students need to circulate and ask their classmates for their birthdays so that they can determine where they should stand in the line. Circulate and monitor, assisting where needed. Make sure the students are saying the ordinal numbe rs correctly. When the students finish, start at the front of the line and have the students say their birthdays.

A

• Tell the students that this exercise introduces ordinal numbers. Write one  and first   on the board. Ask them which one is the ordinal number (first). • Highlight the use of -st in first, -nd  in second,  and -rd  in third, and tell the students that they can see this in the spelling of the ordinal numbers. Point out that all other ordinal numbers end in -th and that the short forms of the numbers are written in this way: 1st, 2nd, 3rd, 4th, etc. Remind them that numbers starting at 21 (e.g.  21st, 22nd) follow the same pattern. • Ask the students to do the exercise individually and then compare their answers in pairs. Check the answers with the class.

E x t r a : - t e e n o r - t y  Some learners find it difficult to distinguish between 13th and 30th, 14th and 40th, 15th and 50th, etc. This is a question of both hearing the difference and producing the difference. Draw the students' attention to the fact that the stress is on the last syllable in numbers ending in -teen, and on the first syllable in numbers ending in -ty. Have the students repeat several pairs of numbers until they can produce the correct stress (e.g. thirteenth and thirtieth, fourteenth and fortieth, etc.).

Workbook p. 7, Section 5

8 Grammar:

be-wh-

questions 04

See the Student's Book for the audio script. Have the students look at the picture, and ask some questions about it (e.g. Where are the people?). Establish the fact that they are in a store, and the man (Jordan) is possibly buying a cell phone, etc. Ask the students to read through items 1 and 2 about the conversation carefully before you play the audio. Play the audio once, and check progress. If necessary, play it again. Ask the students to compare their answers in pairs. Then check the answers with the class.

 Alternative After checking the answers, have the students practice the conversation in pairs, first with the original information, and then adding their own information.

B

• Briefly review the months of the year. Write the first letters on the board (e.g.  J, F, M) and elicit the words from the class. Ask the students to spell the words. • Before you ask the students to do this exercise, draw their attention to the How to say it   box. Remind them that we use ordinal numbers when we say dates (e.g.  January twenty-second, Jun e twelfth). We use the definite article the when we say the day of the month only (e.g. Today is the twenty-second).  When we write dates, we usually use ordinal numbers, and digits rather than words (e.g.  January 22). • Ask the students to do the exercise individually and then to compare their answers in pairs. Check the answers with the class.

NOTICE! • Ask the students to read the first instruction and underline examples of these words in the text. • Ask them to read the second statement and two possible answers. Then they read the text and choose the correct answer.

N i ce t o m e e t y o u !

UNITI

T14

• Ask the students what question words (words that begin questions) they know in English. Elicit some examples from the class. How  and what   are question words that have already appeared earlier in the unit. If the students have trouble, write ____ is your name?  an d _____ old are  you ?   on the board to help them.

• When thè students finish, elicit answers from a few students (e.g. Adam has a birthday in Augus t. Laura is from another town. She is from ...).

Form

• Ask the students to read the two statements. Then have them read the conversation in Ex. A again and circle options in the statements that make them correct. Function •

• Draw the students' attention to the grammar table, and emphasize that we use what  to ask about things. • Ask them to look at the middle column of the grammar table. Tell them they need to find the question words we use to ask about the other categories ( places, dates, age). Make sure the students know the meaning of each word. Refer them to the conversation in Ex. A to find the underlined question words and complete the first column of the grammar table. • Check the answers to items 2-4 with the class. Then ask the students to complete the examples items 5-8. • Elicit the answers, and then have the students repeat the questions chorally. • Highlight that in items 5 and 7 we can use either the full form or the contracted form. Emphasize that the contracted form is normally used in conversation.

• Have the students read the answers either silently or aloud. Make sure they understand that they should think of questions that would precede the answers. • Have the students complete the exercise individually or in pairs. Then check the answers with the class.

Extra: grammar practice Write the following fill-in questions on the board. 1 ______ she from? 2 ______ his birthday? 3 ______ her sister's name? 4 ______ o ld _______ he? 5 ______ o ld _______ your brother? Put the students in pairs and ask them to complete the questions using the correct question words and the correct form of be. Check the answers with the class.

A . H

05

Read the instructions aloud. Check that the students understand what voicemail is. Emphasize that it's a short message that people leave on your telephone when you are out or cannot answer. Ask them what kind of information they normally hear in a voicemail message (e.g. name of caller, who the message is for, a phone number to call back, an address where to meet, a brief message, etc.). • Give the students time to read the questions and the possible answers. • Play the audio once, and check progress. If necessary, play it again. Check the answers with the class.

Audio script _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Hi. This is Carla. Where are you? Anyway, listen—it's my birthday soon! It's on August 18. Come to my party! It's at the Clinton Club. That's C-L-l-N-T-O-N. It's downtown. The party is at nine. Call me, OK? Bye.

B

• Read the instructions aloud. Make sure the students understand the two roles. • Give the students two or three minutes to work individually and make some notes. Remind them that the three key facts they need to talk about are the date (their birthday), the time of the party, and the place (which could be their home address or someplace downtown).

 Alternative Before the students do the role-play, give them one or two examples of your own. Have them listen while you role-play leaving a voicemail message about your own birthday party. Then ask them for the date, place, and time.

Answers 4 How old is he? Where is she from? When's his birthday? 5 How old is your brother? 3 What's her sister's name? 1 2

D

• Ask the students to look at the information in the lefthand column of the table. Check that they know what questions they need to use to complete the exercise. • Prompt the students to circulate, asking and answering the questions. When they find someone who meets the requirements in the first column, the students should write that student's name in the second column.

• Put the students in pairs to complete the role-play. • After they have switched roles and done the exercise a second time, invite a few pairs to present their voicemails to the class. Correct any errors in dates and times.

Workbook p. 8, Listen and w rite p. 9, Down tim e

o5

B

ANALYZE Read the conversation in Exercise A again.

Form (Circleythe correct answers below. Wh-  question words and phrases come (i)(at the beg inni ng) / at the end   of a question. Then, we put (2{t he verb be)/ the subject of the sentence. Function Com plete the table with words from the conversation.

—*

Question word

* * 

- 1  _ 1

Example

(1 )

what 

things

(5)

 your name? What's

(2)

where

places

(6)

 you  from? W here are

(3)

when

dates

(7)

 your birthday? When

(4)

how old 

someone's age

(8)

 you? H ow old are

PRACTICE Read these answers. Write questions.

c 1 A 2 A 3 A 4 A 5 A

w

Function

6 A

W hat' s'your last name? 

B:

How old are you

9

B:

When's your birthday 

9

B:

Where are you from

9

B:

How old is your brother 

9

B:

What's his (your brother's) name 9

B:

My last name is Alvarez. I'm 21. And you? Sep tem ber 8th. I'm from Argentina. What about you? My brother? He's 30 years old. His name is George.

D 33 NOW YOU DO IT Ask you r classmates questions from Exercise C

and complete this table. -h é

Name

Find someone ... with a birthday in the same month as yours, from another town or country. with a last name beginning with the same letter as yours.

9

IS T E N IN C

A

to a v o ic e m a il m e s s a g e

fifl05 Listen to the voicemail

me ssa ge.( ^hd ^th e correct option to complete the sentences.   The message is from .  ______ a) Laura, b) Paula. (gTCarla^)

1

Her birthday is on Au gu st ... a) 8th. 0 28th.

2

3 Her party is at the ... Club . (^ C li nto n) b) Klinton

c) Clintern

4 Her party is at ... o'clock, a) five ( b)   nine} c) seven

B

The,party u on I t ’s at  Be, there, a t 

31 Work in pairs. Follow the instructions below.

• Stude nt A, it's your birthday! Think about the date, location, and time of your party. Call your friend and leave a message. • Stude nt B, listen to the message and write the details. • W hen you finish, switch roles.

Nice to m eet you!

UNIT 1

15

UNDERSTANDINGFORMS • Identify the type of form. • Com plete the parts you understand. • Ask for help with parts you don't understand. A W he re do you complete forms in English? Match the phrases to the correct picture. a) at a hotel [T] c) on a we bs ite [¿] b) at the airport [4] d)at a language institute [7]

Read these forms.(^irc lg)the correct type of form. Then listen and complete the missing information. B

B13o 6

Adelphi Palace

Tel: (858) 349-8629

1404 Park View

Fax: (858) 202-9998 Email: [email protected]

San Diego, California 93209-85 68 Full Name

YourefMukuaxl

Smoking room

Date of Birth

5/12/90

Nonsmoking room

Date of Arrival

 J m a 17 

Single room

Date of Departure

 J u ne 21

Double room

This is a(hotel registration form)/ a library application form.

MAK E A PAYMENT Card type

Full Name Yousef Mahuad 

 

Email address [email protected] 

VISA 

Card number 4972334333217174

Expiration date 12/31/2018

Security code

624

2  This is a library registration form  /(a credit card payment forrrrj 

LifeSkills: understanding forms Step 1 Identify the type of form. (Ex. A, Ex. B) Step 2 Complete the parts you understand. (Ex. C) Step 3 Ask for help with parts you don't understand. (Ex. D)

Lead-in M

• Point out that this lifeSkills section has a Self and Society focus. Highlight the importance of being able to understand and fill out forms. Ask the students how often they do this in their everyday lives. Ask the students to look back through the unit and find an example of an exercise where they filled out a form (Writing: completing an online registration form). Elicit a variety of forms that we fill out (e.g. (online) registration forms, application for  a driver's license, application for a new passport,  etc.). Motivate the students by telling them that they will learn how to identify different kinds of forms and the personal information they need to give. Explain that they will practice completing the parts of the form that they understand and will learn how to ask for help with the sections they don't understand.

-4

A u d io sc rip t

_____________________ _______

1 H = Hotel clerk, Y = Yousef  H: Y: H: Y: H:

Thank you, Mr. Mahuad. Oh, what's your departure date? Departure date? The day you leave the hotel. Oh, June 21. That's fi ne. Thank you.

2

Y = Yousef, W = Woman

I'm sorry. Can you help me with this? W: Sure. What's the problem? Y: What is the security code? W: It's a number on the back of your card. Here. Y: Oh, yes. 624. Thank you very much. W: You're welcome. Y:

A

• Have the students look at the four pictures and match the phrases to them. • Check the answers with the class. B

• H 06 • ■**  •

•

•

Have the students read the sentences below the forms and choose the correct option. Have the students compare their answers in pairs. Then check the answers with the class. Ask the students which words helped them to decide on their answers. Ask if any of these words are cognates or loan words in their language. Before you play the audio, ask the students to locate the sections in the two forms that need to be completed (item 1: Date of Departure; item 2: Security code). Play the audio. Check progress. If necessary, play it again. Check the answers with the class.

Nice to m eet you!

UNIT 1

T16

c

• Before you ask the students to begin the exercise, draw their attention to the expressions in the H o w  t o s a y i t  box in Ex. D. Explain that  put  means write in this context. Tell the students that they should use the expressions if they need help filling out the form. Encourage them to ask each other for help before asking you. • Explain that this is an immigration form for the U.K. and that students don't need to complete all of this information, only the items indicated in the rubric. • Put the students in pairs, and encourage them to ask  each other questions to check the information on their partner's form. If necessary, demonstrate this exercise by taking a student's form and asking them to spell out their family name (last name), their first name, etc.

• Put the students in pairs. Ask one person to role-play a visitor and the other to role-play an immigration officer. Remind them to use some of the questions they learned earlier in this unit (e.g. What's you r first name?, Where are you from?, etc.) and to use the expressions in the H o w t o s a y i t  box. • Model the exercise by asking a student the questions and having them give you the answers. Circulate and monitor, assisting where needed. • Tell the students to ignore items 1 .1 ,1 .3 , and 1.10. The students may not know their passport number, so tell them to invent one. They will also need to invent an address in the U.K.—number, street, city, postcode (zip code)—and a date when they moved there. Be prepared to give help with this, if necessary. • Check that the students were able to complete the form, and explain any remaining unknown terms before you move on. Encourage them to ask you for clarification in English.

Extra: homework If you have a copy of a simple internet form in English, make photocopies and ask the students to fill out a copy of the form with their own information.

REFLECT • Ask the students to read the R e f l e c t   question. • Give them some time to think about different situations in the domains of Work and Career and Study and Learning where the skill of Understanding forms would be useful. • Elicit the following ideas: applying for a job, completing a work experience form, filling in a payment form; registering for a class, applying for a library card, filling out online forms to access learning materials, etc.

C

Look at this United Kingdom immigration form.

Complete the inform ation in items 1.4-1.6 and 1.11.

HomeOffice

UK Border Agency

Section 1: Personal Information

1.1 Please give previous Immigration and Nationality Directorate or Border and Immigration Agency or UK Border Agency reference numbers

< \ [______________________________j

1.2 Current passport/travel document number

[

j

1.3 Please say when you were given indefinite leave to enter/remain in the UK (not necessary if you are a Commonwealth I---- ---- -------- ---- --------- ---- ---- ---- citizen with right of abode in the United Kingdom). If you are an EEA | \ \ , E M  j  j | I national, a Swiss national or a family member of an EEA or Swiss D D m m Y Y Y Y natio nal you should read pages 8-10 of the Booklet AN. 1

1.4 ✓T itle

1

Mr □

1

1

Mrs Q

1

1

Miss Q ] Ms Q ]

Other Title >•

[

~~|

1.5 Surname/Family Name (Please note: The name you give here will be the name shown on your certificate so please ensure it is spelt correctly and you have written it in the correct order.)

—i—i—i—i—i—i—i—i—i—i—i—r ------  - ——■—■—*—■—•—•—> i I i i i i i i i i i i i .................................................................................... .

6 Other names (Please note: Your name will be shown on your certificate so please ensure it is spelt correctly and you have written it in the correct order. We would expect this to be the same as on your official documents. If this name is not the name used on your current passport or travel document, or is spelt differently, you must explain why on page 13)

* ■■■1 1 '

' i

i— i

i—i

i— i—i—i—|—|—|—|—|—r

H 1.7 Name at birth if different from above. (If the names you have given are different or spelt differently from the name shown on your passport, please explain why on page 13) ______ — .— .— ,— ,— ,— r

1.8 If you are or have ever been known by any name or

1.10 National Insurance Number I

|

names apart from those mentioned above, please give details here.

|

1.11 Date of birth r r w " n D D M M 1.12 Village or town or city of birth Q 1.13 Country of birth

I

I

I

I

I

I

□

□

1.14 Sex (P lease tick (✓ ) appropriate box)

1.15 Current marital / civil partnership status (Ple ase tick ( ✓ ) one box only) Are you:

Married?

EE

Divorced?

In a civil partnership?

Q

Widowed?

Legally separated?

El l

EE

Q

Civil partnership dissolved?

Single/Never married?

Q

EE

1.16 P resent address You must give us any change of add ress in writing while we are considering this application.

Postcode [ Please state the date that you moved into this address

Wo rk in pairs. Role-play asking each other questions about the other information on the form.

H O W T O S A Y IT

D D

M M

Y

Y

Y

Y

[

| |

|

|

|]

|

l

I

I

I T

1

ii

i

Contact Details

Dayt ime/ mobi le tele pho ne num ber Evening teleph one number

e-mai,address

m

i

|

n

|

i

, |

| |

||

||

|

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Il

II

m

i

i 11 n

I

| [

|

[

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i t

r..n

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l

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m

Asking for help with forms Excuse me. Can you help me, please?  What does ... mean?  What do I put here?  Can you please tell me w ha t... means? 

REFLECT... How can the skill of understanding forms be useful to you in Work and Career and Study and Learning?

Nice to m eet you!

UNIT 1

17

Language

wrap-up

1 VOCABULARY A

Complete these conversations with w ords in the box. (5 points) help

repeat

say

slowly

spell

1 A: Can you 2 A: How do you 3 A: Can you speak more 4 A: How do you 5 A: Sorry, can you B

me? This Is very difficult. that in Engli sh? slowly  please?

 spe^ repeat 

 your nam e? that, please?

B: Yes, of course. B: You say, "Excuse me." B: Yes, I'm sorry.

It's P-E-N-E-L-O-P-E. B: Yes. P-E-N-E-L-O-P-E. b=

Complete the sentences with the ordinal numbers for the words in parentheses. (5 points)

1 Today is August ^ rc^. (twenty-third) 2 Tomorrow is Dece mb er . ( fou rteenth) 4  . L 3 July In is American Ind epende nce Day. (fourth) 4 On January 1st , peo ple in the U.S.A. celebra te New Year's Day. (first)  5  Wednesday is May  2ncl . ( second)  j

8-10 correct: I can ask useful questions and use ordinal numbers. 0-7 correct: Look again at Sections 3 and 7 on pages 11 and 14. SCORE:

/10

2 GRAMMAR  Megan is from the U.S. She is introducing herself to a new friend in Argentina. Read her email.(0irclg)the correct options. (10 points)

8-10 correct: I can use be in statements and ask wh- questions to get information about people. 0-7 correct: Look again at Sections 4 and 8 on pages 12 and 14. SCORE:

/10

Language wrap-up

1 Vocabulary

Students can do the Language wrap-up exercises in class or for homework. If you give them for homework, remember to check the exercises at the beginning of the next class, or collect a few to grade and identify any typical errors.

A

If you decide to do the exercises in class, you can approach the wrap-up as a two-step reviewing procedure. First, ask the students to do the Vocabulary section individually. When ready, encourage the students to check their answers carefully, and then put them in pairs to compare answers and discuss any differences. Self- and peer-correction are two excellent ways of developing learner independence and creating a cooperative learning environment. After completing the Vocabulary section, you can apply the same procedure to the Gram mar section. At the end of each section, make sure that the students write their score out of ten. If they have a score lower than eight, direct them to the appropriate sections of the unit, and encourage them to read those sections again for homework. After that, ask the students to complete the exerdse(s) again at home.

Encourage the students to read through both parts of the conversations before they choose the correct word for each one. B

Remind the students that they need to write the digits, not words, for the numbers in the blanks.

July 4this an important date in the U.S.A. because it marks the anniversary of the signing of the Declaration of Independence by the colonists from Great Britain. People usually celebrate this day with parades and fireworks displays in public places.

2 Grammar • Ask the students to read the entire email first. • Point out that there may be a few cognates. Check that they understand the word friend. • Have the students read the email again and circle the correct options. Check answers with the class.

C o m m o n E u r o p e a n F r a m e w o r k : u n it m a p Com petence developed

C E F Reference (A1)

1 W riting

can give basic personal information

Table 1; Table 2; Section 4.4.1.2; Section 5.2.1.6

2 R ea din g

can r eco gnize co gn ate s and use them to give bas ic personal information

Table 1; Table 2; Section 4.4.2.2

3 Vocabulary

can request clarification and assistance

Table 1; Table 2; Section 4.4.3.1; Section 5.2.1.1

4 Grammar

can use

Sé

5 Pronunciation

can understand and say the letters of the alphabet

Section 5.2.1.4

 S é

6 Speaking

can use polite language when requesting factual information

Table 1; Table 2; Section 4.4.3.1 ; Section 5.2.3.2

7 Vocabulary

can understand and use ordinal numbers

Section 4.4.3.1

8 Grammar

can understand and use information questions with be

Table 1; Table 2; Sections 5.2.1.2; 6.4.77; 6.47.8

9 Listening

can listen for simple specific information

Table 1; Table 2; Section 4.4.2.1;

-* Sé

Unit 1

Sè

be  in

statements and questions

SS

ss

 ss

Table 1; Table 2; Sections 5.2.1.2; 6.4.77; 6.47.8

Nice to meet you!

UNITI

T18

The expression What do you do?   is the question to ask what someone's job is. it is a short version of What do you do for a living? 

U n it p la n Unit opener (p. 19) • OptionaJ downloadable unit opener 1 Vocabulary: occupations (p. 20) 2 Pronunciation: two-syllable nouns (p. 21) 3 Grammar: articles (p. 21) 4 Vocabulary: family members (p. 22) 5 Listening: for specific information (p. 22) 6 Reading: a celebrity biography (p. 23) 7 Writing: understanding the mechanics (p. 23) 8 Grammar: possession (p. 24) 9 Speaking: talking about family (p. 25) • Optional downloadable Speaking workshop: talking about family lifeSkills: categorizing (Work and Career) (p. 26) • Optional downloadable lifeSkills lesson (Self and Society) • Optional downloadable lifeSkills lesson (Study and Learning) Language wrap-up (p. 28) Communicative wrap-up Units 1-2 (p. 130) Video and downloadable video worksheet

^ 10 min. 10 min. 25 min. 15 min. 40 min. 25 min. 30 min. 30 min. 30 min. 40 min. 20 min. 20 min. 45 min. 45 min.

Reading: a celebrity biography Ask the students if they are interested in the lives of famous people (e.g. where and when they were born). Ask them to look though the unit and find out which famous people they will read about in this unit. Speaking: talking about family Ask the students to stand up and walk around the class, asking the question How many brothers and sisters do you have?   When they find someone who has the same number of brothers and sisters as they do, they should ask how old the brothers and sisters are. Refer the students to the HfeSkills panel. Tell them that the topic of this unit's lifeSkills section is Categorizing.  Play a game of Categories. One person names a category of things (e.g. objects beginning with "c"; animals; countries). One by one, in order around the class, everyone then has to name something in that category (e.g. chair, coffee). If a student can't think of a word in that category, they are out of the game. The last person in the game is the winner. A

45 min. 15 min 20 min. 45 min.

Unit opener Lead-in Direct the students' attention to the objectives in the unit menu and go through the information with them. Explain that this unit focuses on language to do with family and occupations, and on the following skills to help them talk about these topics: Listening: for specific information Ask the students what personal information people give when they give information about themselves. Elicit examples such as name, date o f birth, nationality, hometown, likes and dislikes,  etc. Writing: understanding the mechanics Write a capital "A" and a small "a" on the board. Elicit capital letter. Ask the students what words begin with capital letters in their language. Elicit examples (e.g. names, names of countries, names of cities). Highlight any differences between their language and English (e.g. In English, words for languages begin with a capital letter, for  example, Spanish, Portuguese, Chinese.).

• Highlight the unit title question and the fact that we use this question to ask what someone's job is. We use the word occupation in official forms to ask this question. • Ask the students to identify the three famous people in the pictures (John Travolta, Beyonce, Woody Allen). Write the celebrities' names on the board. • Ask the students to work individually to match the people to their main occupations. Note that the students probably know Beyonce as both a singer and an actress. Remind them to choose each person's main occupation. • Ask the students to compare their answers in pairs. Then check the answers with the class. Encourage the students to make full sentences when giving their answers (e.g. Beyonce is a singer; Woody Allen is a movie director.). B

• Tell the students that all three of these people have another occupation or activity that they do. Ask them to guess what these occupations could be (e.g. Maybe Beyonce is an artist.). Listen to their suggestions, and write any new occupations on the board (e.g. doctor, teacher, writer). • Put the students in pairs to do the exercise. You may need to check the students' understanding of clothing designer. You could either use an explanation (someone who has ideas for new or different clothes) or give some famous examples of clothing designers (e.g. Yves Saint Laurent, Ralph Lauren, Tommy Hilfiger, etc.). • When the students finish, check the answers with the class.

U N IT 2 IN THIS UNIT YOU 0

learn language to talk about your family and occupations listen to a conversation about ! occupatio ns— listening for specific information learn to use punctuation correctly i in sentences—understanding the mechanics read about a famous person's occupation and family talk about your family and their occupations

A

Match these famou s people 1-3 to their main profession A-C.

1 V O C A B U L A R Y : o c c u p a t io n s A

Match the occupations to the pictures.

1 2 3 4 5

G E  I ~H D

taxi driver teacher actor firefighter police officer

 A 6 7 _ F  8 _ C  9 _ ~J 10 _ 6

soldier doctor engineer lawyer writer

B

Which of these occupations are dangerous? Number the red boxes from 1 (very dangerous) to 10 (not dangerous). C

Q S Work in pairs. Compare your choices. Do you agree or disagree?

My number one is ... B:  / agree.

A:

D 0

Now number the blue boxes from 1 (very interesting) to 10 (not interesting). Then w ork in pairs a nd compare your choices.

c

Lead-in

Elicit any occupations that the students already know and write them on the board. The students will probably know some cognates, such as student, doctor, computer   programmer, as well as basic terms, such as teacher.

Culture note -i* rrf 

r-*

The English word  pro fessor  is a false cognate in some languages—in English, a professor works in a university or college department, and does not work in a high school. People who work in schools are called teachers.

• Draw the students' attention to the pictures and the list of occupations. • Ask the students to work individually to match the occupations to the correct picture. Make sure the students use the blanks next to the numbers, and not the check boxes. • Ask the students to compare their answers in pairs. Then check the answers with the class. • Do some choral repetition of the occupations. • Remind the students that some of the words might be cognates or loan words, but emphasize that while they may recognize the meaning of the word, they need to pay close attention to its pronunciation in English, as it is likely to be different.

• Check that the students understand the word dangerous. Give an example of a dangerous activity (e.g. driving very fast, touching electrical wires). Check that they understand the idea of ranking items from 1 to 10 (in this case from 1 for very dangerous to 10 for not dangerous) by asking them to name a profession they think is very dangerous (1) and one they think is not dangerous at all (10). • Ask the students to do the exercise individually. Make sure they write the numbers in the red boxes only. • Circulate and monitor, assisting where needed.

• Focus on the use of I agree when you have the same opinion as another person and I disagree when you have a different opinion. Point out that the stress in agree is on the second syllable, while the stress in disagree is on the first syllable: / agree. I disagree. Ask the students to repeat each phrase chorally with the correct stress. Encourage them to use these phrases when comparing their choices. • Ask one or two pairs of students to model the exercise (e.g. A: My num ber four is a teacher. Being a teacher is dangerous. B: I disagree. I don't think it's dangerous.). • Ask the students to work in pairs. Circulate and monitor, assisting where needed. Remind them to use English and the phrases / agree / / disagree. • When the students have compared their choices, elicit some ideas from the class. • Take a class vote to find out the students' opinions on the top three most dangerous jobs. D

• Tell the students that now they are going to give their opinions on the most (and least) interesting jobs. Make sure the students understand that this time they should write the numbers in the blue boxes next to each picture. • Give the students time to complete the exercise individually. Then put them in pairs to compare their answers again, practicing / agree / I disagree again. When they finish, elicit some of their ideas. Find out which occupations they think are very interesting (1) and which they think are not interesting at all (10). • Encourage the students to give reasons why they think the jobs are interesting or not interesting (e.g.  A taxi driver meets lots o f peop le.) To wrap up, ask the , class to give their opinions of other jobs they think are interesting.

Extra: occupations race Put the students in teams. Tell them that they will have two minutes to think of as many jobs in English as they can. After one minute, have the groups share their lists. Teams get one point for each original word (a word not appearing on another team's list). The team with the most points wins.

W orkbook p. 10, Section

W hat do you do?

UNIT 2

T20

2 Pronunciation:

two-syllable

N O T IC E !

nouns

• Check that the students understand the terms verb, adjective, and noun. Write an example of each on the board (e.g. speak, big, student ). Ask the students to match the words to the correct grammatical terms. • Ask them to circle examples of a, an, and the in the text. • Ask them to read the question and choose the correct answer.

Lead-in

Write the words English and student  on the board. Ask the students how many syllables each word has (two). Ask the students to repeat the words chorally, and ask them whether the stress is on the first or the second syllable in each word (first).

07 See the Student's Book for the audio script. Play the audio once, and ask the students to listen only, with their books closed. Then ask them to tell you which syllable is stressed in each word (the first). Ask the students to open their books and draw their attention to the stressed (underlined) syllables. Then play the audio again, and ask the students to repeat the words with the correct stress. Emphasize that the stress is on the first syllable. Note that many learners find the pronunciation of lawyer   /'bjar/ challenging. You may need to ask the students to repeat this word several times.

B . H

08

See the Student's Book for the audio script. • Before you ask the students to work in pairs, give them time to practice saying the words individually. • Put the students in pairs, and have them take turns saying the words. Encourage them to listen to their partner's pronunciation and make sure that the first syllable is stressed. • When the students finish, play the audio, and ask them to repeat the words chorally.

3 Grammar: artic Lead-in

Ask the students What do I do?  They may say *You are teacher. If they say this, say, I'm a teacher, without stressing a, and tell them that in English we use the indefinite article before occupations. Check articles by gesturing to a book and the board, and saying a book  (indefinite), and the board { definite). A

• Give the students time to read the texts individually. Then elicit the people's jobs from the class. Ask What  does Ed do?, and ask the students to answer with full sentences (e.g. Ed's/He's a lawyer.). • Ask individual students What do you do?, and ask them to respond, making sure they use the indefinite article (e.g. I'm a doctor, I'm a student, etc.).

B Form

• Ask the students to look at the table and give you an example of each type of article from the text in Ex. A (zero: musicians;  indefinite: a law firm; definite: the  government ). Function

• Ask the students to read the statements. Remind them that they can refer to the text in Ex. A to find the answers. • When checking answers, highlight that the indefinite article a is usually pronounced with the schwa sound /a/. c

• Draw the students' attention to the Watch out! box and ask them to identify the error. Emphasize that with occupations, we always use a or an  in English. • Remind the students that when they see a noun in the plural form, it will never have the indefinite article a/an. • Ask the students to do this exercise individually. • Circulate and monitor, assisting where needed. When the students finish, ask them to compare answers in pairs. • Go through the answers and encourage the students to say which rule each sentence exemplifies. D

• Elicit the question we use to ask about someone's job What does he/she do?, and write it on the board. • Elicit the affirmative forms of the verb be,  and encourage the students to use them correctly in this exercise. Remind them of the negative form if they disagree with their partner. • Hold up the Student's Book and point to a picture on p. 20 to use as an example. Ask individual students What does he/she do?  Elicit the answers He's a/an ...; She's a/an ... • Point to' the picture of the actors, and write on the board What ____ do ?   Ask the students to tell you the missing words in the question (do, they). Elicit the answer They're actors from the class. • Ask the students to ask and answer the questions about the remaining pictures in pairs. Circulate and monitor, assisting where needed. Correct any errors with articles. • Check the answers with the class.

Workbook pp. 10-11, Section

2

t w o - s y lla b l e n o u n s

A

E ^ 0 7 Listen to the words. Notice that the first syllable in each wor d

is stressed. doctor

B 0

teacher

lawyer

H J 0 8 Work in pairs. Practice saying these words. Make sure you

stress the correct syllable. Listen and check. singer

3

driver

writer

actor

soldier

dancer

3RAMMAR: a r t i c l e s

I'm John and this is Carol. We're musicians. I'm a pianist, and she's a singer. We're in a band called

A LANGUAGE IN CONTEXT Read

White Nights. The band is fun, but hard work! Our next concert is at the Olympic® Park in Sydney!

these texts. W ha t job or jobs does each person do?

W i

h

a

t  y o

d o . Q d o u

Hi. I'm Ed. I'm a lawyer. I work for a law firm. The law firm is called Accident Lawyers. When someone has an accident, we help. We also do a lot of work for the government. I love my job.

B ANALYZE Look at the texts in Exercise A again.

(&irclg)the words a, an , or t h e in the texts. What words come after them?

Form

zero article

(no article)

indefinite article

a/an

definite article

the

NOTICE! a) verbs

b) adjectives

Function Choose the correct option to complete the sentences. 1  We use a before ...

r^^sTngular nounsj> b) plural nouns. 2  We use an before singular nouns that begin with ...

(^ayvowel sounds b) a consonant. 3 We use ... before plural nouns for general reference, a) the CgTno (zero) articT^>

4 We use a the first time we mention something, and then we use ... a) an. ( b) the?) 5 We use ... before a thing, place, or organization when there is only one of them. a) a (b) The)

C PRACTICE Complete the sentences with a, an, the, or — (no article). 1 Jam es is 2

3 4 5

a soldier. Wayne and Dave are _. I_ teachers. I wa nt to be an artist. I'm in a band. band is calle d Lov e Hurts. Lauren and I are ~ mu sicians.

singer? 6 Are you 7 Richard works in a hospital. What's hospital called? 8 Harry's a doctor in army. t^ie 

D Q j NOW YOU DO IT Work in pairs. Ask and answer questions about the people in the pictures in Exercise A on page 20. A: What doe s he d o? 

B: He's a.. .

the

W A TC H O U T ! My mother is a teacher, (g) My mother is teacher.

What do you do?

UNIT 2

2l

f a m ily m e m b e r s

□ A

Look at this picture. Say wha t Joshua, Katy, Greg, Lisa, and Bob do.

Joshua

Katy

1 boyfriend 

Greg

2

Lisa

brother 

3

Bob

dad 

HWHV 

__ I

I___

4  parents

B §||09 Listen to Katy and write the correct wo rd in the box unde r each name in Exercise A. boyfriend

C

Ü10

brother

dad

grandma

  parents 2   brother 3 mom and dad 4 boyfriend 5 grandparents 6 wife

o

mom

parents

Listen and match. a) sister

1

5

grandpa

b) girlfriend c)  grandchildren d) children e) husband f)  son and daughter

f o r s p e c i fic in f o r m a t io n

Read the task before you listen. Think about what information you need. For example, is it a name or a place? Listen carefully for this information. A Read these statements about Rachel. (0rcle)the correct type of missing information. 1 Rachel is a teacher  .   ___________ The missing information is (^eroccupatiop)/ her full name. difficult  2 Her job is very The missing information is a noun  /<|n~adjective^ 3 Her day usually starts at cTHocfc eight   The missing information is name /( a^timeh husband  ¡s a fjrefighter. 4   Her The missing information is a place /(¡ ffarriily member )

B Q^1 1 Listen and complete the sentences in Exercise A w ith one word. C 12 Listen to this conversation between Rachel and a friend. Complete the sentences. 1 Rachel's friend is a 2   She works in an 3 She thinks her job is very   4 Her siste r is a

lawyer  office interesting doctor 

Martha

6  grandma

Steve

7  grandpa

Lead-in Ask the students what words they know for family members. Write the words on the board, and ask the students to repeat them. Point out that the stress is on the first syllable in these words.

A • Ask the students to work individually and decide what  jobs the five people do. • Encourage'them to compare their answers in pairs. Then check the answers with the class. • Prompt the students to answer with full sentences, and make sure that they remember to use the indefinite article before the job.

Lead-in Ask the students to read the information in the skills panel. Explain that it is important to know exactly what to listen for and to predict the kind of information we will hear. This skill is essential for effective listening.

A • Ask the students to read the sentences and the options in italics. Make sure that they understand the different options for each item, particularly the difference between an adjective (a describing word) and a noun (a naming word). • Ask the students to choose their options. Then check each item with the class, asking the students how they know what type of information is missing.

B

B • H

09

Ask the students to work in pairs and predict which words in the box could match to the people in the picture. • Tell the students to listen to the audio and find out if their guesses are correct. Play the audio once. Check progress, and play the audio again if necessary.

A u d io sc ript Hi. I'm Katy. I'm a doctor. Greg is my brother. He's a firefighter. Here are my parents, Lisa and Bob. My mom, Lisa, is a teacher, and my dad, Bob, is a taxi driver. His mom is Martha. She's my grandma. And Steve is my grandpa. That's my family! And here is my boyfriend, Joshua. He's a police officer.

C 10

Before you play the audio, ask the students to work in pairs to match the words. Make sure the students understand that they should match the family words that go together and not look for words that mean the same thing. Point out the example:  parents — children. • Play the audio so that the students can check their predictions. Check the answers with the class.

Ask the students to look at the picture and try to guess the woman's occupation. • Tell the students that they will hear the woman, Rachel, talking about her job. • Play the audio once, and ask the students to fill in the blanks. • Check the students' progress, and, if necessary, play the audio again. Ask the students to compare answers in pairs. Then check the answers with the class.

A ud io scrip t My name is Rachel Wiseman, and I'm a teacher. I work in a large high school. My job is very difficult, but I love it. I work , from Monday to Friday. My day usually starts at eight o'clock. I leave school at three o'clock, and then I work at home. My husband has a difficult job, too. He's a firefighter.

12 Go over the questions, and check that the students know what they are listening for in each case, (a job, a place, an adjective, and a job). • Play the audio once. Check progress, and, if necessary, play it again. Ask the students to compare answers in pairs. Then check the answers with the class.

A u d io s c r ip t _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ R = Rachel, L = Lisa

R L

Audio script 1 Lisa and Bob are my parents. Greg and I are their children. 2 Greg is my brother. I'm his sister. 3 Lisa's my mom, and Bob is my dad. I am their daughter, and Greg is their son. 4 Joshu a is my boyfriend. I am his girlfriend. 5 Martha and Steve are my grandparents. Greg and I are their grandchildren. 6 Bob is my dad. Lisa is his wife. Bob is her husband.

R  L R  L R  L R  L R: L:

Hi, Lisa! How are you? I'm great, Rachel. Good to see you! You, too! What do you do now? Well, I'm a lawyer. Wow! Really? Yes. I work in an office. It's not far from here. Do you like your job? It's very interesting. And what about your sister, Jane? Oh, she's fine. She's a doctor now. Fantastic! Let's meet for coffee some time. Great idea!

W orkbo o

¡ .• s a W hat do you do?

UNIT 2

T2 2

A • Read the instructions aloud. Ask the students if they know any families of actors in their country (families where father and son, mother and daughter, etc., are all actors, e.g. Henry Fonda and Jane Fonda, Kirk Douglas and Michael Douglas).

• Give the students time to read the question and think about their answers individually. • Put the students in groups to share their Ideas. • When the groups finish their discussions, elicit some of their ideas. Find out if any students have parents, grandparents, or other relatives who do the same job. • Draw the students' attention to the Watch out! box. Explain that although with most occupations the stress is on the first syllable, engineer   is an exception, and the stress is on the last syllable.

Alternative Ask the students if they know any other famous families (not just acting families) or famous couples, either in their country or around the world. Lead-in

B • Tell the students to read the questions carefully first. Check that they know the meaning of the word award — there is a picture of one on p. 19, or you can simply give the example of an Oscar®. • Highlight the word both in the text—tell the students we use It to emphasize that two people do the same thing. • Give the students time to read the text individually, and encourage them to ask questions about any unfamiliar vocabulary.

 Alternative Before the students answer the questions, elicit the type of information they are looking for in each question (1 a place, 2 a job, 3 the names of awards). • When the students have found the answers to the questions, ask them to compare their answers in pairs. Check the answers with the class.

E x t r a : re a d in g p r a c t ic e For extra reading practice, write these questions on the board: 1 What does Jav ier Bardem's mother do? 2 What's his uncle's name? 3 Where is Javier famous?

Answers 1 She's an actor. 2 Juan Antonio Bardem 3 In the Spanish-speaking world and the Englishspeaking world

Culture note The Oscars® are also known as the Academy Awards, The first Oscar ceremony was held in 1929. The movies Ben Hur, Titanic, and The Lord o f the Rings: The Return of the King hold the record for the most Oscar awards—11. The Golden Globes® started in 1944. Meryl Streep holds the record for the most Golden Globe awards. She has won eight Golden Globes.

• Ask the students to keep their books closed. Write your name on the board with a small first letter instead of a capital letter. Ask the class what the mistake is. Then ask them what other types of words need a capital letter. Elicit examples from them, and write them on the board (e.g. countries, days o f the week, months). • Ask the students to read the information in the skills panel. Although capitalization as a concept might be familiar to your students, it might be used differently in their language (e.g. in some languages the days of the week are not capitalized).

• Check that the students understand that each sentence has one or more mistakes. There might be a capital letter instead of a lower-case letter, or there might be a mistake with punctuation. • Ask the students to do this exercise Individually and then to compare answers in pairs. • Ask them which category in the skills panel each answer belongs to (e.g. Egypt —a country, English—a language).

B • Give the students time to read the questions. • Ask the students to do this exercise individually. Explain that for item 4, they should give the person's relationship as well as his or her name. Circulate and monitor, assisting where needed. • When they finish, elicit responses from several students.

Extra: homework Look at Ex. A again. Write five new sentences, changing the country in item 1, the month in item 2, the day in item 4, the language in item 5, and the name in item 6.

6

a c e le b r it y b i o g r a p h y

A

Many actors come from acting families. Is this true in your country?

B

Read this biography. Answer the questions.

SPANISH STAR IN HOLLYWOOD Javier Bardem is an actor from Spain. He comes from an acting family. Some of his relatives are actors. His mother (Pilar Bardem) is an actor, and his uncle (Juan Antonio Bardem) was a movie director. His brother Carlos and his sister Monica are both actors. A

Javier is famous in both the Spanish speaking world and the English-speaking world. He has many awards, including an Oscar® and a Golden Globe for his role in N o Country for Old Men.

1 Where is Javier Bardem from?  2   What

de  ,s ^rom Spain.

do his brother and sister do?

They are actors.

3 What awards does Javier Bardem have? He has an ° scar and a Golden Globe award 

C H I Work in groups. Do you know people who have simila r occupations to other members of their family?

W A TC H O U T !  /

Think of as many as you can and compare.

engineer

djf) engineer

 My sister, my dad, and my mom are eng i neer s.

WÊÊSËÊÊÊiÊÊKSÊSÊiÊ

u n d e r s ta n d in g t h e m e c h a n i c s Use a capital letter at the beginning of every sentence, and a period (.), exclamation point (!), or question mark (?) at the end of every sentence. Also use capital letters for the word /, for the names of people and places, for countries, nationalities, and languages, and for months and days of the week. nine mistakes in the sentences below. 1 My brother is in

0gypt.

4 I start my new job on0e dne sday . 5 How do you say this in0aglishQ  w old is your brother,0eter?

2 Today is0abruary 14. 3 My sister andQare dentistsQ B

Write sentences to answer these questions. Be careful with capital

letters and punctuation. 1 What do you do? 2

  What day is it today? ____

_

3 What month is it? 4

 ___ —

_________________

--------------------

............

Who is your favorite relative?

W h a t do yo u d o ?

UNIT 2

23

8 3 R A M M Â R : p o s s e s s io n A LANGU AGE IN CONTEXT Read wha t this person says and(0rcIg)T (true) or F (false).

Hi, Ijm Liam. Ii^on’t hav^)any brothers, but I(have)two sisters. (Themnames areKatelyn and Jodie, and they’re very different! Katelyn(fia^) brown hair, and(pei)eyes are bnownCjo d ie ^ eyes are brown, too, but she<3oesn t ha^jbrown hair—(Kers)is blond. Katelyn's a teacherTand sKe loves her job. Jodie’s a manager.(^hosg)job is the best?(fclime)is! I’m a singer. I’m in a band with some friends.(^u^band isn’t famous, and we(^ on ^ (fiavejmany songs, but who knows? Maybe one day ...

Liam, Katelyn, and Jodie are relatives. 2   Katelyn and Jodi e do the same job.

NOTICE! (^irclg)all the ways of talking about possession that you recognize in the paragraph. What are they?

1

T /(p)

B ANALYZ E Read the text in Exercise A again. Form Complete the tables. Apostrophe for possession Singular nouns

Regular plural nouns

Add (1) s e.g.  Jo di e's eye s

Add (2) ' after s e.g . my sist er s' jo bs (= the job s o f my sisters)

my sister's job (= the job of my sister)

Irregular plural nouns e.g. the children's rooms

W A TC H O U T !

Remember that's is also the contraction for is.  Jo d ie 's a ma nag er. =  Jo d ie is a ma nager. NOT  A m an ag er o f Jo d ie Katelyn's a teacher. = Katelyn is a teacher. NOT  A te ac her o f K atelyn

whose w h o s e +  noun + verb e.g. Whose job (3) __ ! L

e> My sisters are both students. {££) My sisters are both student's.

the best? 

Possessive pronouns I

mine 

you

he

she

yours

his

Ç8)

herS

we

 you

they

ours

 yours

theirs

e.g. This is my baa. That is your bag. This is mine. Tha t is you rs. Function Match 1-3 and a-c to complete the sentences. We u se 's o r ' after a noun to \ ^ a )  instead of a noun to talk about possession. 2 We use possessive pronouns_^S^--b)ask about possession. 3 We use whose to •— " ^c) say who something belongs to. 1

C

PRACTICE circ le )the correct options.

My(parent§j)/  pa rent' s job s are very interesting. 2 Who /(yyhosgtcell phone is this? 3 Is that(gya njy Ryans-' laptop on the table? 4 Your book is over therm Thi$ one is my /(mine) 1

5 6 7 8

The Coen brother's / b r o t h e r s ) new movie is great. Evan and Bill think our house is like them /( th e ins?) Whos e(^rotherJ^)/ is brother named Brian? Those are all my family pictures. Now show me you /(you rs .)

WATCH OUT! ^  That pen is mine. (££) That pen is my. m tm m m m m m m

I

Lead-in Use some classroom objects to highlight possessives as the language point. For example, This is my desk; This is Liam's dictionary; This is her pen.

A • Ask the students to read the statements. Then ask them to read the text and circle T(true) or F (false). • Ask them to compare their answers in pairs. Chec k the answers with the class.

NOTICE! • Highlight that there are several ways of expressing possession. • Ask the students to circle all the ways of talking about possession in the text. Note: there are a total of 13 expressions.

• Direct the students to the example sentences about possessive pronouns. Remind the students that they learned about possessive adjectives in the previous unit. Point out that in the first sentence , my and your  are possessive adjectives. In the second sentence, mine and  yours are possessive pronouns. Explain that possessive adjectives are followed by nouns, but that possessive pronouns substitute for possessive adjective + noun. Explain that in the examples, my bag = mine, and your  bag = yours. • Point out that his is the only example where the possessive adjective and the possessive pronoun are the same. • Ask the students to complete item 4 and item 5 in the grammar table. • Focus on the examples in the second Watch out! box and highlight that we never use possessive adjectives after the verb be.

Function

B

• Ask the students to match the sentence halves to complete the rules for the functions of the different ways of expressing possession. • Ask them to check their answers with a partner. Check the answers with the class.

Form

c

• First, ask the students to complete item 1 and item 2 in the grammar table. As the students are working, draw the table on the board. When the students have finished, ask for volunteers to write the correct answers on the board. • Have the students look at the first Watch out! box. Tell them that this is a common mistake in English (often made by native speakers). Encourage them to be careful not to use the singular possessive's with plural nouns. • Hig hlig ht that there is a difference in the position of the apostrophe with singular or plural nouns e.g. sister's or  sisters'. • Focus on the example of the irregular plural possessive. Point out that this example is common. • Read the examples in the language box, and remind the students th at 's is also the contracted form of is. • Check that the students understand the meaning of whose. Use classroom items to illustrate it (e.g. Whose bag is this? It's Elena's. Whose book is that? It's Tom's.) Have the students complete item 3 in the grammar table. Check the answer with the class. • Make sure the students understand that possessive pronouns can be used instead of nouns with apostrophe 's, (e.g. That's Suzie's bag. That bag is hers.).

• Do the first sentence with the class as an example. • Ask the students to do the exercise individually. • Ask the students to compare answers in pairs. Then check the answers by nominating students to write their sentences on the board. Ask the class to help you correct any mistakes on the board.

E x t r a : g r a m m a r p r a c t ic e Write these fill-in sentences on the board. 1 She _______ have any brothers or sisters. 2 _______ you have a pet? 3 _______ pen is this? 4 That book is yours. This one is _______ . Ask the students to work in pairs and find words to fill in the blanks. Check the answers with the class.

Answers 1 doesn't 2 Do

3 Whose 4 mine (his/hers)

E x t r a : i s   o r p o s s e s s i v e  ' s To reinforce the difference between contracted's and possessive's, write this sentence on the board: Richard's sister's a student. Ask the students which's is the contracted form of is and which is the possessive (the first one is the possessive). Ask them to tell you what helped them decide.

W h a t do yo u d o ?

UNIT 2

T24

• Tell the students to look at the pictures. Put the students in pairs, and give them time to share any information they know about the people in the pictures. • Ask a student to read aloud the example sentences. • Ask the pairs to make as many sentences as they can using the possessive forms. Encourage them to write their sentences. • Circulate and monitor, making sure that they are using the possessive forms correctly. • Invite volunteers to share their sentences with the class, and correct any errors in the use of the possessive forms.

 Alternative Ask the students to keep their books closed. Write the two questions for the exercise on the board. Play the audio once, and ask the students to compare answers in pairs. Then ask the students to open their books, and play the audio again so they can check their answers.

Answers 1 She's a teacher. 2 She's a salesperson in a store.

P o ss i b l e a n s w e r s

Extra: conversation practice

Will Smith is an actor. His wife, Jada Pinkett Smith is an actor, too. They have two children. Sofia's dad is a movie director. She has two children and a brother. Her brother's also a movie director. Owen Wilson is an actor. His brother, Luke, is an actor, too.

Ask the students to practice reading the conversation in pairs. When they are comfortable, have them insert their own information about their family members.

B

Culture note Will Smith first became famous when he starred in the TV show The Fresh Prince of Bel-Air.  He married Jada Pinkett Smith in 1997. She has appeared in more than 20 movies, including three Madagascar  movies and Europe's Mo st Wanted. Sofia Coppola is an actor and director who won three Golden Globes and an Oscar for Lost in Translation. Her father, Francis Ford Coppola, has directed numerous movies, including The Godfather  and  Apo calypse Now. Owen Wilson has appeared in Shanghai Knights and Marley & Me. Luke Wilson has appeared in Legally  Blonde and The Wendell Baker Story.

• Draw a simple version of your family tree on the board. Write the names of your husband/wife, parents, brothers, sisters, and children, but don't explain their relationship to you. Ask the students to tell you the relationships of your family members to you (e.g. Teacher: Who is Francisco? Student: He is your father. Teacher: OK, then who is Patricia? Student: Patricia is  your mother, etc.). As the students give you the correct answers, write the family vocabulary under the names. • Ask the students to draw their own family tree on a sheet of paper, but only writing the names, not the relationships. • Ask them to work in pairs and ask and answer questions in the same way (Who is Luisa?, etc.). c

Workbook pp. 12

9 Speaking: talking about r

.i

family

^

v;

A . m 1 3 See the Student's Book for the audio script. • Ask the students to look at the picture, and tell them that they are going to hear these two friends talking about the woman's family. • Give the students time to read the questions carefully. • Play the audio once, and check progress. If necessary, play it again. • Check the answers with the class.

• Ask the students to work in the same pairs. Point out the model conversation, and give a few more examples by asking questions (e.g. What's your brother's name? What  does he do?). • When the pairs finish, invite several students to tell you something about their partner's family (e.g. Maria's father is a doctor.). Correct any errors in the use of possessives and the indefinite article. • Draw the students' attention to the Watch out! box. Emphasize that we do not say, *This is the sister of  Lauren, or *This is the pen of Maria  in English.

Workbook p. 14, Read and write p. 15, Down time

a -

D q | NOW YOU DO IT Say what you kno w about these people. Say what their relatives do. Wo rk in pairs.

9 SPEAKING: t a lk i n g a b o u t f a m i ly A

afl 13 Listen to the conversation below. Ans wer the questions. Sam: Lauren: Sam: Lauren: Sam Lauren: Sam: Lauren:

* 4

So, tell me about your family. Well, my brother James is a mechanic. And your sister? Nicole's a teacher. Are they married? Yes, my brother's wife is a taxi driver, and Nicole's husband is a police officer. What about your parents? Mom's a salesperson in a store, and a lawyer. What about your family?

What does Lauren's sister do? 2 What does her mom do? 1

B Draw your family tree in your notebook. C  jH Work in pairs. As k and

answe r questions about your relatives and their occupations. A: W h a t d o e s y ou r m o m d o ?   B:  S h e ' s a . . .

W h a t do yo u d o ?

UNIT 2

25

lifeSkills CATEGORIZING • Understand the purpose of categorizing. • Categorize the items using relevant characteristics. • Use the information to make a decision.

A

Look at the web site on the next page. W ho is it for? Choose the correct option.

This website is for people who ... CaTwan t to find their ideal jo E^ b) want to find some one to do a job.

B ¡{| Wo rk in pairs. Wri te these careers in the different categories below. Each career can be in more than one category.

creative jobs: well-paid jobs: office jobs:  job s working with others:  job s requiring a physical skill:  job s working from home:

ifeSkills: categorizing Step 1 Understand the purpose of categorizing. (Ex. A) Step 2 Categorize the items using relevant characteristics. (Ex. B) Step 3 Use the information to make a decision. (E-x. B, Ex. C, Ex. D)

Lead-in • Read the target skill aloud and highlight the three-step strategy to develop the skill. Check that the students understand all the vocabulary. • Relate each exercise in this lifeSkills section to the relevant stage in the three-step strategy before you ask the students to begin the exercise (e.g. T h e p u r p o s e o f   t h i s e x e r c i s e i s t o c a te g o r i z e i t em s . T h i s i s S t e p 2 i n t h e

B • Ask the students to look at the pictures. Say the names of the careers, and ask the students to repeat them chorally. Explain any unfamiliar vocabulary. • Ask the students to look at the six different categories below the pictures. Make sure they understand well paid jobs  (jobs where you earn a lot of money) and office job  (in a building). Point out that all of the careers in the pictures can be in more than one category. • Put the students in pairs, and give them time to categorize the careers. • When the pairs finish, have them join another pair and compare their answers, discussing their choices. • Elicit some ideas for each category from the class. Find out which jobs the students think are well paid, for example, and which jobs they think are not so well paid.

three-step strategy.).

• Ask the students what c a t e g o r i z i n g means (grouping people or things according to their qualities). Emphasize that items in a group share the same or similar qualities. • Point out that categorizing can help us learn more effectively and do things more quickly. A lot of the time we categorize subconsciously, but doing it consciously can help us use information to make decisions. • Ask the students when they might have to categorize in the Work and Career domain. Elicit examples (e.g.  pr i or i ti zi ng ta sk s at w or k  and m a k i n g d e c i s i o n s ) . • Write three very different jobs from this unit on the board (e.g. taxi driver, writer, doctor) . Ask the students to tell you some differences between them. For example, a doctor works with sick people in a hospital, a taxi driver works in a car, a writer works at home, etc.

A • Read the instructions aloud. Make sure the students understand the question. • Invite a student to read aloud the partial sentence and the two options. • Check that the students understand the word c a r e e r  —a  job or occupation that you have for many years (e.g.

P o ss i b l e a n s w e r s creative jobs: architect, designer, journalist well-paid jobs: architect, software engineer, sales manager, designer office jobs: architect, software engineer, sales manager  jobs working with others: all of them  jobs requiring a physical skill: architect, designer, mechanic  jobs working from home: designer, journalist

E x t r a : c a t e g o r iz in g jo b s Ask the students to work in pairs and think of other  jobs that could go in each of these categories. Ask them to think about which category their job, or their family members' and friends' jobs, fit into. Listen to their ideas as a class.

Teaching is my career.).

• Explain that ideal career  means t h e p e r f e c t j o b f o r y o u . • Encourage the students to study the website on the next page carefully, and choose an answer. • Check the answer with the class. Ask the students what helped them make their choice (e.g. the expressions dream careers questionnaire, ideal career).

W h a t do yo u d o ?

UNIT 2

T26

s

c

• Ask the students to look at the questionnaire. Go over the meaning of the words ideal, dream, and  p er f ec t. • Give the students time to read the questionnaire. Explain that they can choose more than one answer to each question. • Note that some of the words in the questionnaire might be cognates, so the students will be able to understand them. Be ready to explain the words a l o n e (just you), j o b  se cu r i ty  (the knowledge that your job is permanent as long as you want it to be), i n d e p e n d e n t  (not depènding on other people), h a r d - w o r k i n g (someone who puts a lot of effort intô their work),  p a t i en t  (the opposite of a n g r y   a n d u p s e t  —calm), and d e s c r i b e (give details about what someone or something is like). • Circulate and monitor, assisting where needed. Answer any questions about vocabulary. D

• Put the students in pairs. • Make sure the students understand that they need to choose a career for their partner, according to the answers their partner gave in the questionnaire. E

• Read the instructions to the class, and give the students a few minutes to think about reasons for their choice of perfect job for their partner in Ex. D. • Write a few phrases on the board to help the students do the exercise (e.g.  A g o o d j o b f or A n d y i s a p i lo t  becau se he's

I think an archi tect is a per fect career for 

 Sa r ah b ec a u s e sh e' s ... )

• Invite volunteers to tell the class which job they chose for their partner. Make sure they give reasons why they chose that job.

0

Extra: jobs and personalities Elicit the personality traits that are used in the questionnaire (c a r e f u l , i n d e p e n d e n t , h a r d - w o r k i n g , creative, patient ). Have the class brainstorm more personality words they know. Then have them look at the jobs presented in the unit and discuss which personality traits are required for each job.

$51 REFLECT • Ask the students to read the Reflect  question. • Give themsome time to think about different situations in the domains of Self and Society and Study and Learning where the skill of C a t e g o r i z i n g would be useful. • Elicit the following ideas: organizing chores, choosing a vacation destination; organizing how to study for an exam, etc.

7

*”

D Q3 Wo rk in pairs. Compare your answ ers, and complete the sentence belo w for your partner. Use the jobs in Exercise B and the rest of this unit to help you. My  p a r t n e r ' s p e r f e c t f o r a c a r e e r a s a / a n . . .

E Tell your classmates about your career recommendation for your partner.  A n n a i s p e r f e c t f o r a c a r e e r a s a / a n . . .

REFLECT ... How can the skill of categorizing be useful to you in Self and Society and Study and Learning?

W h a t do yo u d o ?

UNIT 2

27

o Mir

1 VOCABULARY Look at Mark’s family tree. Then complete these sentences with one wor d. There are three job s and eight family words . (10 points) 1 Edward and Irene are Mark's 2

Edward is Mark's

 parents

dad/father 

3 Irene Is Mark's mom and Edward's

wife

4 Mary and Jessica are Mark's 5 Jeff Is his

brother 

6 Mark is a

 soldier  officer 

7 Jessica Is a police 8 Sarah Is Mary's

She's four years old.

George and Betty are Mark's  grandparents

9

10

daughter 

 George is a taxi

briver 

Sarah

8-10 correct: I can talk about occupations and family members. 0-7 correct: Look again at Sections 1 and 4 on page s 20 and 22. SCORE:

/10

2 (

SP1

A Read these facts about famous people and their families. Complete the sentences with a, an, the, or - (no article). (5 points) Julio Igleslas Is (1) a famous singer. His sons, Enrique and Julio Iglesias, Jr., are (2) singers, too. Michael Douglas's wife, Catherlne-Zeta Jones, Is (3) an actor. Michael's father, Kirk Douglas, is also (4) an actor. He was a sailor In (5) tbe navy, too!

B (0lrcl§)the correct wo rd or phra se to complete each sentence. (5 points) |s Stella McCartney? 2 Martin Sheen's so ns are actors, but most of them use a different last name from ( ^ y t h e i r s . 3 G e o r g e (^Fooney^)/ C l o o n e y s '   father is a famous TV host and writer. 4 Madonna's name Is Italian, like my /(mine) 5 Ben Affleck's(^b//dren^y ch i ldr en s'   names are Violet, Seraphlna, and Samuel. 1

W h o   /{ffihosg)daughter

8-10 correct: I can use articles and different ways of talking about possession to discuss occupations and families. 0-7 correct: Look again at Sections 3 and 8 on pages 21 and 24. SCORE:

©

/10

Language wrap-up

1 Vocabulary

Students can do the Language wrap-up exercises in class or for homework. If you give them for homework, remember to check the exercises at the beginning of the next class, or collect a few to grade and identify any typical errors.

Make sure the students understand they need to refer to the family tree to answer the questions.

If you decide to do the exercises in class, you can approach the wrap-up as a two-step reviewing procedure. First, ask the students to do the Vocabulary section individually. When ready, encourage the students to check their answers carefully, and then put them in pairs to compare answers and discuss any differences. Self- and peer-correction are two excellent ways of developing learner independence and creating a cooperative learning environment. After completing the Vocabulary section, you can apply the same procedure to the Grammar section.

2 Grammar A

Make sure the students understand that not all the blanks need an article. If no article is needed, they write a dash (-). B

Encourage the students to read the sentences carefully before they choose their answers. Refer to the Communicative wrap-ups on pp. 130131 of the Student's Book for more activities.

At the end of each section, make sure that the students write their score out often. If they have a score lower than eight, direct them to the appropriate sections of the unit, and encourage them to read those sections again for homework. After that, ask the students to complete the exercise(s) again at home.

C o m m o n E u r o p e a n F r a m e w o r k : u n it m a p

l* * 3 l

Com petence developed

CEF Reference (A1)

1 Vocabulary

can talk about occupations

Table 1; Table 2; Section 4.4.3.1 ; Section 6.4.7.1

2 Pronunciation

can correctly stress occupations

Section 5.2.1.4

3 Grammar

can use definite, Indefinite, and zero articles

Table 1; Table 2; Sections 5.2.1.2; 6.4.7.7; 6.4.7.8

4 Vocabulary

can talk about family members

Table 1; Table 2; Section 4.4.1.1; Section 6.4.7.1

5 Listening

can anticipate and listen for specific Information

Table 1; Table 2; Section 4.4.2.1

6 Reading

can understand and respond to a simple biography

Table 1; Table 2; Section 4.4.3.1;

7 Writing

can use correct punctuation

Table 2; Section 4.4.1.2; Sections 5.2.1.5; 6.4.7.10

8 G ra mm ar

can understa nd and use p os se ss iv e pronouns

Table 1; Table 2; Sections 5.2.1.2; 6.47.7; 6.47.8

9 Speaking

can talk about family member s and their occupations

Table 1; Table 2; Section 4.4.1.1

Unit 2

The expression down time (stress on down) means the same as free time or leisure time—time when you are not working or studying. Explain to the students that down time is time for fun and

relaxation (e.g. meeting your friends, reading books, watching TV, or going to the movies).

U nit plan

■5S

Unit opener (p. 29) • Optional downloadable unit opener 1 Grammar: simple present—statements (p. 30) and y es /n o questions 2 Pronunciation: third person -s (p. 31) 3 Reading: recognizing cognates ' Q (p. 31) 4 Listening: to a radio show (p. 32) 5 Vocabulary: free-time activities (p- 32) 6 Grammar: simple present— (p. 33) information questions 7 Speaking: asking for opinions (p. 34) 8 Vocabulary: personality adjectives (p. 34) 9 Writing: about yourself and (p. 35) your interests • Optional downloadable Writing workshop: a personal description lifeSkills: understanding your learning (p. 36) style (Study and Learning) • Optional downloadable unit opener (Work and Career) • Optional downloadable unit opener (Self and Society) Language wrap-up (p. 38) Video and downloadable video worksheet

10 min. 10 min. 40 min.

15 min. 30 min. 30 min. 25 min. 40 min. 20 min. 25 min. 20 min. 20 min. 45 min. 45 min. 45 min. 15 min. 45 min.

Lead-in Direct the students' attention to the objectives in the unit menu and go through the information with them. Explain that this unit focuses on how to talk about habits and free-time activities, and on the following skills which will help them do this: Reading skills: recognizing cognates Elicit, or remind students of, some English words that may be the same in their language (e.g. tax/, hotel, computer). Encourage them to look through the unit and find other English words that are the same in their language or similar to words in their language. Speaking: asking for opinions Ask the students whose opinion they listen to before they buy a book or watch a movie. Elicit some possible answers (e.g.  f r i en ds , p ar en ts , b r ot h er s, si st er s, ete.).

Listening: to a radio show Ask the students if they often listen to the radio. What shows do they listen to? Do they listen to discussion shows? Writing: about yourself and your interests Ask the students to work individually and think of three adjectives that describe them. Listen to their ideas with the whole class. Then ask them to look through the unit and find out what adjectives for describing people are in this unit. Refer the students to the lifeSkills panel. Tell them that the topic of this unit's lifeSkills section is U n d e r s t a n d i n g  y o u r le ar ni n g st y le. Ask them to work in pairs and tell their partner how they learn something new, such as a new skill or a new word. Listen to their ideas as a class. A

• Write on the board Today is ...  Ask the students to tell you which day of the week it is. Then write a day of the week on the board (e.g. Thursday). Ask the students to work in pairs and write the other days of the week. Ask students to come to the board one-by-one and each write another day of the week. Have the class check that the days are in the correct order and that they have the correct spelling. Elicit the correct spelling of any words spelled incorrectly.

‘ Alternative Produce anagrams to review the spelling of the days of the week (e.g.  y om a d n for  M on da y ) . Prepare these beforehand, making sure you include all the letters, and ask the students to unscramble the letters to form the words. • Ask the students to do the exercise individually. Tell them to check the times in the organizer when they are free. • When the students finish, ask them to compare their schedules in pairs. Have them look at the example conversation. Explain that they should use these expressions as they compare their schedules. Have the students repeat the conversation after you before they talk to their partners. Suggest that pairs find out if they have the same periods of free time or if their free times are different. On which day of the week do they have the most down time? • Ask the students to name the activities the people in the pictures do in their down time. Elicit a few more examples of down-time activities (e.g. w a t c h D V D s , p l ay    so cc er , r ea d bo ok s) .

U N IT 3 IN THIS UNIT YOU O

learn language to talk about habits and free-time activities

% %

o o ►

read an article about celebrity hobbies—recognizing cognates

MON

TUE

WED

THU

FRI

SAT

SUN

6a m 7a m

ask about people's opinions— using polite language

8a m 9a m 10am

listen to a radio show about a free-time activity

11am 12pm 1p m

write about you rself and your free-time activities

2p m

watch a video about different free-time activities

5p m

4p m

6p m 7p m 8p m 9p m 10pm 11pm

A ^ For each day, check (/) the times whe n you are free. With a partner, compare your routines. Who has more free time? A: Are you  f r e e o n M o n d a y m o r n i n g ?  B: N o , I ' m n ot . A: W h at a b o u t M o n d a y e v en i n g ?   B: Y e s , I ' m f r e e t h e n .

A: G r e a t, w h a t t i m e ?   B:

At a b o u t se v e n .

LIFE SKILLS *

Learn to understand your learning style

STUDY & LEARNING D o w n t im e

UNIT 3

29

1 GRAMMAR: s im p le p r e s e n t — s ta t e m e n t s a n d  y e s / n o   q u e s t io n s A ^ 1 4 L AN GU A GE IN C ON TE X T Listen to the conversation below. What does May’s brother buy? Jake: May:

Jake:

May: Jake: May: Jake:

Wow! Your brother has a lot of albums on his computer. Yes, he does. He goes online and buys MP3s. He buys a new album every week! My sister likes music, too, but she doesn't buy MP3s. She buys CDs. She has hundreds. What about your sister? Does she like music? No, she doesn't really like music, but she loves movies. She often watche s mo vies online. I prefer music though. What about you? Yes, me too. Do you like this song? Yes, I do. Me, too! Let's listen to it!

NOTICE! 1 Underline all verbs in the conversation in the simple present. How many are there?

B ANALYZE Read the conversation in Exercise A again.

2 Is the conversation about general facts and habits or only about the present situation?

Form Complete the table below. Affirmative

Negative

Y e s /N o

l/You/We/They buy CDs.

I/You/We/They don't buy CDs.

(3) 9 ° l/you/we/they buy CDs ?

Yes, l/you/we/they (4) .

He/She (1)

He/She (2) ^2SEHlbuy CDs.

Does he/she buy CDs?

Yes, he/she/it does.

They don't sound great.

Do they sound great?

No, he/she/it doesn't.

CD s.

They sound great.

questions

Short answers

Spelling rules

W A TC H O U T !

We add -s to the form of the verb used with he, she, or i t  (e.g. l i k e s ) . Also: With verbs ending in ...

we ...

consonant + y, (e.g.  st u dy ) ,

replace y with -ies, (e.g.  st u d i es )

 s, sh , ch,

x, z, o, (e.g. watch, fix, miss, g o),

Do you like music? Yes, I do., (5?) Do you like music? Yes, I like.

add -es, (e.g. w a t c h e s , f i x e s , m i s s es , g o e s )

W A TC H O U T !

Function Choose the correct options. We use the simple present to talk about:

0He likes music. (¿) He like music.

(ffgeneral facts?) < cffeelings and state|> toth ings happe ning right now. c^afroutines and KaBiTS^

C PRACTICE Complete these sentences with the correct form of the verbs in parentheses. 1 Cha rlie

a car

hip-hop

stamps

the piano

^ es - (like) jazz music.

2 My bro the r and I £°^ect 3 Alison

D QU NOW YOU DO IT Wo rk in pairs. Ask and a nswe r questions a bout these things.

% s

(fly)

(c o l l e c t  ) stamps.

planes on the weekend.

Do you l i st en to h i p - h o p ? . B: Yes, / do. H o w a b o u t y o u ?  

A:

A: N o , I d o n ' t .

4 My brother watc^es. ( w a t c h ) a lot of sports on TV. 5

Do..

Sara and Kathy

^st£n

(listen)

to hip-hop?

6 Olivia teaches (teach) piano in her free time. 7

Does...  Richard - E ! E L

(play)

the guitar?

8 My sister  , d ° , e s n . t ( n o t b u y ) a lot of music. b u y 

Bl Asking about habits

Do  y o u li st en to ... ?

Do y o u p la y . .. ? 

D o y o u c o l l e c t  ... ?

D o y o u d r i v e  ...

?

Lead-in Ask the students one or two basic questions in the simple present (e.g. D o y o u l i k e m u s i c ? D o y o u b u y C D s ? ) . Elicit responses (yes or no) from a few students.

14 See the Student's Book for the audio script. Tell the students to look at the picture. Elicit what they think the man and the woman are talking about (e.g. T h e y a r e l o ok i n g a t p i c t u r e s a n d t a l k i n g a b o u t t h e m ; T h e y a r e l oo k i n g a t a p r o d u c t o n a w e b s i t e , etc.).

Read the instructions aloud to the class. Make sure the students understand the verb buy. Play the audio once. If the students cannot answer the question correctly, play the audio again. Elicit the answer from the class.

■4

 x* 

• Have the students look at the spelling rules in the language box. Point out how the spelling changes in  st u d y — st u d i es , and explain that this is triggered by the consonant preceding -y. Elicit other verbs which end in -y (e.g. marry, carry, try). Contrast with verbs ending in vowel + -y, where there is no spelling change (e.g. bu y —buys, say—says). • Point out the irregular form of h a v e— has.

Function • Ask the students to look at the four different options and check the correct functions for the simple present. • Tell the students that they should check more than one option. c

• Ask the students to do the exercise individually and then to compare their answers in pairs, discussing any differences. Be prepared to answer any vocabulary questions (e.g. c o l l ec t s t a m p s = to g e t a n d k ee p st a m p s as a hobby).

Answer He buys MP3s online; he buys a new album every week.

NOTICE! 1 Explain that the students should underline all the verbs in the conversation in the simple present. After they underline the verbs, elicit how many instances of the simple present there are in the conversation. 2 Have the students look at the conversation again to find out whether it is about general facts and habits, or only about the present situation.

Extra: grammar practice Do this exercise in the same way as Ex. C. 1 My father _______ the car every Saturday, (wash) 2 My sister is a teacher. Sh e _______ French, (teach) 3 _______Suzie and Carla ________ rock music? (like) 4 _______ Peter ______ to the radio? (listen)

Answers 1  washes 2  teaches

3 Do, like 4 Does, listen

Answers 1 20 2 It is about general facts and habits.

B

Form • First, ask the students to look carefully at the grammar table and notice where they have to fill in the information. Tell them to use the conversation in Ex. A to help them. • Ask the students to do the exercise individually and then to compare their answers in pairs. • Highlight the contracted forms of the auxiliary verbs don't (do not) and d o e s n ' t ( d o e s n o t) and the fact that we use the contracted forms in speaking and the full forms in formal writing. Ask the students to repeat these forms chorally, and then individually. • Ask the students to look at the first Watch out!  box. Point out that we never use the main verb in short answers. Then draw the students' attention to the second Watch out!  box. Emphasize that this is the only change to the verb in thesimple present-.

E x t ra : v o c a b u l a ry n o t e b o o k s Encourage the students to record phrases rather than single words in their notebooks. For example, if they write listen, they should write listen to music or listen to the radio. Memorizing chunks of language will help them use new vocabulary correctly in context.

• First, ask the students to look at the How to say it  box. Remind them to use these questions when doing the exercise. Tell them that H o w a b o u t y o u ?   means A n d   y o u ? 

• Direct the students' attention to the example conversation and remind them that the main verb is not repeated in short answers Yes, / d o and N o , I do n ' t . • Elicit the verbs the students could use with the four phrases (e.g. listen to with h i p - h o p , c o l l e ct  with  st am ps , d r i v e with a car,  p la y  with the piano). • Put the students in pairs to do the exercise. • When the students finish, elicit some questions and answers from several pairs. Correct any errors in question formation and short answers.

Workbook p. 16, Section l

   i    \    *

D o w n t im e

UNIT 3

T30

2 Pronunciation: third person -s A

. H •

•

•

•

•

15

See the Student's Book for the audio script. Ask the students to listen for the three different ways the third person ending is pronounced. Play the audio at least twice, so that the students can clearly hear the difference. Explain that this difference in the final sound depends on the sound before the -s ending in the base form of the verb. If it is voiceless (e.g. /k/ in like), the -s ending is pronounced /s/. If it is voiced (e.g.  /n/ in listen), or it is a vowel sound (e.g.  play ) , the -s ending is pronounced Izl. Highlight the difference between the voiceless /s/ and the voiced /z/. Ask the students to put their fingers in their ears and repeat the two sounds one after another several times. They should be able to hear the difference clearly. Write likes and listens on the board. Ask the students to work briefly in pairs and say the two words to each other several times. Ask them which one ends in an I sl  sound (likes) and which in a I zl  sound (listens). Focus on the /iz / ending and point out the fact that this ending occurs after verbs that end in a Isl, ///, /tf/, /CJ3/,  /ks/, ox I zl  sound (e.g.  pr a ct i ce , w as h, w at ch , j u d g e, relax, close). Encourage the students to reproduce the words themselves, and ask them to repeat the words first chorally, and then practice them individually. For additional practice, drill the third person ending by saying the verbs and asking the students to produce the correct ending.

A

• Ask the students to read the title of the text and try to find a word that is similar to one in their own language (celebrity  is likely to be a cognate). • Ask the students to complete the exercise by circling or underlining words they recognize. When they have finished, check their answers with the class. • Highlight any significant differences in the pronunciation of cognates (e.g. in the words c o n d i t i o n and e d i t i o n , the stress is on the second syllable, not the final syllable in English). A useful pronunciation rule to tell the students is that whenever there is a word ending in -tion, the syllable just before it is stressed. Possible answers

celebrities, actor, computers, machines, movie, director, television, shows, condition, theme, example, action, superhero, online, characters, groups, practice, similar

Culture note Tom Hanks is an American actor, writer, and director. He has appeared in numerous movies, including  A p o ll o 13 , T h e G r ee n M i le, and F o r r e s t G u m p . Quentin Tarantino is an American film director and actor. He became famous with his cult movies R e s er v o i r D o g s and Pulp Fiction. Mila Kunis is a Ukrainian-born American actress. She is the voice of Meg in the TV series Family Guy. Her movies include T ed  and Black Swan.

B

By 16 See the Student's Book for the audio script. Ask the students to read the sentences individually first. Then put them in pairs, and have them take turns saying the sentences. When the pairs finish, play the audio so that the students can check their pronunciation of the words. Ask them to practice saying the sentences again. Ask them to tell you how the third person ending in each sentence is pronounced (1 I zl  2 /iz/ 3 I sl  4 hzl).

• Ask the students to do this exercise individually and then to compare their answers in pairs. Encourage them to discuss any different answers they have and decide with their partner which one is correct. • Check the answers with the class. Ask them to explain how the pictures helped them to make their choices (e.g. P i c t u r e A s h o w s a n o l d b o a r d g a m e , etc.).

Extra: reading practice

3 Reading: recognizing cognates ^______________ Lead-in • Prepare a few long English words that may be cognates in the students' languages (e.g. t e le v i s i o n , i n t e r e st i n g ,  pr og r am ) . Write these on the board. Ask the students if they recognize these words (or parts of them). Remind them that some English words may be similar to words in their language, and that they practiced recognizing cognates on p. 10. • Read the information in the skills panel aloud to the class. • Emphasize that sometimes long words in English can be cognates, and students might be able to recognize at least parts of the word. This is particularly useful when reading.

Explain to the students that they will practice an important reading skill,  sca nn i ng . Explain that sca nn i ng is fast reading to find specific information. Write the following questions on the board and elicit the kind of information in each question the students should scan for (1 $25, $500 2 the word " typewri ter" 3 board games 4 the n ame o f a g am e starting with a capital letter   ).  Have

the students scan the text for the answers. 1 What costs between $25 and $500? 2 Who might have an antique typewriter in the attic? 3 Where are Tarantino's board games from? 4 What online video game does Mila Kunis play? Answers

1 very old typewriters 2 your family

3 TV shows World of Warcraft

4

2

t h ir d p e r s o n -s

A 15 Listen to the verbs. Notice that the third per son -s endings are pron ounce d differently. 1 /z/ listens 2 /s/ wants 3 /iz/ watche s

does likes practices

plays collects relaxes

B H ] 16 Wor k in pairs. Practice saying these sentences. Listen and check. My dad listens to the radio every morning. 2   Jason practices the piano after school. 3 Mom likes walking the dog. 4 Our class sometimes watches English movies. 1

3

r e c o g n i z in g c o g n a t e s Page io Q 

In English, long words that look difficult are often cognates in other languages. Look at long words carefully. You can often understand what the word means even if you recognize only part of it.

A Q§ Read this text. Find all the words that are similar to wo rds in your language . Compare the word s you find with a partner.

D O YO U W A N T A Cl □ L □ B □ Mr □ Y ■ h |□ Bl □ Y □ ■

Celebrities have free time—and they have money! So what hobbies do they have, and can you do the same thing?

Actor 

Tom Hanks collects old typewriters!

Maybe you like new computers, but Hanks likes old machines. Do es your family have a typewriter in the attic? Very old typewriters in go od condition cost about $25-$500. Mayb e  you can sell your ty pewr ite r to Tom Hanks!

Match each celebrity to the correct picture. B

1 Tom Hanks 2 Qu entin Tarantino 3 Mila Kums

' v id t S t e

Movie director 

Quentin Tarantino has a collection of old boa rd gam es and toys from television shows!

 Th e valu e o f a board ga m e in per fect condition is $5-$50 o r more. Like Tarantino, try to selec t a theme. For exam ple, Tarantino likes gam es and toys from action movies and superhero television shows. Actor 

M i l a K u n is plays the online video gam e World of Warcraft!

In this game, you find and destroy you r enemies. Characters in the Warcraft  universe work in groups or as individuals. It's a ve ry com plica ted g am e and it can continue for a lon g time. It’s important to practice p laying similar video games before you play Warcraft.

D o w n t im e

u n it

3

31

4

to a ra d io s h o w

A El] 17 Listen to the discussion. (^ircle)the correct person for each sentence. 1( ^ p g e t i c ÿ ) / T y l e r  likes sports games. 2  A n g e li c a  /Qy/ej) pr ef er s action ga m es. 3  A n g e li c a /(J ÿ l e ?)doesn't like puzzle games.

B |J§ Wor k in groups. Discus s the questions.

50 ◄—

Do you play video games

L

I What video games do you play?

What other gam es do you play?

What's your favorite game ? Why?

Do you watch or play sports?

What video g ames don't you like?

What's your favorite sport? Why?

5

f r e e - t i m e a c t iv i t ie s

A Check (/) the free-time activities you do once a week or more. How much time do you spend on each one in a typical week?

□

p la y s po rt s

□

wo rk ou t

h ou rs

hours

□

see friends

play video games

hours

hours

□

go bowling

□

go to the movies

B B I Wo rk in pairs. Compare your free-time activities. W ho prefers doing things with other people? Who prefers doing things alone? I

0

l is t e n t o m u s i c f o r a b o u t f iv e h o u r s a w e e k .

hours

hours

4 L i s t e n i n g : to a r a d i o show

5 Vocabulary: free-time activities

Lead-in Ask the students D o y o u l i s t en t o t h e r a d i o ?   Ask them what shows they listen to (e.g. news, music, sports, etc.). A

• H

17 Tell the students to read the sentences silently. Emphasize that they need to choose  A n g el i ca or Tyler  in each case. • Play the audio once, and check the students' progress. If necessary, play the audio again. • Ask the students to compare answers in pairs. Che ck the answers with the class.

Audio script _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ B = Brandon, A = Angelica, T = Tyler B:

 ATT: B: A: B: T: B: T: B: A: B:

Hello, I'm Brandon. Welcome to Gaming World, the show that's all about video games. This week, I have Angelica and Tyler with me. Hi. Now, Angel ica, what games do you like? Well, I play soccer and tennis games. And you, Tyler? I prefer games with more action. I don't really play sports or puzzle games. So what do you think of this week's game,  Automania?  I play a lot of driving games, and this one is very good. It has a lot of action, and the story is great. And how about you, Angelica? Do you feel the same as Tyler? Yes, well, I don't play driving games, but this game has a lot of action, and I like the story. OK, thank you both very much for your opinions.

,

Lead-in Tell the students what you do in your free time (e.g. I  watch TV, I watch movies, I read books.). Tell them how often you do these things (e.g. / w a t ch T V e v e r y d a y , I   watch a movie once a week.). Check that the students know the meaning of the expression once a w e e k   (one time a week). A

• Check that the students understand all the vocabulary in this exercise before they start. Most words will be clear from the pictures, but you may need to check w o r k o u t   (exercise to keep fit). • Make sure the students understand that they have to do two things. First, they ch eck the activities, and then they write the number of hours they spend on each one.

 Alternative If you have a monolingual class, ask the students to teach each other the vocabulary before they begin the exercise. Before class, make cards with the free time activity written in English on the front and the translation of the word on the back. Hand out one or two cards to each student and explain that they have to teach their words to their classmates. Chec k that the students know how to pronounce the words on the cards. The students then circulate, teaching each other the new words. Write some helpful prompts on the board (e.g. Y o u d o t h i s o u t s i d e / i n s i d e  / at h o m e  /  with fri ends / alone. You n eed a ball / a comp uter ...).

Encourage the students to try to explain the words. Then they can use the translation to confirm.

B

• Make sure the students understand the question D o y ou  pl ay v i d eo g a m es ? 

• Ask the students to look at the diagram and think about their answers to the questions. Gi ve them time to write their favorite games and sports, any other games they play, etc. • Put the students in groups to complete the task. Monitor while the students are working, and check that all the students have a chance to ask and answer the questions. • Elicit some ideas from the class. Ask the students to report back on the other members of their group (e.g. Tom d o e s n ' t li k e s p o r t s g a m e s , H e l en l i k e s p u z z l e  g a m es , J a d e pl ay s ba sk et ba ll , etc). Correct any errors in the pronunciation of the third person singular endings.

B

• Read the instructions aloud to the class. Model the exercise with a student by asking W h a t d o y o u l i k e t o d o i n y o u r f r e e t i m e ?  Then share the activities from Ex. A that you like to do. • Put the students in pairs to complete the exercise. Encourage them to group the free-time activities they do into two categories: d o i n g t h i n g s a l on e , and d o i n g thing s with other people.

• When the students have compared their free-time activities in pairs and have discussed whether they prefer to do things alone or with other people, ask several students to tell you about their partner (e.g.  A d a m pl ay s v i d eo g a m es ev er y da y wi th hi s f r i en ds . H e  pl ay s f or 2 0 h ou r s a w ee k . H e p r ef er s d o i n g th i ng s wi th o t h e r p e o p l e . ) . This will give the students practice using the third person singular form of the simple present. Encourage them, and praise their efforts.

Workbook p. 17, Section 3

D o w n t im e

UNIT 3

T32

Lead-in

Write the word  fa n on the board. Ask who in the class is a music fan, and who is a sports fan. Ask what the word  fan is short for (fanatic, which might be a cognate or loan word).

A • Invite a student to read the instructions aloud. • Ask the students to read the text individually and think about their answers. • Ask the students to compare their ideas in pairs before you elicit responses from the class.

• Start by having the students look at the W a t ch o u t !   box. Ask them to tell you what word is missing in the incorrect sentence (do). Emphasize the fact that the use of d o / d o e s is a particularly tricky aspect of simple present information questions. • Remind the students to use a capital letter at the beginning of each sentence. Encourage them to look back at the grammar table in Ex. B to help them complete the sentences. • Ask the students to work individually and then compare their answers in pairs. Check the answers with the class.

Extra: grammar practice Ask the students to correct the errors in these sentences. 1 What you do in your free time? 2 Where Tom lives? 3 Why does he likes soccer? 4 Where she go after school? 5 What they do in the evening?

N O T IC E ! • Ask the students to underline the question words in the ad. • Ask which verb follows the question word in each information question.

Answers 1 What do you do in your free time? 2 Where does Tom live? 3 Why does he like soccer? 4 Where does she go after school? 5 What do they do in the evening?

Answer do

B Form

D

• Before you ask the students to look at the text again and complete the grammar table, review the concepts behind the question words (see pp. 14-15) by writing the question words W h a t, W h e r e , W h e n , W h y, and W h o on the board in one box, and the words t i m e , o b j e c t ,  p la ce , p er s o n , and reason in another box. Have the students match the question words with their meanings (What—object, Where—place, When—time, Why— reason, Who— person). • Direct the students' attention to the grammar table. Write W h e r e d o e s h e g o ?   on the board and underline the word d o e s . Have the students look at the ad in Ex. A to find another auxiliary word that is used after the question words in the questions. Have them write the word they find in the blank In the grammar table.

• Go over the questions in the How to say it   box. Drill them chorally and individually. Note the stressed words in the questions W h a t d o y o u d o i n y o u r f r e e t i m e ? : W h o d o y o u p l a y [ t en n i s ] w i t h ? ; W h y d o y o u l i k e i t ?  Ask the students which of the questions in Ex. C we can answer with B e c a u s e i t' s f u n / i n t e r e s t i n g / e x c i t i n g (item 1). • Put the students in pairs to complete the exercise. Circulate and monitor, assisting where needed. Listen for any problems with the formation of information questions. Don't correct any errors now, but wait until after the students finish to address any errors. • When the students finish working in pairs, elicit some ideas from the class. Find out which students have similar free-time activities. Encourage them to use sentences like We like the same activi ties. I like goi ng to t h e m o v i e s , a n d s h e l i k es g o i n g t o t h e m o v i e s , t o o ; or

Function

• Ask the students to circle the correct option to complete the sentence. • Check the answer with the class. • Elicit one wh - question for each question word from the class using the words in the table (e.g. W h y d o y ou w a t ch m o v i e s ? ) . Write the questions on the board, and have the class repeat the sentences chorally.

W e like diff erent activi ties. I like playing soccer, and she l i k es g o i n g o n li n e.

W orkbook p . 18, Section 4

C C c

6

s im p le p r e se n t — in f o rm a tio n q u e stio n s

A

LANGUAGE IN CON TEXT Read this ad. Answer the questions.

WE WANT TO MAKE A TV SHOW

ABOUT REAL FANS! Are you a TV fan? Tell us about the TV shows you watch. What do you watch every day? When do you watch them? Why do you like them? Where do you watch TV? Who do you like to watch on TV? Tell us and you c be the next TV siar: B

underline an tne question words at the start of the questions in the ad. What verb follows the question words?

ANALYZE Read the ad in Exercise A again.

Form Complete the table. Question word What/Where When/Why/Who

Auxiliary •

do does

Subject

Verb

l/you/we/they

watch do

he/she/it

W A TC H O U T ! 0

Where do you go in your free time?

(g ) Where you go in your free time?

go

Function Choose the correct option to complete the sentence. We use questions beginning with wh-  question words to ... (a) find out information about people, places, times, etc. ) b) check someone understands what we say. V

C 1

PRACTICE Use the prompts to write questions. why / you like tennis?

Why do you like tennis? __________________________________ ____________ 2

 when / Tom go to the gym?

When does Tom g o to the gym?  3 where / they meet for coffee?

Where do they meet for coffee? 

_______________________

4 what / you want to do this evening?

What do you want to do this evening ?  ____________________________ 5 who / go out with in your free time?

Who do you g o out with in your free time?  6  what / Jane do in her free time? What does Jane do in her f ree time? '  D Q

NOW YOU DO IT Wo rk in pairs. Ask and

answer questions about your free-time activities. Are they similar or different?

I Talking about free-time activities W h a t d o y o u d o i n y o u r f r e e ti m e ?   W h o d o y o u p l a y / g o / w a t ch . . . w i t h ?   W hy do you like it?  Because it's fun/interesting/exciting.

D o w n t im e

UNIT 3

33

7

a s k i n g f o r o p i n io n s

When you want to know what somebody thinks, you can use different phrases to ask for their opinion.

A 1 ^18 Listen to the conversation. W ha t are they discussing? B Listen to the conversation again. Check (/) the phrases you hear asking for opinions. ¡7] And you? ¡7] What's your opinion ?

□ What do you think? [7] How abou t you?

□ Do you agree?

C | H Wo rk in groups. Talk about your opinions o f these kinds o f movies. Use phrases from Exercise B to ask about each other’s opinions. A:  / like

comedies. H ow about you?  B: No, I prefer action movies. A: Why?  B: Because comedies are silly. Action movies are exciting.

8

p e r s o n a lit y a d je c t iv e s

A ¡S3 Check (/ ) A or B to complete this quiz. Calculate your score. Then compare with a partner.

or an

A r e yo u an introvert

J   extrovert?

TAKE OUR QUIZ AND FIND OUT! Q 1 I love parties. 2 It’s great to meet new people.

,J 

2 I get nervous with people I don’t know.

3 I like to talk ... a lot!

3 I like being alone.

4 I hate being alone.

4

5 I tell a lot of jokes.

5 I have a few close friends.

6 I have a lot of friends.

8

Number of As:

O

1 I like quiet evenings at home.

I prefer to listen rather than talk. I always help my friends when they need me. Number of Bs:

Q

Lead-in

Lead-in

• Ask the students what movies they have seen recently. Then ask some simple questions to elicit their opinions of the movies (e.g. D o y o u l i k e i t ? ; D o y o u l i k e [ a ct or ] ? ) . • Read aloud the information in the skills panel. Point out that we can use a variety of phrases to ask for people's opinions.

Write the words i n t r o v e r t  and e x t r o v e r t  on the board. Make sure that the students understand that an e x t r o v e r t   is a person who talks and socializes a lot, while an i n t r o v e r t   is a quiet person who prefers to stay at home and spend time alone. To help the students remember the meanings, point out that the prefixes i n- and ex- can have the meaning of i n s i d e and o u t s i d e , respectively.

A

’ H

18

Draw the students' attention to the question, and make sure they understand that they only need to listen for the topic of the discussion. • Play the audio once. Elicit suggestions from the class.

A u d io sc rip t_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ O = Oliver, J = Jenny, C = Caroline, A = Andy O: J: O: C: O: A:

So Jenny, what movies do you like? Well, I really like love stories. I think they're great. And you? I don't really like love stories. I think they're boring. I prefer action movies. Hey, Caroline, what's your opinion? Um, I don't like love stories or action movies. I love science-fiction movies! Really? How about you, Andy? I like things that are funny, so comedies are my favorite.

A

• Go over the meaning of the words jo k e (a funny story), a l o n e (by yourself, just one person), n e r v o u s (scared, afraid), c l o s e f r i e n d  (a friend you know well). • Ask the students to complete the personality quiz individually. • When the students finish the quiz, ask them to calculate the number of A answers and the number of B answers they have. • Ask the students to compare their scores in pairs to find out who has more  A answers and who has more B answers. To encourage language practice, remind them to use the full sentences when they compare, rather than just saying  A or B . ( I h a v e x A s , h o w m a n y d o y o u h a v e ? H o w m a n y B s d o y o u h a v e? )

• Find out if anyone in the class has six A answers or six

B

answers. Answer

They are discussing movies. B

• Focus on the word o p i n i o n . Draw the students' attention to the fact that the stress in English is on the second syllable: o p i n i o n . Ask the students to read the list of five ways of asking for someone's opinion. • Play the audio once, and check the students' progress. If necessary, play it again. Make sure the students have checked the correct boxes. c

• Read the four types of movies aloud. Ask the students to repeat them after you. Elicit one or two movie titles for each type of movie. • Give the students some practice in saying the five expressions used to ask for opinions in Ex. B, and encourage them to use the expressions in the group discussion. Highlight the main stress in each of the expressions as follows:  A n d y o u ?: W ha t' s v ou r op i n i on ? ; D o y o u a g r e e ? : W h a t d o y o u t hi n k ? ; H o w a b o u t y o u ?  

Then ask the students to repeat the expressions chorally and individually. • Divide the class into groups of three or four to talk about their opinions about the four kinds of movies in the exercise. • Give the groups a few minutes for their discussions. Ask each group to choose a student to tell the class what kinds of movies the students in their group like and dislike.

D o w n t im e

UNIT 3

T34

B

Answers

• Make sure the students understand that if they have more A answers on their personality quiz, they should read the text on the left first, and if they have more 8 answers, they should read the text on the right first. • Briefly check their understanding of the adjectives highlighted in bold type. Some could be cognates, but you may need to explain or define c o n f i d e n t   (sure of yourself),  s oc i a b le (enjoying being with other people),  po p u la r  (having many friends), shy (a shy person is nervous in the company of other people), c o n s i d e r a t e (kind and thoughtful to others). • Ask the students to read the other text, too, and compare with a partner. Encourage them to use phrases H ow about you?; What is your  such as I t hi n k

watching TV; playing video games with his friends; running; playing basketball; going to the movies; meeting new people c

• Encourage the students to take a few notes before they begin to write. Explain that they can use the adjectives from Section 8 and the free-time activities from Section 5. Tell them to make a short list in each category before they start writing. Suggest that they use the tex t in Ex. B as a model for their writing.

A lt e r n a t i v e

opinion? 

Give the students a template with blanks to complete. Write it on the board (e.g. Hi, I'm___________. I' m __________ years o l d . .. ).

• Before you ask the students to work in pairs, give them a little time to think about who they are going to talk about. Encourage them to use the adjectives in Ex. B, and suggest that they make a few notes before they begin. Give the students a simple model by having them listen while you describe a person you know well. Put the students in pairs to complete the exercise. When the pairs finish, elicit a few examples from the class. Make sure they also give you a reason why the person is, for example, loyal.

• • • •

W orkbook p. 19 , Section 6

• Draw the students' attention to the Watch out!  box. The verb like is followed by the - i n g form of a verb. Point out that love, hate, prefer, and d o n ' t l i k e all follow the same pattern as like. • Ask the students to write on a sheet of paper. While they are writing, circulate and monitor, assisting where needed. Help the students correct any errors before you move on to Ex. D. Check in particular that they have used the simple present, l i k e + - i n g , and the personality adjectives correctly. This is a key time to assess the students' grasp of the material introduced in the unit. D

• Ask the students to put their descriptions on the wall. Then have the class circulate, reading the descriptions.

A lt e r n a t i v e A

• Read the question aloud. Ask the students to choose a classmate they think they know fairly well. • Give the students a little time to prepare their ideas. Encourage them to use some of the adjectives that describe extroverts and introverts, and to think about things that their classmates like and do. • Do this exercise with the whole class. Ask the students being described to say whether or not they agree with their classmates' descriptions of them.•

• Make sure the students understand the question W h a t   i n t er e st s d o e s M a r k m e n t i o n ?  Explain that they need to find out what things he likes to do in his free time. • Give the students time to read the webpage, and then elicit the answer from the class.

 Alternative Ask the students to listen while you read the webpage aloud.

If you cannot hang the papers on the wall, another approach is to collect all the papers. Then ask the students to work in groups. Give each group a number of papers to read and discuss. Then pass the papers on to a different group until everyone has had a chance to read and discuss all the papers. Or, for large classes, ask the students to work in groups and read their group members' papers. • When the students have read their classmates' descriptions, ask them to stand in groups with people with similar interests. Then ask the students to share some interesting facts they learned about their classmates.

Workbook p. 20 ; Listen and w rite p. 21 ; Down time

 __________________ 

B E l Read about your personality type. Do you think wh at it says is correct? Compare with a partner.

more “A”s You are an extr overt. You are confident and believ e in yourself. You don ’t get nervous easily. You are sociable and love parties. You are popular and have a lot of friends. You are funny, and you like t elling jokes.

more “B”s I

I

You are an introvert. You are shy and are nervous when you first mee t people. You don’t need other people to have a good time, and you’re independent. You never tell anyone your friend s’ secrets, and you are loyal. You are considerate, and you care about how other people feel.

Ei

C Wo rk in pairs. Think of someone you k now well. Describe them to your partner. Use the adjectives in bold from Exercise B. My  s i s t e r

i s a n e x t r o v e r t . S h e ' s v e r y s o c i a b l e . S h e li k es .. .

9 WRITING: a b o u t y o u r s e lf a n d y o u r in t e r e s ts A E l How well do you know your classmates? Choose one person and say three things you kno w about them. B

Read this webpa ge. Wha t interests does Mark mention?

Hi, everyone! I'm Mark Turner. I'm 23 years old, and I live in an apartment with two friends. I work in a large company, and I don't have a lot of free time during the week. In the evenings, I watch TV or play video games with my friends. On weekends, I have more time and I like running and playing basketball. I also like going to the movies. My friends say I'm funny, and I agree! I think I'm confident and love meeting new people. I guess I'm an extrovert. Message

C Write about yourself for the website. Describe your personality and yo ur interests. D Put your descriptions on the wall . Read your class mate s’ descriptions. Find two p eople w ith interests similar to yours.

Connect

WATCHOUT! ^   I like listening to music. (^) I like listen to music.

Down time

UNIT 3

35

UNDERSTANDING YOUR LEARNING STYLE • Identify your main learning style. • Use it to help you learn new things. • Try other styles to support your learning. A 0

Choose a new skill you wa nt to learn. Say why.

play a musical instrument

take amazing pictures

Check (/) your answers to complete this learning style questionnaire. Calculate your scores.

LEARNING STYLE QUESTIONNAIRES 1 How do you want to learn your new skill? □ □

in a class with other people by practicing again and again

□ by watching a DVD □ by reading a book about it

2 Think about learning En glish. How do you prefer to learn new words? □ □

I use the words in conversations. I act out the words.

□ I draw pictures. □ I write the words.

3 How do you like to learn English grammar? □ □

by discussing it with my classmates by imagining myself in a situation

□ □

by looking at diagrams by reading grammar rules

4 What do you do to remember someone's name? I make a mental picture of it. □ I use it in conversation with them. I write it down. □ I say it over and over again. 5 Which school activity do you prefer? □

debates and discussions

□

sports and games

□ □

art and design lessons reading and library work 

Total number of 

 _________  □ _________  □ _________  □ _________  □

What is your first color?

A

Step 1 Identify your main learning style. (Ex. B) Step 2 Use it to help you learn new things. (Ex. C, Ex. D) Step 3 Try other styles to support your learning. (Ex. E)

Lead-in • Introduce the idea of learning styles. Explain that some people learn best by seeing (e.g. looking at pictures), others learn things more effectively if they are associated with movement, and some need to hear things to learn them. • Ask the students what type of learner they think they are. (If you are interested in exploring this further, you can refer to F r a m e s o f M i n d : T h e T h e o r y o f M u l t i p le I n t e l li g e n ce s by Howard Gardner—a very influential book in the field of neuroscience and education.)

• Ask the students to look at the pictures. Elicit from the students what the pictures show ( dif ferent skills). Ask the students if they already have some of these skills (e.g. W h o p l a y s a m u s i c a l i n s t r u m en t ? ) .

• Check that the students understand the difference between d r a w  and  pa i n t. Explain that to draw, you simply need a pencil, but to paint you need brushes and paint. • Ask the students to do the exercise individually and then to compare their answers in pairs. Elicit some ideas from the class. • Find out how many people want to learn to juggle, how many want to play a musical instrument, etc. Find out why they want to learn these skills. B

• Tell the students that doing this questionnaire will help them identify their preferred learning style. • Ask the students to work individually and check one of the colored boxes for each question. Encourage them to be as truthful as they can. • When the students finish, ask them to write their total scores for each color in the blanks on the right. Ask them to compare scores in pairs. They may be interested to find out who has scores similar to theirs, in particular for their first color, the one with most checks. They will find out the significance of the colors in Ex. C.

Down time

UNIT 3

T36

c

• Make sure that dictionaries are available for this activity —preferably monolingual. • Begin by asking the students how they learn a new word in English. Elicit some ideas from the class and write them on the board (these will probably include ideas such as w r i t e th e w o r d i n m y n o t e b o o k , r e p e a t t h e w o r d   many times, write the word in a sentence, etc.). It's a good idea to ask the students from time to time about the way or ways in which they learn words. This can help them find methods that work best for them, as well as to learn helpful study tips from their classmates. • Put the students in pairs. Ask them to choose who is Student A and who is Student B in each pair. Check that the students understand the instructions and are looking at the right set of words. • Ask the students to find the color that matches their first color from the questionnaire. Tell them that this color corresponds to their preferred learning style. • Give the students time to read the text for their color silently and ask you any questions about the vocabulary, making sure they understand the steps. • The word-learning exercise should be done individually. Circulate and monitor, assisting where needed. D

• Direct the students to the example conversation. Check that they understand the meaning of next. Encourage them to use these phrases and questions when testing each other. • Put the students in pairs, and give them time to complete the exercise. Tell the students that they can say the meaning of the word in their own language if appropriate. • When the students finish, ask them how many words they could remember.

• The aim of this exercise is to demonstrate to the students which learning style tends to be more effective for them. Also, it alerts the students to the fact that more than one learning style can suit them. Encourage them to experiment. • Ask the students to repeat the procedure from Ex. C, this time using the instructions for their second color. • When the students have tested each other, find out which strategies they found most effective.

REFLECT • Ask the students to read the R e f l e c t  question. • Give them some time to think about different situations in the domains of Self and Society and Work and Career where the skill of Understanding your learning style would be useful. • Elicit the following ideas: a visual learner will benefit from seeing illustrated instructions in a manual for operating a newly purchased gadget or a new system at work; an interpersonal learner will prefer to be informed of the new team structure at work in a meeting, whereas a linguistic learner might prefer to read about it in an email, etc.

y

C

Wo rk in pairs. Follow the instructions to learn the words using your preferred learning style. • • • •

q j

Student A, look at the first group of words. Student B, look at the second group. Check the definitions of the words and phrases in a dictionary or ask your teacher. Read the instructions below that match your main color from Exercise B. Follow the instructions to learn the words. You have five minutes.

Student A • satellite dish • current affairs • broadcast

Student B • lecture • domain name • tabloid

Interpersonal

Visual

Find another student to work with and talk about what the words mean.

Imagine each word in your mind.

Ask and answer questions using the words.

-*  -4

Test each other on the spelling and the meaning of the words.

dé

dé

Try to remember each word and picture together.

Kinesthetic

Linguistic

Imagine a situation where you need to use each word.

Write each word in a sentence and think of the definition.

Do an action connected to that situation.

Repeat each word a few times. Try to remember each word and definition together.

Try to remember each word and action together.

dé

Draw a picture to represent each word.

U ! Work in pairs. Cover the word s in Exercise C and test each other. How many words do you remember? D

A: B: A: B: A:

Tell me one o f the words. The first word is ... What does it mean?  It means ... What's the next word?  The next word is ...

E

BH Look at your scores in Exercise B. Wha t is your second color? Use the instructions above to learn the ne w words below. After a few minutes, test each other. Which of the two ways of learning do you prefer? —

couch potato

laid-back

pastime

puzzle

REFLECT... How can understanding your learning style be useful to you in Self and Society and Work and Career?

Down time

UNIT 3

37

'

1 I have a computer in my bedroom, and I og nenloi 2

I tlsi ne ot •

^'sten t0

3 ° online

to |3Uy musjc _

music every day. I love rap and hip-hop.

3 I ya/p  sr opts

play sports

¡n my free time. I like soccer, but I prefer basketball.

4 I ese inedfsr  

see fr onds

after school. We go bowling, go to the movies, or meet for coffee.

5 I hatcw V T

watch TV 

¡n the evening. I like reality shows and soap operas.

B Read about Ann a and Katy. They are sisters, but they are very different. Match the adjectives to the explanations. (5 points) _______________a) She makes everyone laugh with her jokes. Anna is very s h y .^ 2 Katy is very funny. -— She thinks about other people. 3 Anna is very c o n s id e r a t e ^ ^ ^c) Her friends can trust her. She never says a bad thing about them. — d) She loves parties and being with a lot of friends. 4 Katy is very s oci abl e. — 5 Anna is very l oyal . — She doesn't like meeting new people. 1

8-10 correct: I can talk about free-time activities and about people's personalities. 0-7 correct: Look again at Sections 5 and 8 on pages 32 and 34. SCORE: /10

2 Mark and Jodi are at Beth’s party. Complete the conversation with the verbs in parentheses in the simple present. (10 points) Mark:

Hi, I'm Mark.

Jodi:

Oh , hi. I'm Jodi. So, how (1)

Mark:

She (2 )

Jodi:

Oh, cool. What (3)

Mark:

I go to college. I (4)

Jodi:

I (5)

Mark:

Oh, yeah? (7)

Jodi:

It's OK, but I (8) d ° n t want (not want) to do it my whole life. My mom (9) doesn t think  (not th/nk) it's a good job.

P^aYs

work

you

(know) Beth?

(play)   volleyball with my sister.  you

 study

(do), Mark?

(study)  French and German. And what about you?

(work)   with my dad. He (6) D ° 

 you

Oh, really? What (10) ^oes Jodi: She wants me to be a doctor. Mark:

know

^e

she

^as

(have)   a restaurant.

(like) it?

want

(want)  you to do?

8-10 correct: I can use the simple present to talk about myself and to ask questions about other people. 0-7 correct: Look again at Sections 1 and 6 on pages 30 and 33. SCORE:

/10

Language wrap-up

1 Vocabulary

Students can do the Language wrap-up exercises in class or for homework. If you give them for homework, remember to check the exercises at the beginning of the next class, or collect a few to grade and identify any typical errors.

A

If you decide to do the exercises in class, you can approach the wrap-up as a two-step reviewing procedure. First, ask the students to do the Vocabulary section individually. When ready, encourage the students to check their answers carefully, and then put them in pairs to compare answ.ers and discuss any differences. Self- and peer-correction are two excellent ways of developing learner independence and creating a cooperative learning environment. After completing the Vocabulary section, you can apply the same procedure to the Grammar section.

Focus the students' attention on the text in italics in the first sentence and tell them that they must put the letters in the correct order to make words to complete the sentences. B

Ask the students to read sentences 1 to 5 first and think about both of the sisters' personalities before they do the matching activity.

2 Grammar Tell the students to read the conversation carefully before trying to do the exercise.

At the end of each section, make sure that the students write their score out of ten. If they have a score lower than eight, direct them to the appropriate sections of the unit, and encourage them to read those sections again for homework. After that, ask the students to complete the exercise(s) again at home.

C o m m o n E u r o p e a n F r a m e w o r k : u n it m a p Competence developed

CEF Reference (A1)

1 Grammar

can understand and use statements and questions in the simple present

Table 1; Table 2; Sections 5.2.1.2 6.47.7; 6.47.8

2 Pronunciation

can hear and produce different third-person singular endings

Section 5.2.1.4

3 Reading

can recognize cognates and use them to understand a text

Table 1; Table 2; Section 4.4.2.2

4 Listening

can understand a radio discussion and respond to the topic

Table 1; Table 2; Section 4.4.2.1

5 Vocabulary

can talk about free-time activities

Table 1; Table 2; Section 4.4.1.1; Section 4.4.3.1; Section 5.2.1.1

6 Grammar

can understand and use information questions in the simple present

Table 1; Table 2; Section 5.2.1.2

7 Speaking

can ask for opinions

Table 1; Table 2; Section 4.4.3.1 ; Section 5.2.3.2

8 Vocabulary

can talk about personality

Table 1; Table 2; Sections 4.4.1.1 4.4.3.1; 5.2.1.1

9 Writing

can describe themselves and their interests

Table 2; Section 4.4.1.2

Unit 3

D o w n t im e

UNIT 3

T38

D A Y IN , D A Y O U T The expression day in, day out  means every day for  a long time and emphasizes routine.

llnitp Unit opener • Optional downloadable unit opener 1 Vocabulary: telling time 2 Reading: a magazine article 3 Grammar: frequency adverbs and adverbial phrases 4 Pronunciation: days of the week 5 Listening: for specific information 6 Vocabulary: prepositions of time 7 Speaking: talking about interesting activities • Optional downloadable Speaking workshop: talking about interesting activities 8 Grammar: clauses with until, before,

(p. 39) 10 min. 10 min. (p. 40) 25 min. (p. 40) 30 min. (p. 41) 40 min. (p. 42) 15 min. (p. 42) 30 min. (p. 43) 25 min. (p. 43) 20 min. 20 min.

(p. 44) 40 min.

after 

9 Writing: understanding the mechanics (p. 45) 30 min. lifeSkilIs: managing your time (p. 46) 45 min. (Self and Society) • Optional downloadable lifeSkills 45 min. lesson (Work and Career) • Optional downloadable lifeSkills 45 min. lesson (Study and Learning) Language wrap-up (p. 48) 15 min. Communicative wrap-up Units 3-4 (p. 132) 20 min. Video and downloadable video worksheet 45 min.

Reading: a magazine article Ask the students what time they get up and what time they go to bed. Ask if they prefer the morning or the evening. Ask them to look through the unit and find an article about this topic. Speaking: talking about interesting activities Ask the students to take out a piece of paper. Ask them to write an interesting thing that they do on the sheet of paper (e.g. I play squash.). Collect the sheets of paper and mix them up. Read the activities aloud to the class. The students have to guess who does each activity. Refer the students to the lifeSkills panel. Tell them that the topic of this unit's lifeSkills section is M an ag i n g y ou r ti me . Ask them how they remember things that they have to do. Elicit answers and write a list on the board (e.g. use a calendar, make a list, use a cell phone, etc.). A

• Write the word t i m e on the board. Check that the students know the meaning. Then write the expression Time is money. Elicit the meaning of this saying from the students (t h e t i m e y o u t a k e t o d o t h i n g s c o s t s y o u m o n e y ) . Tell them that this type of expression is called a  sa yi n g or p r ov er b —an expression that many people know and use, and that gives an important message or advice about life. • Ask the students to look at the pictures, and invite individual students to read the sayings aloud. • Put the students in pairs and ask them to discuss the g'eneral meaning of each saying (e.g. Tim e waits for  no man. = Time never stops.; Tim e flies when you are having f un. = Time m oves quickly when we are enjoying  so m et h i n g .) .

E x t r a : s a y i n g s w i th

Unit opener Lead-in Direct the students' attention to the objectives in the unit menu and go through the information with them. Explain that this unit focuses on language to do with time and routines, and on the following skills to help them talk about these topics: Listening: for specific information Tell the students what your favorite day of the week is. Tell them what you usually do on that day (e.g.  M y f av or i te d a y i s Sa t ur d a y . I n t h e m o r n i n g , I r e a d t h e n e w s p a p e r a n d   in the afternoon, I watch spor ts on TV). Ask the students what their favorite day of the week is. Ask what they usually do on that day. Writing: understanding the mechanics Write the sentence  J o h n li k es te n n i s on the board. Elicit/ Explain that the subject of the sentence is  J o h n . Ask the students to look through the unit and find out if every sentence in English needs a subject.

(2 )

time

Write on the board two more sayings with time: There's no time like the present  and B etter late than never. Ask the students to speculate on what they might mean. Explain that the first one is similar to  S ei z e th e m om en t ( C a r p e di em ) .

B • Read the instructions aloud. • Put the students in pairs to discuss whether they agree with the sayings in Ex. A. • Ask the students to think of similar sayings about time in their language. Elicit ideas from the class. Note that some students find similarities and differences between their language and English in the use of proverbs and sayings very interesting. Focusing on this will help the students remember the English expressions more easily.

U N IT 4 D A Y IN , D A Y O U T IN THIS UNIT YOU learn language to talk about time and routines

%

%

listen to an interview about daily routines— listening for specific information

A

0

Read these sayings about time. Wi th a partner, discuss what you think each one means.

A:  S o , w h a t d o y o u t h i n k t h e f i r s t o n e m e a n s ?  B:  M a y b e i t m e a n s t h a t t i m e n e v e r s t o p s . O r t h a t n o o n e ca n s t o p t i m e. A: Y e s, I th i n k y o u ' r e r i g h t .

learn to use subjects correctly in sentences—writing: understanding the mechanics

1^1 read about people who prefer different routines 0

talk about interesting activities watch a video about unusual routines

B

—

Z 1^

 

Wo rk in pairs. Do you agree with the sayings in Exercise A?

LIFE SKILLS

Learn to manage your time

SELF & SOCIETY Day in, day out K 5 k l l Q E 9 l

1 V

t e l li n g t im e

A

Match these sentences to the correct times. Some times match more than one sentence.

noon = 12:00 in the middle of the day m i d d a y =  around noon m i d n i g h t   = 12:00 at night a.m. = before noon, e.g. 7 a.m.  p . m .   = after noon, e.g. 11 p.m. m m m m m m m m m m m m m m m rnm m m m m

It's twenty after seven. 2 It's five to two. 3 It's three o'clock. 1

B

4 It's a quarter after two. 5 It's six-thirty. 6 It's a quarter to six.

7 It's seven-twenty. 8 It's half past six. 9 It's two-flfteen.

10

  It's five forty-five.

3 1 Work in pairs. Say what time you usually do these things on weekdays.

• get up • leave for school/work

• get to school/w ork • have lunch

• have dinne r • go to bed

A: W h a t t i m e d o y o u h a v e l u n c h ?   B: I h a v e l u n ch a t ( a r ou n d ) t w o . A n d y o u ?  

2 A

a m a g a z in e a r t ic le Read this article. Wha t is the difference betw een larks a nd owls? i

 W hat Type o f Bird Are You? One In ten people is a lark. About two in ten are owls and enjoy staying up very late. If you like to get up early, have coffee, and read the paper, you’re probably a lark. Owls often don't eat breakfast and have to hurry to get to wo rk In the morning. If you do laundry or surf the Internet at midnight, you're probably an owl.

B

Larks and owls often have different jobs. Emergencyroom doctors, for example, work more at nigh t.They are usually owls. Writers and artists are often larks. For example, cartoonist Scott Adam s is a lark. "I nev er try to do any creating past nopn," he says."And I only exercise In the late afternoon. I draw from 6 a.m. to 7 a.m. Then I write for a few hours."

3 f Wo rk in pairs. Ask and an swer these questions.

Are you a lark or an owl? Why? 2 What time of day do you like to work or study? 3 What time of day do you like to relax? 1

1 Vo cab ular y: telling time

2 Reading: a magazine article

Lead-in Point at a clock (or draw a clock with a specific time on the board) and ask the students W h a t t i m e i s i t ?  Don't worry at this stage if they can't give you an accurate answer because this is the focus of this section. Then write 9 : 3 0 on the board. Tell the students there is a very easy way of saying this. Elicit it from the class (nin e thirty). Write three more examples on the board (e.g. 1 1 : 1 5 , 2 : 4 5 , 9 : 2 0 ) . Ask the students to tell you the time in the same way as n i n e thirty. Emphasize once again how easy this is in English (eleven fifteen, two forty-five, nine twenty). Return to the example of 9 : 3 0 . Tell the students there is another way to say this in English using the word half. If you can't elicit the phrase half past nine, write it on the board. Do the same for a q u a r t e r a f t er  and a q u a r t e r t o. Give the students further practice by dictating some more times, and asking them to write them as numbers. Continue until they can do this easily.

• Write the words ow l and lark  on the board. Tell the students they are both birds. • Write the following vocabulary from the text on the board:  st ay u p la te, d o la un dr y, s u r f t h e i nt er n et , m i d n i g h t , e m e r g e n c y r o om , n o o n . Try to elicit the meanings from the class, and explain any expressions the students don't know. • Draw the students' attention to the question in the instructions. Encourage them to think of what the difference is when reading the text. • Give the students time to read the text and the descriptive summaries of the two birds.

A

E x t r a : re a d in g p r a c t ic e

• Focus on the expressions in the information box. Remind students of the meaning and usage of a.m. (ante meridiem) and  p .m . (post meridiem). Elicit that a.m. is used before noon (12 o'clock) and p.m. is used after noon, but before midnight. • Read the instructions for the exercise aloud. Make sure the students understand that some of the pictures match more than one sentence. • Ask the students to do the exercise individually.

Ask the students to answer these questions. 1 How many people are larks? 2 How many people are owls? 3 Which of these are larks: doctors, writers, artists? 4 When does Scott Adams draw?

Answers 1 one in ten 2 about two in ten 3 writers and artists 4 from 6 a.m. to 7 a.m.

Culture note In the U.S., noon is generally used to mean 12:00 p.m., and midday is used more generally to mean around noon, in the middle of the day.

C u lt u r e n o t e Larks are primarily found in Europe and Asia. The lark symbolizes daybreak and early morning in literature and mythology.

• Remind the students that we use the preposition at  when we give the time something happens (e.g. T h e lesson starts at 10 :30 a.m. and end s at 11 :15 a.m.).

• Put the students in pairs. Circulate and make sure the

B

students are using at  and expressing the times correctly. • Ask a few students to report back about their partners (e.g.  M el i ss a g et s u p at  7 o'clock.).

• Read the questions to the class. • Put the students in pairs to discuss the questions. Encourage them to give reasons for being larks or owls (e.g. I'm a lark because I always wake up early.) Give the students an example by telling them reasons why you are an owl or a lark. • When the pairs finish their discussions, elicit some responses from several students. Find out who is an owl and who is a lark. Encourage the students to give examples with specific times in their answers (e.g. I like

Culture

note

The 24-hour clock is typically used to talk about travel times in many countries (e.g. The train leaves at 18:23 (pronounced e i g h t e e n t w e n t y - t h r ee ) . However, in the United States, the 24-hour-clock is only used in the military and a few other professions. When using the 12-hour clock, we can use a.m. and p.m.

to study late at nig ht. I usually start at 9 p.m.).

Workbook p. 22, Section 1

Day in, day out

UNIT 4

T40

3 Grammar: freq uencv adverbs and adverbial phrases Lead-in Write the following sentences on the board: Bill never   st ay s u p la te. R a ch el al w ay s g o e s to b e d ear ly. Ask the students how many days a week Bill stays up late (none). Ask how many days a week Rachel goes to bed early (seven).

A

19

See the Student's Book for the audio script. • Ask the students to read the questions at the end of the text. Check that they understand what a lot  means (many things). Tell them the conversation is between Rick and Alicia, so they should write either Rick  or A li ci a in the blanks.

Alternative Ask the students to listen to the audio once without looking in their books. This will give them practice in gaining understanding from listening. • Play the audio once. Check the students' progress, and play it again, if necessary. Check the answers with the class.

c

• Read the instructions aloud, and have the class repeat the activities in thè grammar table. Elicit their meaning. • Direct the students to the example and explain that they will write sentences like this one for Rick's other activities. Ask the students to complete the exercise individually. Circulate and monitor, assisting where needed. • Tell the students to compare their answers in pairs. Then check the answers by calling on students to write their sentences on the board. • Ask the class to check that the frequency adverbs are in the correct place in each sentence. Remind them of the position of the adverb with respect to the verb. • Review the pronunciation of the present tense third person singular. Then ask the students to repeat the correct sentences, using correct pronunciation of the verbs.

E x t r a : g r a m m a r p ra c tic e Write these sentences on the board. Ask the students to put the words in parentheses in the correct place in the sentence. 1 She gets up early. (always ) 2 He is late, (often) 3 We go to the movies, ( s o m e t i m e s ) 4 She is wrong, (never)

Answers 1 2 3 4

NOTICE! • Ask the students to read the underlined phrases in the conversation again and answer the question. • Check the answer with the class.

Answer The word order is different.

B

Form • Complete items 1-3 as a class. Encourage the students to look for the answers in Ex. A. • When you have elicited the answers, ask the students to look at the Watch out!  box. Highlight that the frequency adverbs always come after the verb be, not before.

Function • Draw the students' attention to the diagram, and explain that 0% indicates never. Emphasize that this diagram is a good way to express how often something happens. • Give the students time to complete the diagram individually. Remind them that they can use the conversation in Ex. A to help them. • Ask the students to compare their answers in pairs. Then check the answers with the class.

She always gets up early. He is often late. We sometimes go to the movies. She is never wrong.

• Ask the students to look at the questions in the How to  say it   box. Tell them that H o w o f t e n a r e y o u ...?  is only used to ask about one of the activities in Ex. C. Elicit which one it is (be late for class —How often are you late  f or cla ss ?) . For all the other activities, they will need to use H o w o f t en d o y o u . . . ?   • Put the students in groups, and have them discuss how often they do the activities. To ensure that all the students get practice with the questions as well as the answers, for each activity, have one group member start by asking H o w o f t en ...?  to the person on their right. That person answers, and then asks the person on their right. The group continues until all the students have had a chance to say how often they do each activity. • Ask the students to report back on their group discussions. Make sure that they put the frequency adverbs in the correct place. Also make sure that they use the third person -s ending correctly.

E x t r a : hangman Play a quick game of "hangman" on the board with the class, using adverbs of frequency to review both the words and their spellings.

^

W o r k bo o k p . 2 2 , S ec tio n 2

3

frequency adverbs and adverbial phrases

A |||] 19 LANGUAGE IN CONTEXT Listen to the conversation below. Answer the questions. Rick:

Alicia:

Rick:

Alicia: Rick:

I'm always so busy! I never have any free time. I'm usually at work in the morning, and I always study in the afternoon. What about you? I don't work, so I often get up late. I sometimes study in the morning and relax in the afternoon. Five times a week, I go out with friends. Five time’s a week! I rarely have time to go out— maybe just once a month. But I love watching movies. How often do you go to the movies? Oh , three or four times a m onth. Do you want to go this weekend? Yeah, that sounds great.

  Who does a lot every day?

1

Rick 

  Who doesn't do a lot every day?

2

NOTICE!

 A li ci a

Look at the underlined phrases in the conversation. Is the word order the same or different?

B ANALYZE Read the conversation in Exercise A again. Form Choose the correct option to complete the sentences. The frequency adverbs in bold come the verb be. 1 a) before (b)  a f t e r } 2

The frequency adverbs in bold come (afbefore)

mmmm

other verbs.

b) after

3 Th e adverb ial phrases (once a month,  etc.) come (a) at the start or end of a clause) b) between subject and verb Function Complete the diagram with two words from the conversation. We use frequency adverbs to talk about how often something happens.

0 % ^-----------------------------------------------------------------------------------► 100 % never

rar° :!y 

sometim es

often

usually

WATCHOUT! 0 i am always happy, always am happy.

always

C PRACTICE Write sentences about how often Rick does each of these activities. Use each frequency adverb from Exercise B once. be late for class

0 times a week

(1) H&U never tote-for doss.

cook at home

6 times a week

pj H e usually cook s at home.

chat online

3 times a month

H e s o m e t i m e s c h a ts o n l i n e.

drive to work 

every workday

h/e always dri ves to work.

play video games

once a year

^

watch the news

4 times a week

... He often wa tches the news. Co; —--- ------ — --- --------------- -------- ————   ---- ---------- ----

H e r a rel y p l ay s v i d eo g a m e s .

D Q§ NOW YOU DO IT Work in groups. Ask and answ er questions to find out how often people in your group do each activity in Exercise C. Then report back

HO W TO SAY IT Asking about frequency

to the whole class.

H o w o f te n d o y o u . . . ?  

A: In our group , Victor and Lisa rarely cook at home.

H ow often are you ...? 

B: Vera always cooks at home.

D a y in , d a y o u t

UNIT 4

41

4

days of the week

A H I 20 Listen and repeat. Notice that the stress is alwa ys on the first syllable. Sun»day

M o rrday

Tues»dav

We dnes«dav

Thurs»day

Fn»day

Sat* ur«dav

B m ^ ¡2 1 Wo rk in pairs. Practice saying these sentences. Make sure you stress the correct syllable. Listen and check. I work from Mond ay to Friday. 2 I go to the gym on Tuesdays and Wednes days. 3 My favorite day of the week is Saturday. 4 I think Sundays are boring. 1

5

for specific information page 22 ©

A H|jfl 22 Look at the pictures and listen to Part 1 of an interview. Match each picture to the day the woman does the activity.

B H I 23 Listen to Part 2 of the interview. Wh at does the wom an do on Sundays? Check (/) the activities she mentions. ¡73 have breakfast (7) read the newspaper Q watch TV 0 go for a walk □ meet friends

[71 have lunch ¡7] do the housework □ go to the gym U\  cook

C Wo rk in pairs. Describe your usual weekend routine. Do you and your partner do similar or different things on wee kends? On  S a t u r d a y s , I u s u a l ly g e t u p la t e. I . . .

on Mondays = every Monday

E  F   A

Monday Tuesday Wednesday

C D B

Thursday Friday Saturday

—  — 

4 Pronunciation: days of the week Lead-in Write Today is ... on the board. Invite individual students to tell you what day It Is. Ask them to spell it for you. Elicit all seven days, if possible.

2 0 See the Student's Book for the audio script. Play the audio once, and ask the students to notice the stressed syllable in each word. Play the audio again and ask the students to repeat each word. Draw the students' attention to the fact that all the days of the week are stressed on the first syllable. Highlight that Wednesday  has only two syllables  /'wenz.dei/ and that the first d  is silent. Drill the pronunciation by having individual students repeat the words after you.

B 21 See the Student's Book for the audio script. Put the students In pairs, and have them take turns practicing the sentences. Play the audio so that the students can che ck their answers.

5 Listening: for specific information ' o Lead-in • Use the pictures to introduce the section. Ask the students what activity or place they can see in each picture (e.g. A: go to the gym, B: watch TV, C : m eet  friends, etc.). • Remind the students that they practiced listening for specific information on p. 22.

A • Bf?i3 22

Explain that the students should listen and match the picture to the correct day. Emphasize that they will need to listen for both the day and the activity. • Play the audio once and check the students' progress. Play it again if necessary. • Ask the students to compare thei r answers In pairs. Then check the answers with the class.

Audio script _ _ _ _  

E x t r a : d a i ly r o u t in e s Q & Â Tell the students that you are going to tell them your daily routine. Explain that they should try to stop you from getting to the end of your day by asking you a lot of questions. For example, you say /  g e t u p an d  have breakfast, and they say E x c u s e m e , w h a t d o  y ou ea t f or br ea k f as t?  You answer toast, and they can then say D o y o u h a v e i t w i th b u t t e r ?  At the end, invite individual students to come to the front to recount their day.

B • H

23 Before you play the audio, ask the students to look at the list of activities. Tell them that the woman does six of these activities on Sundays. Ask them to work in pairs and decide which activities she does. • Elicit some suggestions from the class, but do not correct them at this stage. • Play the audio, and ask the students to check their predictions. Check the answers with the class.

Audio script

__ _ _ _ _ _ _ _ _

_______ _______

R = Reporter, W = Woman

Tell me about Sundays. What do you do on Sundays? I usually get up late and have breakfast. I often read the newspaper at the same time. After that, I usually go for a walk. I like walking around my neighborhood. I get home, and I have lunch at one. R: What about after lunch? W: In the early afternoon, I do the housework. The rest of the day, I cook and relax. R:

W:

c • Read the instructions aloud, and draw the students' attention to the model sentence. •  Highlight the fact that we use the plural form (on  Sa tu r da y s, on S u n da y s) to mean every Saturday, every   Su nd ay , etc. • Give the students time to think about their weekend routine. Encourage them to use some of the ide as in Ex. A and Ex. B, as well as the frequency adverbs that they learned earlier in this unit. • Put the students in pairs to complete the exercise. • When the pairs finish, choose a few pairs to tell you the things they do which are similar, and the things they do which are different. • Encourage them to use We both ... for the things which are similar.

_____

R = Reporter, W = Woman

What's your daily routine? Here's what one person says about her week. R: Um, what's your dally routine? W: Um, well, on Mondays, I work in the office. On Tuesdays, I have class after work. On Wednesdays, I go to the gym before work. That gives me energy for the rest of the week! On Thursdays, I usually meet friends for a drink. R: And Friday? W: Friday evening Is the start of the weekend. I always go dancing. On Saturdays, I relax at home and watch TV.

D a y in , d a y o u t

UNIT 4

T42

6 Vocabulary: prepositions of  time Lead-in Review m o r n i n g , a f t e r n o o n , and e v e n i n g . Do this by writing 6 : 0 0 a . m . t o 1 2 : 0 0 n o o n , 1 2 : 0 0 n o o n t o 6 : 0 0 p . m . , and 6 : 0 0 p . m . t o 1 1 : 0 0 p .m . on the board. Ask the class which words we use for these different times of day.

24 See the Student's Book for the audio script. Tell the students to look at the picture. Explain that they will hear Owen talking to Ava about his routine. Ask the students to read the questions at the end of the conversation, and check that they understand them. Play the audio once, and check progress. If necessary, play the audio again. Check the answers with the class.

A • Choose a student to read the text aloud. • Use the text to help the students figure out the meanings and use of befor e, after, and until. If they have problems understanding these words, ask them if they go out with their friends b e f o r e work (or school) or after  work. Tell them the school is open until 10 o'clock (for example) and then it is closed. • Ask them to read the three statements carefully. Make sure they understand later  and earlier (8 o'clock is earlier  than 9 o'clock, but later than 7 o'clock). • When the students finish the exercise, check the answers with the class.

B • Ask the students to find examples of on, at, in, before, after, and until in the text in Ex. A and underline them. • Ask the students to work individually to complete the grammar table. • When the students finish, check their answers with the class. • Point out that we say in the morning and in the eveni ng but highlight that we do not say in the night. We say at night.

Extra: shadow reading Use the conversation as a  sh a d o w r ea d i n g exercise. Play the audio and ask the stu dents to read along.

• Read the instructions to the class, and give the students a little time to think about the interesting or unusual things that they do. Ask them to read the model conversation. • Highlight that we d o karate (and judo), but we  pl ay  ball games (like soccer), and  g o swimming (and other sports activities ending in - i n g , e.g.  sk i i ng ) . Explain that students should ask both  y es / n o questions and wh - questions. Elicit wh - questions as examples. • Encourage the students to circulate, asking and answering questions about their activities. Ask them to speak to at least five other students. •

Possible answ ers

•Extra: follow-up questions

on: Monday (mornings), Tuesday(s), weekdays/ weekends, etc. at: two (o'clock), 4 a.m., 9 p.m., etc. in: the morning(s), the afternoon(s), etc. before: two (o'clock), 4 a.m., 9 p.m., lunch, bedtime, etc. after: two (o'clock), 4 a.m., 9 p.m., breakfast, school, etc. until: the morning, two (o'clock), 4 a.m., 9 p.m., etc.

Encourage the students to extend their conversations by asking one or two follow-up questions about their partner's activities. For example:  A : I p la y s o c c e r on S u n da y s. B : O h , w h e r e d o y o u p la y ?  

c 

c

When the students finish Ex. B, invite several students to share some interesting things they learned about their classmates. • As the students give their answers, encourage the rest of the class to ask qu estions to find out more information about their classmates' interests. • Write any interesting and unusual activitie s on the board to help boost the students' vocabulary.

•

• Ask the students to work individually to complete the sentences with the correct option. • Have the students compare their answers in pairs. Tell them to refer to the examples in Ex. A and Ex. B to help them complete the exercise. Check the answers with the class.

Extra: prepositions with time Give each student three slips of paper and a thick marker. Ask the students to write on on one slip, at  on another slip, and i n on the third slip in very big letters. Tell them you will say a time reference (e.g. th e afternoon, twenty after five) and they should hold up the card with the correct preposition. Once they have practiced the phrases with you, they can test each other in groups or pairs.

-

n r

W o r k b o o k p p . 2 3 - 2 4 , Se c tio n 4

I

A Read wha t this wo m an says about her routine. (^irde)the correct option to complete each explanation. "I usually work until five o'clock. I get home at six. On weekdays, I go to bed early. I often watch TV until bedtime. On Fridays, I always go out after work and I see friends in the even ing. So metim es, I don't get home before 3 a.m.l I sleep late on Saturday mornings."   We use(untJfy before / after   to say when we stop doing something. 2  We use until / before /(aftehto say at a later time. 3  We use until /(before)/ after   to say at an earlier time. 1

B Read the text in Exercise A again. Write two more exam ples of your own for each category in the table below.

Fridays

C 1

\fuse,

\ tke-evesdny 

before

after

until

3

work,

bedtime.

a,.nc.

Choose the correct option to complete the sentences. My English class starts a) in b) until (cTat)

  Let's go out a) in ( b )  on) c) at

2

4 I study abou t 10 p.m ., and then I go to bed. a) after b) at (cfuntiP)

two-thirty,

5 See you a) on ( b ) i n

Thursday.

3 I always brush my teeth a) until db T before) c) at

I take a shower.

the morning!

6 My dad us ually plays tennis a) on (b)  after) c) in

work.

A Answer the questions. Ava: Owen: Ava: Owen: Ava: Owen: Ava: Owen: Ava:

So, Owen. What do you do in your free time? I usually have a very busy week. I do different activities almost every evening. Really? What activities do you do? Well, I go in-line skating twice a week. And I take an art class on Wednesday evenings. Art class? That's interesting! Why don't you come along next week? Sounds fun. And what do you usually do on the weekend? I go hang gliding on Saturdays. Do you want to come along to try that? No way! Art class is exciting enough for me!

1 What activity does Owen do twice a week? 2 What activity is Ava interested in trying?

___ !P,:!.iilSjJ&IPJLar- cii!SS

... ...

B

Walk around the class and ask each person to tell you two interesting or unusual things they do each week. Find out as much as you can. A: Do you do a n y th i n g u n u s u al ea c h w e e k ?   B: On T u e s d a y s , I t a k e a d a n c e c l a s s.

C Q j Tell the rest of the class about any interesting or unusual things your classmates do.

D a y in , d a y o u t

UNIT 4

43

8 GRAMMAR

clauses with u n t i l , b e f o r e , a f t e r  

A LANGUAG E IN CONTE XT Read what this man says and(gjrcle)T (true) or F (false). "I'm pretty superstitious. I stay in the locker room until I'm the last one. Then I follow the others. I always touch the grass before I start to play. It brings me luck. After I do all of that, I always play well!" 1

2

He is the last one in the locke r room, and then he follows the others. He starts to play and then touche s the grass.

F T  O

NOTICE! Underline after, before,  and until in the text. They come ... (a) between clauses or at the start of a clause?) b) between the sub ject and the verb.

B ANALYZE Read the text in Exercise A again. Function(^ircle)the correct option. To talk about the order of events ...

after

After I do all of that, I always play well,

We use after  with the (1)(^rej)/ second  event.

before

I always touch the grass before I start to play.

We use before  with the (2) first /Qeconœeve nt.

To talk about the duration of events ...

until

I stay in the locker room until I'm the last one.

We use until to talk about an event that stops at a particular moment in time.

C PRACTICE Complete these sentences with before, after, or until. 1 Dan has his piano lesson at five. He has dinner at seven. Dan has his piano lesson Dan has din ner 2

.P P ore _ he has dinner.

afteL .

he has his piano lesson.

W A TC H O U T ! 0

I ge t hom e. Th en I call my frie nd s. I call my friends

 

after 

I get dressed before I have breakfast. I get dressed before have breakfast.

I get home.

3 Christina stud ies every day. She stops when she finishes all her schoolwork. Christina studies every day

she finishes all her schoolw ork.

4 I arrive at the office. Then I have coffee. I have coffee

 

after 

I arrive at the office

I

arrive at the office.

before

| have coffee .

D Q§ NOW YOU DO IT Work in pairs. Ask and answer questions about what you do before and after you do these things. • leave the house in the morning • do your homew ork • go out in the evening with friends • go to bed A: W h a t d o y o u d o b e f o r e y o u l ea v e th e h o u s e i n t h e m o r n i n g ?  

B: B efore I leave the hou se in the m ornin g , I ...

o

■

r: clauses wi th until, Lead-in

Refer the students to Section 6, Ex. C. Tell them to read item 3. Ask who in the class brushes their teeth before they take a shower, and who brushes their teeth after they take a shower. Find out what the majority does. Ask other questions about their morning routine: Do you ge t dr essed  before or after you have breakfast? Do you drink coffee before or after your shower? 

• Highlight the difference between the use of before/  after  to talk about the order of events, and until to talk about the duration of events. Make sure the students understand these concepts. An added challenge for the students may be the way these words are used grammatically in sentences in their language (e.g. they might be used with infinitives or future tenses). • Draw the students' attention to the example sentences. Note the use of the comma when you begin with the subordinate clause (in this case, the clause beginning with after).

Extra: changing order 

A

• Before you begin the exercise, pre-teach and drill the pronunciation of some of the words (e.g. superstitious: believing that certain things or behaviors can bring good or bad luck; locker room: the place where athletes get dressed; touch: put your hands on something; luck: good fortune). • Tell the students to read the text and decide whether the statements are true or false. Check the answers with the class. • Note that pret ty   here is an adverb and is not related to the adjective pretty. Here it means fairly  or even very.

Extra: popular superstitions Lead a brief class discussion about popular superstitions in the students' home countries. Ask the students whether they believe in them.

To reinforce this rule, ask the students to work in pairs and write the b e f o r e and after sentences from the grammar table in a different order (e.g. Before I start  to play, I always touch th e gr ass). Make sure they have remembered to put the comma in the right place. c

• Point out the Watch out! box. Ask the students why the second sentence is incorrect (there is a subject pronoun missing before have). Give the students time to think about what they do before and after the activities. • Ask the students to work individually to complete the sentences. Then encourage them to check their answers in pairs, discussing any differences. • Invite the students to read aloud the completed sentences to check answers.

Extra: grammar practice NOTICE! Ask the students to read the text again and underline the examples of after, bef ore, and until. Note that there is one example of each. Then ask them to look back at the sentences they underlined, and circle the correct option to complete the statement.

Insert befor e, after, or until to complete the sentences. 1 We usually have coffee _______ we finish our lunch. 2 I take a show er _______ I go to school. 3 I watch T V _______ it is time to go to bed. 4 We clean the classroom _______ we go home. Answers

after 2  before 1

B Function

• Have the students read the text again. Then ask them to repeat the model sentences in the grammar table after you. • Ask the students to circle the correct options in the grammar table individually and then to compare their answers in pairs. Check the answers with the class.

 Alternative Write this sentence from the text in Ex. A on the board: I always touch the g rass befo re I start to play. Ask the students which happens first— t o u c h t h e g r a s s or  st ar t  to play (touch the grass).

3 4

until before

D

• Invite two students to read the model conversation. Then put the students in pairs to do the exercise. • When the pairs finish, elicit some examples from the class. Ask the students to report back on their partners (e.g. Daniel watches TV before he does his homework.). Review the pronunciation of third person -s endings, and make sure that the students are using before, after, and until correctly.

W o r k b o o k p . 2 5 , Se c tio n 5

D a y in , d a y o u t

UNIT 4

T44

c

Lead-in • Write two incorrect sentences on the board (e.g. * H a v e c o f f e e ev e r y m o r n i n g and *H e nev er late for class). Tell the students there is a mistake in each sentence, and ask them to work in pairs to correct the mistakes. Emphasize that the first sentence is incorrect because it has no subject, and the second sentence is incorrect because it has no verb. • Remind the students that they practiced understanding the mechanics on p. 23. • Ask the students to read the information in the skills panel carefully. Emphasize that sentences in English always have a subject and a verb. • If in your students' language the subject can be omitted, encourage the students to remember to include the subject in English.

A • Before the students do this exercise, remind them to look for the subject and the verb in each sentence to decide whether the sentence is correct or not. • Ask the students to work individually or in pairs to complete the exercise. Circulate and monitor, assisting where needed. • Check the answers with the class. Invite individual students to come to the board and write the correct versions of the incorrect sentences. Ask other students if they agree with the versions on the board.

B • Ask the students to look at the picture. Ask them where the man (Jake) works and what his job is. Try to get the students to predict his daily routine (e.g. He  g et s u p at  9 : 0 0 a . m . ; H e st a r t s w o r k r i g h t a w a y; H e g e t s t o b e d  

etc.). • Tell the students that they will read a text about the man in the picture, and that the text has three sentences with mistakes. Ask them to find the mistakes and underline them. • When the students finish, ask them why the sentences are incorrect. Elicit the corrected sentences from the students and write them on the board. • Highlight that if there are two verbs in one sentence, and the subject is the same for both verbs, it is not necessary to repeat the subject. An example from the text is: H e p u t s a ll t h e e q u i p m e n t a w a y a n d f i n al ly g e t s around four in the morning,

to sleep at around four in the morning . •

Ask the students why Jake's routine is unusual. (He gets up very late. He works until 4 a.m.)

Answers He get up ...—He gets up (The simple present form of in -s for he/she/it.) Is hard work.— It's hard work. (The sentence needs a subject pronoun before the verb.) ... goes back to work.—... he goes back to work. (The sentence needs a subject pronoun before the verb.)

 g e t  ends

• If the students have problems identifying a family member or a celebrity with an unusual routine, direct them to the pictures of people on p. 20. • While the students are writing, circulate and monitor, assisting where needed.

D • Put the students in pairs. Ask them to read each other's sentences and discuss the similarities and differences. • Ask for several volunteers to read their sentences to the class. Have the class try to guess the person's job, based on the description of the routine.

E • Tell the students they are going to help each other correct any errors in their sentences. • Put the students in pairs, and have them exchange books. Remind them that sentences in English always have a subject and a verb. • While the students are correcting each other's work, circulate and monitor, assisting where needed. Make sure that the final versions are correct.

Extra: language auction On the board, write a list of about 10 correct and 10 incorrect sentences covering aspects of the language the students have recently covered, such as the third person singular form, adverbs of frequency, positioning of adverbs in sentences, and prepositions of time. Put the students in groups, and explain that each group has $10,000 to spend. They should try to "buy" as many correct sentences as possible. When the auction starts, they bid for their sentences, viith the sentences being sold to the highest bidder. Keep a tally at the side of the board of how much each group has spent—teams have to stop bidding when they run out of money. At the end, reveal which sentences are correct and who got the most for their money.

W o r k b o o k p . 2 5 , S e ct io n 6 Workbook p . 2 6 , R e a d an d w r i te p . 2 7 , D o w n t im e

B IS

I

9 W RITIN G ; understanding the mechanics Page 23@ A sentence expresses a whole idea. Sentences in English always have a subject and a verb. When there is no other subject, we use it.

Check (/) the correct sentences. Rewrite the incorrect sentences.

A 1

0 Friday my favorite day.

Friday i s my favori te day.

2 B i t is twenty to seven. 3

B Is cold today.

£

4  0

:

5

I an unusual routine.

It is cold today. I have an unusual routine.

0 My dad gets up at 4 a.m.

6 B I S an interesting job.

It's an interesting job.

B Read about an un us ual routine. Find three sentences that are incorrect and underline them. Explain why they are incorrect and suggest changes.

The life of a roadie isn't easy! And Jake Redman knows. This is his tenth year as a roadie with some of the biggest names in music. He has a hard routine on tour. He get up at noon when the tour bus arrives at the next stadium. He starts work right away— he helps to get the stadium ready for the show. It take s four hours and fifty peop le! Is hard work . Then, it's time for a meal and a little free time. Sometimes he watches the show in the evening. When the show is over, after midnight, goes back to work. He puts all the equipment away and finally gets to sleep at around four in the morning. What a life!

C Think of someone (a me mber of your family, a celebrity, etc.) with an unu sua l routine. Write a few sentences in your notebook describin g what you think they do on a typical day. D 0 Work in pairs. Read each other’s sentences. Do the two people have similar or different routines? E 0 Read your partner’s sentences again. Is every sentence correct? Help your p artner find any mistakes.

Day in, day out

UNIT 4

45

M ANAGINGYOURTIM E • Understand any problems you have with managing your time. • Write a to-do list and categorize each task. • Decide on the best order for the tasks.

A o f How well do you manage your time? Complete this quiz Compare your answers in pairs. How accurate is the quiz? W ha t can you do to improve your time management? ^

It 's t i m e t o t h i n k a b o u t t im e !

Some of us are born to be late and others are always on time. Take our  fun quiz to find out which you are!

Step 1 Understand any problems you have with managing your time. (Ex. A, Ex. E) Step 2 Write a to-do list and categorize each task. (Ex. B, Ex. C) Step 3 Decide on the best order for the tasks. (Ex. D)

Lead-in • Ask the students if they have a lot of time to do things, or if they sometimes feel they don't have enough-time to do all the things they need to do. Check that they understand the word busy   (a busy person has many things to do and not enough time). • Emphasize the importance of effective time management. Explain that careful planning helps us manage our time better. • Explain the concept of a to-do list   (writing down all the things you have to do in a day or a week) and the benefits of putting things in order of priority (from most important to least important). • Ask the students if they write to-do lists and, if they do, how the lists help them plan their time.

• Ask the students to look at the pictures on the quiz. Ask them which picture shows a busy person, and which picture shows a calm, organized person. • Go over the meaning and pronunciation of worried. • Read the instructions for the quiz. Make sure the students understand that they need to choose one answer for each question. Tell them to circle the answer that is true for them in each case. • Ask the students to do the exercise individually. Circulate and monitor, assisting where needed. • When the students finish, have them calculate their scores according to the chart on the right of the quiz. • Take a class poll to find out which category the students belong to. Note that you may need to explain achieve (do something successfully) and attitude (your opinion about something).

 Alternative The quiz can be done as an interview. Ask the students to work in pairs and ask each other the questions. They should then write down their partner's answers to each question, and figure out their partner's score and which category they belong to.

D a y in , d a y o u t

UNIT 4

T46

B

D

• Refer the students to the to-do list. Note that the stress is on d o. Ask the class how many of them make to-do lists regularly. Ask them what three categories are included in the to-do list (the day or date, the tasks, the estimated time for each task). Che ck that they understand the word task  (something that you need to do, often something that is difficult). • Ask the students to make a similar to-do list for all the days of the next week. Write the three categories on the board to remind the students to include them all. Give them plenty of time to think about this before you move on to Ex. C. •

• This is a reflective task, so give the students plenty of time to do this. Explain that they will need to reorganize their original to-do lists based on how important or urgent each task is. Highlight the importance of prioritizing. • Emphasize that the students may find it helpful to balance out their to-do lists if they move tasks from one day to another. • While the students are doing this task, circulate and monitor, assisting where needed.

A l t e r n a t iv e Ask the students to make a to-do list for just two or three days of the next week. c

• Ask the students to look at the diagram. Explain that this is one possible way of prioritizing tasks when writing a to-do list — important/not important, urgent/not urgent. Explain how to decide whether something is important but not urgent (e.g. paying a credit card bill. It might not be due for a month, so it is not urgent, but it is still important.). Explain to the students that one way to determine whether something is important or urgent is to think about what will happen if you don't do it. Explain that to decide how urgent something is, think about the amount of time you have to complete it. • Point out the How to say it   box, and ask the students to repeat the sentences chorally, and then individually. • Put the students in pairs, and tell them to exchange their to-do lists with their partners. Encourage them to use the questions in the How to say it   box to find out whether the tasks in their partner's to-do list are important or not, and have them work together to rank the tasks from A to D. When they finish, tell them to give the to-do lists back to their partners.

E • Read the instructions to the class. • Put the students in pairs, and have them compare their lists. Write a few helpful phrases on the board (e.g. W h a t d o y o u h a v e t o d o o n M o n d a y ? I n e e d t o c le a n m y   r o o m . ) . Encourage them to evaluate each other's lists and decide if they have enough time to do everything they have listed. • When the pairs finish, briefly get some feedback from the class. Take a class poll to find out which students think they have enough time to do everything. If there are any students who don't have enough time, ask if others can help them to prioritize their tasks.

REFLECT • Ask the students to read the R e f l e c t  question. • Give them some time to think about different situations in the domains of Work and Career and Study and Learning where the skill of  M a n a g i n g y o u r ti m e would be useful. • Elicit the following ideas: prioritizing jobs at work, having a deadline, when you need to make time for •meetings or for discussions with colleagues; studying for an exam when you have a bit of homework, when you have a deadline for an assignment, etc.

B Make a list of things to do in the coming w eek. Estimate the time you need for each one. Look at the example.

C

Wor k in pairs. Ask and a nswer questions about your lists. Use the diagram and mark each task depending on how important and how urgent it is.

Key to diagram: Very important and very urgent. Very urgent, but not very important. Very important, but not very urgent. Not very important and not very urgent.

■

-

D Write your things to do in order. For

Day

each day of the week, write A things first, followed by B things, etc. Think about the time you have and consider moving some things from one day to another.

Monday

E 51 Wor k in pairs. Compare your daily

Tuesday

to-do lists. Can you do everything in the time you have?

HO W TO SAY IT Q3 Prioritizing

Sunday

Wednesday Thursday Friday

Is this urgent?  How important is this?  It's very important!

Saturday

I don't really need to ... I suppose this isn't really urgent, so

REFLECT ... How can the skill of managing your time be useful to you in Work and Career and Study and Learning?

D a y in , d a y o u t

UNIT 4

47

1 VOCABULARY A Rita is talking about her day. Look at the time on each watch. Then complete these sentences with a verb and the correct time. (6 points)

dinner  se v en ( o' clo ck )

at

B Rita is talking about other parts of her day.(^irci^)the correct prepositions. (4 points) I always have breakfas t at/(^eforg)/ after / until  I go to school. 2 I some times go for coffee with friends until / at  /Rafter)/ on school. 3 / bnt/V / A t Saturd ay nights, I use my com pute r or watch a mo vie before  / after   / on /(untjfomidnight, and then I go to bed. 1

8-10 correct: I can tell the time and use prepositions to talk about what I do in a typical day. 0-7 correct: Look again at Sections 1 and 6 on pages 40 and 43. SCORE:

/10

2 GR

AR 

A Read this text about how frequently five people play video games. Write their names in the correct order on the scale. (5 points) When Leo comes home from school, he always plays video games. His sister, Marina, sometimes plays with him, but she prefers going online to talk to her friends. David often plays video games after school, but not every day. His sister, Lola, never plays. She thinks video games are boring. Samuel rarely plays video games, but he likes one so ccer gam e that he plays with his brother. 100%

----------------------------------------------------------------------------------------------------------------------- ► 0%

„

,

L eo

David 

,

 M ar i na

.

S am u el

q

Lol a

B Rewrite the sentences with before, after,  or until. Use the correct punctuation. (5 points) 1

Leo has dinner, and then he plays games on his computer. L e o h a s d i n n e r b e f o r e h e p la y s g a m e s o n h i s c o m p u t e r .

2

(b e f o r e )

Marina talks to friends online. Sh e stops when it's time for bed.  M ar i na tal k s to f r i en ds on li n e un ti l i t's ti m e f or b ed .

( un ti l)

3 David does his homework. Then he plays video games. D a v i d pl a y s v i d e o g a m e s a f t er h e d o e s h i s h o m e w o r k .

_

(after)

4 Lola watches TV. She stops when she go es to bed. Lola watches TV until she g oes to bed.

(until)

5 Samuel plays a video g ame , and then he listens to music.  A f te r S am u el pl ay s a v i d eo g am e, h e li st en s to m us i c.

( af te r )

8-10 correct: I can use frequency adverbs and time clauses to talk about when and how often people do things. 0-7 correct: Look again at Se ctions 3 and 8 on pag es 41 and 44. SCORE:

/10

Language wrap-up

1 Vocabulary

Students can do the Language wrap-up exercises in class or for homework. If you give them for homework, remember to check the exercises at the beginning of the next class, or collect a few to grade and identify any typical errors.

A

If you decide to do the exercises in class, you can approach the wrap-up as a two-step reviewing procedure. First, ask the students to do the Vocabulary section individually. When ready, encourage the students to check their answers carefully, and then put them in pairs to compare answers and discuss any differences. Self- and peer-correction are two excellent ways of developing learner independence and creating a cooperative learning environment. After completing the Vocabulary section, you can apply the same procedure to the Gram mar section. At the end of each section, make sure that the students write their score out often. If they have a score lower than eight, direct them to the appropriate sections of the unit, and encourage them to read those sections again for homework. After that, ask the students to complete the exercise(s) again at home.

Make sure the students understand that they should write a verb in the first blank and the time that the watch shows in the second blank.

B Encourage students to read the sentences carefully before they choose their answers.

2 Grammar

A Focus the students' attention on the scale under the text. Then ask them to read the text carefully, and then underline the names and frequency adverbs before they write the names in the correct order on the scale.

B Remind the students that they have to use the word in parentheses when they rewrite the sentence and to check that they have used the correct punctuation. Elicit which sentences can have the clauses the other way round (1 Before Leo plays games on his computer, he ... ; 3 After David does his homework, he ...; 5 Samuel listens to music after he ...). Refer to the Communicative wrap-ups on pp. 132-133 of the Student's Book for more activities.

Unit 4

Competence developed

CEF Reference (A1)

1 Vocabulary

can tell time In a variety of ways

Table 1; Table 2; Section 3.5; Section 4.4.3.1

2 Reading

can read and respond to a short magazine article

Section 4.4.2.2

3 Grammar

can understand and use frequency adverbs

Table 1; Table 2; Sections 5.2.1.2; 6.4.7.7; 6.47.8

4 Pronunciation

can correctly stress days o f the week

Section 5.2.1.4

5 Listening

can listen for sp e cific inform ation

Table 1; Tab le 2; Section 4 .4.2 .1

6 Vocabulary

can understand and use prep ositions of time

Table 1; Table 2; Section 4.4.3.1

7 Speaking

can talk ab out interesting activities

Section 4.4.3.1

8 Grammar

can understand and use clauses with u n t i l , b e f o r e , a f t e r  

Table 1; Table 2; Sections 5.2.1.2; 6.47.7; 6.47.8

9 Writing

can write sentences and use subjects correctly

Table 2; Section 4.4.1.2; Section 4.4.3.4

D a y in , d a y o u t

UNIT 4

T48

U N IT 5 H E R E , T H E R E , A N D E V E R Y W H E R E ! The expression here, there, and everywhere means all over the world. It is also the title of a

song by The Beatles. You can say that someone has traveled here, there, and everywhere.

Unit plan Unit opener (p. 49) 10 min. • Optional downloadable unit opener 10 min. 1 Grammar: there i s / there are with (p. 50) 40 min.  so m e, any, sev er al, a l ot of, ma ny 

 2 Vocabulary: places and attractions (p. in a city 3 Pronunciation: compound nouns (p. 4 Reading: for the main idea (p. 5 Listening: to a news report (p. 6 Grammar: the imperative (p. 7 Vocabulary: locations and directions (p. 8 Speaking: repeating directions to (p. check understanding 9 Writing: an email to give directions (p. • Optional downloadable Writing workshop: an email to give directions lifeSkills: establishing priorities (p. (Self and Society) • Optional downloadable lifeSkills lesson (Work and Career) • Optional downloadable lifeSkills lesson (Study and Learning) Language wrap-up (p. Video and downloadable video worksheet

51) 25 min. 51) 52) 52) 53) 54) 55)

15 min. 30 min. 30 min. 40 min. 25 min. 20 min.

55) 20 min. 20 min. 56) 45 min. 45 min. 45 min. 58) 15 min. 45 min.

Writing: an email to give directions Ask the students why they usually write emails: for work or study; to get information from a friend or company; to talk to friends or family; for another reason. Ask them to find the email in this unit and say what it is about. Refer the students to the lifeSkills panel. Tell them that the topic of this unit's lifeSkills section is E s t a bl i s h i n g p r i o r i t i e s . Ask them to work in pairs and discuss when they need to order things according to their importance, and if they are good at this, and why or why not.

A • Ask the students to work in pairs and write down in English as many country names as they can in two minutes. Listen to their suggestions as a class. Correct any errors with pronunciation. • Write the following expressions on the board: / think it's in ... b ecause there is/are ... ; It's proba bly ... ; I don't  think it's ... ; I would like to attend the ... becau se I like ....

Tell the students that these phrases are used to express opinions in English. Explain that we use  p r ob a b ly  when we are almost certain something is true. Ask them to use the expressions on the board when talking about the pictures. • Ask the students to look at the pictures. El icit guesses for where they think the events in the pictures are, and ask students to give reasons for their answers. • Ask the students which of the events they would like to attend and why.

Answers

U n i t opener

A B C D

Italy, II Palio horse race in Siena Malaysia, harvest festival in Sabah The U.S., cherry blossom festival in Washington, D.C. Mexico, Day of the Dead festival

Lead-in Direct the students' attention to the objectives in the unit menu and go through the information with them. Explain that this unit focuses on language to talk about places and directions, and on the following skills to help them do this: Reading: for the main idea Ask the students where they usually see written opinions (e.g. in newspaper articles, on internet blogs, etc.). Ask them if they often read opinions, and why or why not. Speaking: repeating directions to check understanding Ask the students when it is important to check information. Ask them to look through the unit and find out what type of information people are checking. Listening: to a news report Ask the students if they listen to any of these types of news reports: national and international news, local news, news about cultural events, commentary about social, cultural, and political issues.

B • Ask the students to look at Section 7 on p. 34. Elicit the questions for asking for others' opinions, and write them on the board. Ask the students to repeat them chorally and individually, with the main stress in the correct place (e.g. W h a t d o y o u t h i nk ? ) . • Put the students in pairs or small groups. Read the instructions aloud. The students then discuss their answers. • Encourage the students to use the questions for asking for others' opinions when they are discussing their favorite things to do and places to visit (e.g.  A : I r eall y  like N ew York. W hat do you think ? B: I agree. It's a  f an ta st i c ci ty. ).

• Elicit ideas from the class.

E

UNIT5 IN THIS UNIT 0

%

learn language to talk about places and directions read descriptions of where people live—reading for the main idea

A Look at the pictures. Wh ere do you think each of these events is happening? Give reasons for your answers. Wh ich of these events wo uld you like to attend? Why?

ask for and follow directions— repeating directions to check understanding ^

listen to a news report about a festival write emails giving and asking for directions watch a video about an interesting festival

-

m

B ^ Work in groups. Talk about your favorite things to do and places to visit. A:  / r e a l ly li k e L o n d o n . B:  M e , t o o ! I l o v e g o i n g t o al l t h e m u s e u m s .

LIFE SKILLS

Learn to establish priorities to make decisions

SELF & SOCIETY Here, there, and everywhere!

UNIT

49

   V 1 GRAMMAR: t h e r e i s / t h e r e a r e  with  s o m e , a n y , s e v e r a l , a l o t o f , m a n y  A LANGUA GE IN CONTEX T Read about the UFO festival. Ans wer the questions.

   V    V    V    I

H e le n w r it e s : “I’m from Canada, and I’m traveling in the southwest U.S.A. Are there any interesting festivals in this area right now? Is there a festival in Arizona? I’m in Phoenix right now.”

fa n a n s w e r s : “There aren’t any festivals in Arizona this month, but there is a cool festival in Roswell, New Mexico, it’s called the UFO Festival, and it’s all about UFOs and space aliens! There are a lot of different types of events. For example, there are several planetarium shows, and there are some talks by astronomers and other scientists. There aren’t many tickets for these talks, so it’s a good idea to buy them online as soon as possible. There’s an alien costume competition, and there are many contestants with really crazy costumes! There’s also an alien parade. Believe me, there isn’t another festival like the UFO Festival!”

NOTICE!

1 Where is the UFO Festival? 2 What types of events does the festival include? 3 Are all the events in the festival free?

1 The writer uses the phrases there is /  there are / there aren't / are there / is there. Do these phrases refer to things or actions? 2 How do we form a contraction of there is? 

B ANALYZE Read the text in Exercise A again. Function Choose the correct option to complete the sentences.

1 We use t h e r e i s / t h e r e a r e t o . . . (a) say that something exists^j b) indicate the location of something. 2 We use words like  s o m e , an y , and  s e v e r a l to talk about... a) exact quantities, (b) generalquantities.) Form Complete the sentences with the correct form of t h e r e i s  / t h e r e a r e

There is

a cool festival in Roswell, New Mexico.

( 1)

( 2)

There is

an alien costume

competition.

(3)

There are

a |0t 0f different

types of events.

(4)

Questions

Negative

Affirmative

There isn't 

another festival like the UFO Festival!

( 6)

(7)

There aren't 

any festivals in Arizona this month. There aren t   many tickets for ( 8) these talks.

(9)

Is there

a festival in

Arizona?  A r e th er e

any interesting festivals in this area right now? ( 10 )

There are

several planetarium shows. (5) T h e r e a r e___sorne talks by astronomers and other scientists.

C

PRACTICE Circle )the correct option.

1  There i s n ' t / ( a r e n f y  any festivals in my country in November. 2 I s  /(Are)there any food festivals in your town? 3 In Mazatlan, there(isV are a carnival in February. 4 There are ( $ e v e r a j y a n y   carnivals around the world every year. 5 Are there(anyy a dance competitions during the festival? 6 There is/(arma lot of people in the parade. 7 There isn'tfay' s o m e festival like the UFO Festival in my country. 8 There are any /(¿Qot ¿^festivals in the summer.

WATCH OUT! There are a lot of people. (££) There is a lot of people.

D ( H NOW YOU DO IT Work in pairs. Choose a festival in your city or country. Descri be it for your partner to guess. Then switch roles. A: I t' s i n A u g u s t . T h e r e a r e m u s i c i a n s . T h e r e ' s a p a r a d e .

©

B: T h e m u s i c f e s ti v a l!  

r

■

• Tell the students they are going to read about another festival. Ask them to look at the picture of the festival. Ask them what part of the world this could be and what might happen at the festival. • Choose a student to read aloud the three questions about the text. • Ask the students to read the text individually and answer the questions. When the students finish the exercise, check the answers with the class.

• Ask the students to look at the Watch out!  box. Remind them that p e o p l e is plural, and it follows the plural form. • Ask the students to read the statements. • Ask them to do this exercise individually, and then to compare their answers in pairs. Encourage the students to discuss any differences in their answers. • Check the answers with the class. Remind the students that we use an y  in questions and negatives (items 1,2, and 5), and we never use an y  in affirmative sentences. • Ask the students what helped them select the correct form of there is / there are (if the noun is singular, use there is, and if it is plural, use there are).

Extra: grammar practice Ask the students to correct the errors in these sentences. There is one error in each sentence. 1 Is there any festivals in your city? 2 There aren't some carnivals in this region. 3 There is a lot of cultural events here. 4 There isn't any airport in our city.

Answers 1 in Roswell, New Mexico 2 planetarium shows, talks, a costume competition, a parade 3 No, the talks are not free.

Answers 1 Are

NOTICE! • Read the questions aloud to the class. • Put the students in pairs and ask them to answer the questions. • Check the answers with the class.

Answers 1 things

2  there's

B

Function • Give the students time to read the sentences, and have them do the exercise individually. • Ask the students to compare their answers in pairs before you check the answers with the class.

Form • Ask the students to look back at the text in Ex. A and underline all of the examples of there is and there are in the text. • Elicit the negative forms (there isn't / there aren't) and the interrogative forms ( I s t h e r e ? / A r e t h e r e ?) . • Highlight that t h e r e i s can be contracted to there's, but t h e r e a r e does not normally contract. • Ask the students to fill in the blanks in the grammar table using the correct affirmative, negative, and question forms of t h e r e i s 7 there are. •   Highlight that the pronunciation of th in t h e r e is  /6/. Take some time going over the pronunciation, emphasizing that the tongue comes out slightly between the front teeth, and the sound is voiced (i.e., if they touch their throats while making the sound, the students can feel their vocal cords vibrating). • Invite individual students to say the answers.

2 any

3 are

4 an

D • Ask the students to read the model conversation. • Do another similar example with the class. Choose a local festival that the students will know—or use one of the festivals from earlier in this unit—and give a brief description, using t h e r e i s and there are. Have the class guess the festival. • Give the students time to think of a festival and make notes about what happens during the festival. Remind them to use t h e r e i s and there are. • Put the students in pairs to complete the exercise. While pairs work, monitor and check the students are using the correct forms of the verb b e with there.

Extra: months Briefly review the months of the year in English. Have a spelling race. Divide the class into teams of five or six students. Say one of the months of the year, and have one person from each team come to the front of the class and write the word on the board. The first team to write the word correctly scores a point. Continue until every member of the team has had at least one turn.

W o r k b o o k p . 2 8 , S e c tio n

H e re , th e r e , a n d e v e r y w h e r e !

unit

 5

T50

2 Vocabulary: places and I 3 Pronunciation: compound attractions in a city______________ I nouns A

A

• H

25

Ask the students to look at the picture, and elicit that the information is about a Chinese New Year festival and parade. • Ask the students to look at the map. Use the icons to help with the meanings of unfamiliar vocabulary. • Tell the students they will hear a guide for visitors to the festival. Explain that they should listen and circle the places on the map that the speaker mentions. • Play the audio once, and check progress. Play it again, if necessary. Check the answers with the class.

Au dio script _ _ _ _ Hello, and welcome to our phone guide for this year's Chinese New Year festival. There's a lot for everyone to enjoy. Between January 23rd and 28th, there's a special exhibition of Chinese paintings at the art gallery on Park Street. There are special events at the zoo for children under ten, and Chinese dancers and musicians in the park every day at 11 a.m. Chin ese food is available from special stalls at the shopping mall on weekends. Please note that there are special buses that leave hourly from the bus station and take you straight to the center o f .. .

• Read the instructions and the question in item 1 aloud. • Put the students in pairs to answer the first question. Encourage the students to use both affirmative and negative forms of there i s / there are when talking about their town (e.g. There is a park. Ther e aren't any art 

>H] 26

See the Student's Book for the audio script. • Explain that compound nouns are words with two parts—two nouns that together form one new word or phrase. Point out the examples. • Play the audio once, and ask the students to notice the stressed word in each pair. • To reinforce the stress on the first noun in the compound, have the students say the first noun more loudly than the second one. Emphasize that in compound nouns of more than one syllable, the stress falls on the first syllable in the first word. The stressed syllables here are: science museum, shopping mall, chocolate factory, movie theater.

B • Read the instructions to the class. Then invite volunteers to read the example compound nouns aloud. Correct the pronunciation as needed. • Put the students in pairs to think of new nouns using the prompts. Circulate and monitor, assisting where needed. • To check answers, ask for volunteers to write their words on the board. Ask the students to copy any new words into their vocabulary notebooks.

Possible answ ers art museum, maritime museum; bus station, police station, gas station; shoe factory, phone factory

 g al ler i es. ) .

• When the students finish, elicit the answers from the

class. • Read the instructions for item 2. • Ask the students to work in pairs again and list as many other places in their town as possible. Give them time to ask questions about unknown vocabulary. You can expect the students to mention possible cognates or loan words, such as b a n k , s u p e r m a r k e t , h o t el , and museum.

• Write new words on the board, marking the stress, and ask the students to copy the words in their notebooks.

►

W o rkb o o k pp. 2 8 - 2 9 , Sectio n 2

(

O

1»

E x t ra : m o r e c o m p o u n d n o u n s Elicit some other compound nouns related to towns and cities:  p o s t of f i ce, b a s eb a ll / s o cc er st ad i u m ,  sw i m m i n g p o ol , sp or ts cen te r , b u s st op . Have the class repeat the words after you, making sure they place the stress on the first word in each pair. c

• Put the students in pairs to write sentences using the compound nouns from Ex. A and Ex. B. Remind them to use there's and there are in their sentences. • Have the students read their sentences aloud to each other. i  • Choose some pairs to read their sentences aloud to the class. Correct any errors in the use of there's and t h e r e ar e and in the stress pattern of the compound nouns they use.

.U

2 VOCABULARY: places and attractions in a city A

| p 25 Listen to the message about the Chinese New Year festival.

(^ircl§)the places on the map that the speaker mentions.

Chinese N ew Year festival and parade It’ s time fo r the Chinese N ew Year!  Come and jo in the celebrations. The colorful dragon pa ra de covers thefollo w ing route this yea r:

main square

science museum

bus station

B 1

fountain

chocolate factory

movie theater 

art gallery

shopping mall

Wo rk in pairs. An sw er the questions. How many place s on the map are also in your town? A: T h e r e ' s a zoo. B: Y es , a n d t h e r e a r e s e v e r a l . ..

2 How many other places in your town can you name in English? A: T h e r e a r e a l o t o f b a n k s . B:  A n d th e re 's a h is to ry m u s e u m .

3 PRONUNCIATION: compound nouns A

BP 26 Listen and repeat. Notice that in compou nd noun s (noun + noun), the first word is stressed. r 

museum—science museum mall—sho pping mall

factory—chocolate factory theater— movie theater

B B1 W ork in pairs. Make ne w com poun d nou ns for places in your city. Then practice saying the words. 1 history museum museum

2 train station

3 car factory station

factory

C

(JH W ork in pairs. Use c ompound nouns from above, or think of others, and write sentences about things in your town. Practice reading your sentences. T h e r e a re t w o s h o p p i n g m a l ls h e re . T h e r e 's a h is t o r y m u s e u m a n d a n a r t m u s e u m .

H e re , th e r e , a n d e v e r y w h e r e !

UNIT 5

51

IN G : for for the the main ide idea When you read a text, think about these questions. What is the general topic? What is the writer saying about the topic?

A

Read these texts quickly.(^ircle)the main topic. eigh bo rho oa |> b) festivals

c) families

"I live in a quiet area in Paris. I like living there because it's very friendly and there are several stores and cafés. The only only problem is that it's a littl li ttle e boring sometimes because because there aren't any clubs. There's There's a good stadium, though. I often go to sports events."

"I live in Singapore, in a very busy neighborhood. I don't like it because it's noisy and there's a lot of traffic. There's a shopping mall near my house, and I go there a lot. There are also museums and a movie theater in the area, but I don't have time to go to them. There's a good food festival in April, though."

"I live In a nice neighborhood in the city of Montevideo, Uruguay. The neighborhood is pretty small, and a lot of our neighbors neighbors are my friends. friends. There aren't aren' t many big shopping shopping malls mall s near here, but there are some nice small small stores. There's There's also an art gallery, gal lery, a movie theater, and a gym. Oh, and and there are a lot of great restaurants! I think it's a fantastic place to live."

B

Read the texts in Exercise A again. Decide whether each person has a positive or negative opinion o f wh ere they live live.. E m i l e ^ p o s i t i ve v e ))// n e g a t i v e  

M e l i s s a : p o s i t iv iv e / (n ( n e g a t iv iv e )   C a r l o s ( p o s i t iv iv e ) / n e g a t i v e

C

Qj| Wo rk in pairs. Talk about you r neighbo rhood. Do you like it it? Why or why not? I

l i k e m y n e i g h b o r h o o d b e c a u s e i t' t' s s m a l l a n d . .. ..

5 A

to a news report | |2 7

Listen to the start of a news report. Choose the correct option. 1

2

Bunol is near the city of ... La T o m a t i n a festival happens in ...

a) September.

b) Murcia.

Qjjg2 jjg28 8 Listen to the the rest of the report. report. Choose Choo se the correct option.   Mary speaks to a man from from ... (afSpa m?) bj th eU .S . c) Germany. 2  All the people go to ... to have breakfast. <3£the <3£the ma in sq ua re^ b) the park c) the ir hous es 3 At eleven o'clock, everyone ... a) goes home. C ^throws tomato esTl> esTl> c) eats tomato es. 4 Th e festival contin ues f o r .. . a) two wee ks. b) two days . 1

C

Give your opinion. W ha t do you think think about Q | Give

La Tomatina? What do you think about festivals in general? general? Give reason s. I think they're fun. I d o n ' t l ik ik e t h e m b e c a

©

-------------------------------------------------------------------

•

A 27

Lead-in • Ask the students to read the information in the skills panel. • Emphasize that when they are trying to identify the main topic of a text, they can often run their eyes quickly over a text to find the main topic from key vocabulary items (both words and phrases) in the text.

A • Read the instructions and topic options to the class. Check that the students understand the word n e i g h b o r h o o d   (the area around where you live). • Ask the students to read the three texts as quickly as as possible. Give them a time limit of no more than two minutes, and then ask them to close their books. • Ask the students to discuss the answer in pairs.

B • Read the instructions to the class. Explain Ex plain that the people say both positive and negative things about where they live, but the students should try to understand the person's general feeling about the place. • Check Chec k answers and ask the students what helped them decide whether the people had a positive or negative attitude toward their neighborhoods (e.g. key words like  f r i end ly , b or i n g , bu sy , no i sy , g r ea t, f an ta st i c).

Extra: reading practice 1 Where does Emile live? (Paris) 2 Where does Melissa live? (Singapore) 3 Why doesn't doesn 't she like it? (It's noisy and there's a lot of traffic.) 4 Where does Carlos live? (Montevideo (Montevideo)) 5 Is Carlos's neighborhood neighborhoo d big? (No) (No)

• Put the students in pairs. pairs. Read the instructions aloud, and give the students time to prepare for the exercise. Ask them to make a list of the places in their neighborhoods, and what they like or dislike about their neighborhoods. Encourage them to use as many of the new words from this unit as they can. • Circulate Circulat e and monito monitor, r, assisting with spelling and vocabulary where needed. • When the students finish, invite several volunteers to share their ideas with the class.

Read the instructions aloud. Ask the students to look at the picture and tell you what they think the festival is about. • Give the students time to read the sentences sentence s and and options. Emphasize that they are listening for the name of the city and the month when the festival takes place. • Remind them not to worry if they don't understand every word they hear. Explain that they have worked on listening for specific information in earlier units, and that they should apply this same skill here. • Play the audio once. Ask the students to compare their answers in pairs. Play it again, if necessary.

Audio script_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Now, everyone likes a food fight. In the town of Bufiol, they have perhaps the biggest food fight in the world. Bufiol is near Valencia in Spain. They have a tomato festival called La Tomatina. It happens in August and everyone in the town throws tomatoes. About 30,000 people enjoy this festival every year.

B 28

Make sure the students understand all the vocabulary in the sentences, especially throw. • Give the students time to read through the sentence s, and elicit some predictions from the class. • Play the audio once, and ask the students to listen only. only. Then play it again, and ask the students to circle their answers. • Ask the students to compare their answers in pairs. pairs.

Audio script _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_______

H = Host, M = Mary H: M:

Man: M: Man: M: Man:

M: Man: M: Man:

We sent our reporter, Mary Turner, to Bunol to learn more about the festival. Right now, there are more than 30,000 people here in Bunol, with people from Britain, Germany, and other countries. That's because today is the the day of La Tomatina, the tomato festival. I want to ask local people about the festival. ... Excuse me. Yes? I' m from Channel Ten news. Are you from Bunol? Yes. I live here. What happens in La Tomatina? Well, everyone goes to the main square and has breakfast. At eleven o'clock, everyone starts throwing tomatoes at each other. And how long does it last? We throw the tomatoes for about two hours. The whole town is red Lt the end! And .why do you do it? I don't know! It's just for f or fun!

• Draw the students' attention attention to the example sentences. Elicit additional additional adjectives to complete the first sentence and write the students' ideas on the board (e.g. It   s o u n d s g r ea t; I t s o u n d s st u pi d. ) .

• Read the instructions aloud. Have a group discussion.

Ask the students for examples of famous festivals around the world (e.g.  M ar di G r as in New Orleans, Carnaval in Rio, etc.). Write the names of some of the festivals on the board.

• Do a class survey to find out what the majority thinks of of the festival. Find out which students like festivals, and which ones they like.

Here, there, and everywhere!

UNIT UNI T 5

T 5 2

6 Grammar: the imperative

gjj

 J ,

j£jj

V

*

Ü

- rj rj

¡1

E x t r a : i m p e r a t ivi v e g a m e To consolidate the rules for forming imperatives, play a quick game. Ask the students to stand up. Give instructions like these using the imperative and negative imperative for the students to act on:  Si t 

Lead-in Elicit some positive things students can do if they want to learn English well (e.g.  s pe a k on ly En g li sh In cla ss , w at ch E n g l i s h m o v i e s , d o t h ei ei r h o m e w o r k ) , and write them on the board. Then ask them to tell you things they shouldn't do if they want to learn English well (e.g. D o n ' t s p ea ea k y o u r  

d o w n . S t a n d u p a g a i n . D o n ' t s i t d o w n . L o o k a t th th e b o a r d . L o o k a t y o u r n e i g h b o r . S i t d ow ow n . D o n ' t s t an an d   up. D on' t look look at the board. Stand up. Loo k at you r 

lang uag e in clas class.). s.).

book.

The students will get further practice in

Ex. D.

 A

Student's Book for the audio script. < H 2 9 See the Student's • Explain the exercise. Ask the students to read the sentence beginnings and the different possible endings carefully first. • Play the audio once. once. Che ck progress and, if necessary, necessary, play it again. • Check Che ck the answers with the class. For item 2, point out that Sophia mentions both the street where the bank is located (It's on Mason Street) and how to get there (e.g. t u r n le le f t o n R i v e r S t r e e t  ...).

NOTICE! • Ask the students to read the statements and the different possible answers fully first. first. • Ask them to look at at the underlined underl ined words in the conversation and choose the best answers. Check the answers with the class.

B Form • Ask the students to to read the examples of affirmative affirmative and negative imperatives in the grammar table. • Direct the students' students ' attention to item item 1 and item item 2. Ask them to choose the best answers. Function • Ask them to choose the best answer in the Function section. • When they have written a further example examp le in each each column, check the answers with the class. • Invite volunteers to read their their examples aloud for the the class. Write their examples on the board as the students say them. Ask the class if all the examples are correct. If not, invite volunteers to the board to make corrections.

c • Do one example examp le with the class to illustrate the activity. Write these words on the board: this street ahead on  st r ai g ht g o. Tell the students the words are in the wrong order and elicit the correct order from from the class (Go  st r ai g ht a h ea d on th i s st r eet .) .

Ask the students to do the exercise exercis e individually. Tell them to use the examples in Ex. A and Ex. B to help them complete the exercise. Remind the students to capitalize the first word in each sentence and put periods at the end of the sentences. • Ask the students to to compare their answers in pairs. Check the answers with the class.

•

D • Put the students in groups of three or four. • If possible, possi ble, ask them to stand up and and use the whole space of the classroom. • The students take turns turns giving giving instructions. The other students in their group follow the instructions.

Extra: homework Ask the students to write a list of D o s and D o n ' t s for tourists visiting their country. Ask them to use imperatives to write at least five tips for things visitors should do and things they shouldn't do (e.g. D r i v e on on the right! D on' t sm oke in restaurants. restaurants.). ).

^

W o rk r k b o o k p . 3 0 , S ec e c tit i o n 4

A 11329 LANGUAGE IN CONTEXT Listen to this conversation Then complete each statement below with the correct option. Rick: Sophia: Rkk: Sophia:

Rick: Sophia: Rick: Sophia:

Excuse me. Is there an ATM near here? Yes, there's one in the Union Bank. It's on Mason Street. How do I get there? Go straight ahead on this street for two blocks. Turn right on Park Street and go one block. Then turn left on River Street and walk abo ut half a block. The bank is on the the left, next to the supermarket. Dòn't go into the bank. The ATM is outside. OK, right on Park Street, and then left on River é r  9 M Street. That's right. Don't worry. It's easy to get there! Thank you very much. You're welcome.

Rick Rick wants to ... i^ e t m o n e ^ ) b) buy something. c) eat lunch.

1

  Sophia tells him ... a) the location of the bank, b) directions to get there.

2

B ANALYZE Read the conversation in Exercise A again. Read the examp exa mples les below.

d give personal information.

m

Form Read the examples below and(çîrcîg)the correct option to complete the sentences. Affirmative

Negative

Go straight ahead on this street.

Don't go into the bank.

Turn right on Park Street.

Don't worry.

Walk half a block.

Don't talk.

Read the signs.

Don't be late!

Please write your name.

In the impe rative form, there i s  /(7s n o h a subject before the base form of the verb. ~ 3 o e s n ' t   before the base form of the verb. 2  Negative imperatives have 1

Function(Çirclg)the correct option to complete the statement. Add one more exa mp le to each column of the tab le. ______ _________ ______ ______ _______ _______ ______ ______ ______ ______ _____ __ al k a b o u t r o u t i n e s / ( g i v e i n s t r u c t i o n s o r d i r e c t i o n s .) We use the imperative to t al

sentences. C PRACTICE Put the word s in order to make sentences. 1 Str eet / on / turn / left / Bak er / .

5

write / please / name / your / . P l e a së së ' w r i t e y o u r n a m e . __

6

three / ahead / go / for / blocks / straight / . _____ (So st r ai g ht a h ea d f or th r ee b lo ck s.

Turn left left on B ak er Street. Street.

 to / this / song / listen / .

2

Listen to this this song .

3 instru ctions / read / the / . Read the instructions.

4 at / don't / answers / the / look / . D o n ' t l o o k a t th th e a n s w e r s .

D

7 for / conc ert / tickets / buy / the / two / .  ___ J B u y t w o t i c k e t s f o r t h e c o n c e r t . _   _____ ___ 8

book / don't / open / your / . D o n ' t o p e n y o u r b o ok ok . __

NOW YOU DO IT Work in small groups. Take turns giving and

follow ing instructi instructions. ons. Go  s t r a i g h t a h e a d . T u r n r i g h t . N o , d o n ' t t u r n le f t ; t u r n r i g h t. S t o p . W a lk l k t o t h e d o o r . O p e n t h e d o or o r . D o n ' t c l o s e it i t. C l o s e y o u r b o o k . L o ok ok a t m e .

H e r e , th e r e , a n d e v e r y w h e r e !

UNIT 5

53

ocation tions and directi directions Read and match the instructions to the pictures.   Take the second street on the left. 2  Make a U-turn. 3 It's on Laurel Avenue. 4  It's next to the museum. 5 Follow the signs for the zoo. 6 It's across from the movie theater. 1

7 Turn left here. 8 Go over the bridge. 9 It's between the bank and the school. 10  Go straight ahead. 11 Take the first right. 12  It's on the corner of Mason Street and Laurel Avenue.

B 2 | Look at this street map. Student A, you are at the main square. Student B, you are at the art gallery. Ask each other for directions to different places on the map. A: H o w d o I g e t to t o t h e z o o f r om om h e r e ?   B: G o r i g h t on o n M a i n S t r e e t . T a k e t h e f i r s t s t r e e t o n t h e le l e ft f t . T h a t' t' s R i v e r    S t r e e t . T h e n . . .

t 

Asking for and giving directions Excu se me, w here is the ...?  H o w d o I g e t to t o . . .? .?  

a ... n e a r h e r e ?    / r i g h t on left  / on . . .

Is there Turn

Extra: giving directions Lead-in

Check that the students understand the words left  and right.  Ask questions, such as Who is sitting on Lydia's right? Who is sitting on Ben's left?  This will also give you an opportunity to review possessive's.

Ask the students to work in pairs and tell each other how to get from the school to their home. If they live a long way from the school, they can include instructions like Take bus 47 to ...

Extra: definitions game

A

• Tell the stud.ents they are going to learn some useful language for getting around a city. • Read the instructions to the class. Clarify that they are matching the sentences to the pictures. • Ask the students to work individually. Circulate and monitor, assisting where needed. • Ask the students to compare answers in pairs, explaining their choices. Then check the answers with the class. • Highlight that we use expressions like the first street  on the left, the secon d street on the right,  etc. Briefly review some basic ordinal numbers (first, second, third, fourth, fifth).

Divide the class into two teams. Ask one student from each team to come to the front of the classroom and sit with their backs to the board. Write a word on the board behind them. This can either be a word from this lesson, or a word from earlier in the unit. Choose one team to describe the word. The student must not say the actual word, but can use synonyms, define its meaning, give an opposite, or even give rhyming words (e.g. it sounds like " nigh t"; it's the opposit e of "left"—right). The two students at the front then have to guess the word. The first student who guesses correctly wins the point for his or her team. Ask the other students on each team to take turns coming to the front, and alternate which team tries to describe the word.

 Alternative Ask the students to co ver the sentences in their Student's Book, and tell them to look only at the pictures. Have them work in pairs or as a whole class and try to write the accompanying sent ences for each picture. Then have them uncover the directions in the book and match them.

W o r k b o o k p . 3 1 , S e c tio n 5

B

• Read the instructions to the class. • Ask the students to look at the How to say it  box. Explain that these are ways of asking for and giving directions. Ask the students to repeat the expressions, using words for places and attractions in a city (e.g. How  do I get to the bus station?; Excuse me, where is the art gallery?; Is there a bank near here?; Turn left on 7thAv enue; Turn right on 22nd Street.). • Ask the students to read the model conversation. Highlight that we say Take the first/second st re et ..., and not *Go the first/second street... • Put the students in pairs to complete the exercise. Circulate and monitor, assisting where needed. • When the pairs finish, listen to a few conversations from the class. • Note any errors in the directions, and write them on the board. Ask the class to correct the mistakes.

H e r e , th e r e , a n d e v e r y w h e r e !

UNIT 5

T54

8 Speaking: repeating directions to check  understanding Lead-in

Draw the students' attention to the question What d o e s  A vr i l n e e d ? 

• Ask the students a simple question about the school (e.g. T e a ch e r : W h e r e i s t h e s c h o o l c a f e t er i a ? S t u d e n t s :

Give the students time to read the text individually and look for the answer. Ask the students to compare their answers in pairs. Then elicit the answer from the class.

It's nex t to the library. Teacher: N ext to the library. OK . Thanks.) Tell them that repeating key information like this, and adding O K , is a good way of checking the information. • Invite a volunteer to read the information in the skills panel aloud for the class. • Emphasize that when we repeat information like this to check that we have heard correctly, we often say it slowly to confirm understanding.

30

See the Student's Book for the audio script. Tell the students they are going to hear two conversations. In each conversation, people are asking for directions. Play the audio and ask the students to underline the places where Speaker A repeats the directions. Check the answers with the class. Put the students in pairs to practice the two conversations. Ask them to do this twice, exchanging the roles of A and B, so that they get the maximum exposure to the language in the conversations.

Answer She needs directions from the bus station to the art gallery.

B Ask the students to look at the How to say it  box. Point out that we use H i  in informal emails. The expression D o n ' t g e t l os t!   is friendly and informal. Encourage the students to use as many of these expressions as they can in their email responses. Read the instructions to the class. Ask them to look at the map in Section 7 again, and locate the bus station and the art gallery. Circulate and monitor, assisting where needed. When the students finish writing, ask them to share their emails in small groups.

 Alternative

B Tell the students they will now practice asking for and giving directions to places in their own town or city. Read the instructions to the class, and ask the students to read the model conversation. Encourage the students to use E x c u s e m e at the beginning of their conversation and H o w d o I g e t to . . . ?   to ask for directions. Put the students in pairs to complete the exercise. When both students have asked for and given directions, elicit a few examples from the class.

Extra activity: asking directions

for

a n d g i v in g

Ask the students to look at the map in Section 7 and choose a starting point and a destination (e.g. from the art gallery to the zoo). Ask the students to work in pairs and take turns asking for and giving directions. Encourage them to repeat some of the directions to check understanding. When the pairs finish, elicit a few examples from the class.

^

W o r k b o o k p . 3 1 , S e c tio n 6

You can give the writing exercise as homework and check it in the next class.

^

W o rk b o o k p . 3 2 , L i st e n a n d w r it e p . 3 3 , D o w n t im e

■

5

2

 _______________

8 SPEAKING: repeating directions to check understanding When you ask for directions, listen carefully and repeat the essential information to check that you understand.

30 Listen to the conversations below. Underline the information that Speaker A repeats

A

Em

1 A:

Excu se m e, how do I get to the main square? Take the first right, and go straight ahead. Then turn left on Post Street. OK. First right, then left on Post Street. That's right. Thank you. You're welcome. Excuse me, is there a bank near here? Yes, there's one on Fort Street. Fort Street . O K. An d how do I get there? You go straight ahead, and take the third left. Straight ahead, and take the second left. No, not the second left, the third left. Third left. OK, thanks.

B:

A: B: A: B:

2 A: B: A: B: A: B: A:

B Q j Wo rk in pairs. Take turns asking for directions to places in your town. A: E x c u s e m e , h o w d o I g e t f r om . . . t o . .. ?   B: T a k e t h e . . . I t ' s o n . . .

■ i.

9 WRITING: an email to give directions A

Read this email from a friend. Wha t does Avril need?

To:

[email protected]

From:

[email protected]

Subject:

Directions

Hi!  Thanks fo r invi ting m e to t he exhi bition. I don ’t know w here the art gallery is, exactly. I need directions from the bus station to the gallery. How do I get there?  Thanks a lot! Avril

H O W TO SAY IT Giving directions Hi, ... O K . H e r e ar e th e d i r e c t i o n s t o . From ... Then ... D o n ' t g e t l os t!    S e e y o u s oo n ! 

B Look at the map on page 54 again. In you notebook, write an e mail to Avril giving her directions.

H e re , th e r e , a n d e v e r y w h e r e !

UNIT 5

55

ESTABLISHINGPRIORITIES • Understand the criteria. • List the options. • Order the options according to the criteria.

A Read the comment belo w from a travel website. Check (/) Danny’s two main criteria. a) He doesn't want to spend a lot of money. 0 b) He wants to go shopping. 0 c) He doe sn't have a lot of time.

¡ T r a ve l The w ebsite for travel inspiration

Forum:

one day in ... Subject:

Where to go? Help!  Posted on: 05/03/14

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at 09:34 by Dannyl 992

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d) He doesn 't want to visit a museum.

0

e) He wants to see as much as possible.

I'm in the city for one day next week and I don't know what to visit. I arrive at seven in the morning and leave on the 8 p.m. bus. I don't have much money—only $40. Please give me some ideas! Thanks!

Registered: 03/15/10

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B Q j Work in pairs. In your notebook, make a list of the main attractions in your city. Write down as many as you can. Then write the cost and the time you need to visit each one.

◄ PREVIOUS I

NEXT ►

W k a t?  

Hour Muck? 

Hour Loh a ? 

H O W TO SAY IT Talking about things to do H o w l o ng d o y o u n e e d t o v i s i t . . . ?   I th i n k y o u n e e d . .. h o u r s . H o w m u c h d o e s t h e . .. c o s t ?   I t h i n k i t c o s t s $ . .. I think it's free.

Step 1 Understand the criteria. (Ex. A) Step 2 List the options. (Ex. B, Ex. C) Step 3 Order the options according to the criteria. (Ex. D, Ex. E)

Lead-in • Read the target skill aloud and highlight the three-step strategy to develop the skill. Check that the students understand all the vocabulary. • Relate each exercise in this lifeSkills section to the relevant stage in the three-step strategy before you ask the students to begin the exercise (e.g. The aim o f this

• Before you ask the students to work in pairs and discuss the questions, tell them to look at the expressions in the How to say it  box. Check that they understand the meaning of  f r ee (you don't pay anything for something that is free). • Make sure the students are familiar with the local value of $40. If you are not sure, check in the newspaper or on the internet. • Put the students in pairs to complete the exercise. Circulate and monitor, assisting where needed. • Explain that this is the second important step when establishing criteria. After we have understood the criteria, we list the available options.

exerci se is to understand criteria. This is Step 1 in the three-step strategy.).

• Tell the students that this section of the unit will help

them with organizing information by establishing priorities. • Ask the students when they need to prioritize (put things in order of importance) in their lives. Elicit one or two ideas from them (e.g. W h en we h a v e a l o t o f h om e w o r k , b u t  we also want to g o out with fri ends, etc.). Point out that prioritizing is extremely important because it can help them to focus more effectively.

Exfra: it's free Have the class brainstorm a list of interesting things tourists can do for free in their city.

A • Read the instructions to the class, and ask the students to read the five statements. Make sure they understand the meaning of  s p en d  (use money to pay for things). • Ask the students to read the text and decide which two of the five statements are Danny's main criteria. Check the answers with the class. • Emphasize that this email has helped the students understand the criteria in the process of establishing priorities: D anny is in the city for jus t one day and has $40 to spend.

H e re , th e r e , a n d e v e r y w h e r e !

• Ask the students student s to work in the same pairs. Ask As k them to look at their list of attractions from Ex. B and decide on the five most suitable ones. Remind them that they have to conform to Danny's criteria (money and time). • When the students finish, ask as k them to rank the five attractions they have chosen in order of importance from 1 (most suitable) to 5 (least suitable). Emphasize that ordering the options according to Danny's criteria is the last important step when establishing priorities.

D • Give the students time to to write their responses. This exercise can either be done individually or in pairs as a collaborative writing exercise. • Highlight the framework of the response and point out that the students need to fill in the blanks with appropriate suggestions. • Encourage Encoura ge the students to try to use all all five suggestions from Ex. C, and to write the reasons, too. Circulate and monitor, assisting where needed. Point out any grammatical errors in their writing, especially in the use of imperatives.

• Put the students in groups of four or five. • Ask the students to share their responses respon ses to Danny with their group and decide which ones make the best use of his budget and time. • Invite a few volunteers to read their options to the class.

REFLECT • Ask the students to read the Reflect question. • Give them some time to think think about different different situations situations in the domains of Work and Career and Study and Learning where the skill of Establishing priorities would be useful. • Elicit the following ideas: when they have many many different jobs to do, when they have a lot of work and very little time; when they have a number of different assignments, when they have to revise for different exams, etc.

Work in pairs. Complete this Top 5 Things to Do!  list for Danny using your options from Exercise B. Decide why you think Danny should see or do these things. Remember to consider the amount of time and money he has.

Gr egg 's Choco Ch ocolate late Facto Factory ry tour  tour  Reason: It's cheap (only (only $12 $12)) and interesting interesting . ■

T o p '5

T h i n g s

T o

V o !  

i 

Reason,: 2.

o/i rr\M,‘  i> o/i 3 

R eason,: 4.

R e a s on on , :

5. R e a s on on , :

 

.....

----   ------------------------F— 

 ____   ____  _  _

 —:

D Write a short response to Danny.

¡Travel The website for travel inspiration

Forum:

IT

one one day day in i n ...

Subject: Re: Where Where to to go? Help!  Help! 

Hello, Dannyl 992! There are a lot of great things to do in my city. Here are some ideas: Go to the

. It costs about abo ut , and it takes about / you need

Posted on: 05/04/14

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at 14:21

I think it it costs about

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Visit Visit the

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the th e corner cor ner of

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Enjoy your visit!

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.Try to see the . It's It's ne ar /ne xt to /o n . It's It's free!

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©

Read your options to your classmates. E Decide Decide which ones make the best use of  Danny’s time and money.

REFLECT... How can the skill of establishing priorities be useful to you in Work and Career and Study and Learning?

H e r e , th th e r e , a n d e v e r y w h e r e !

UNIT 5

57

A

Look at this map. Complete the place names with words in the box. (4 points)

Park Street

station Main Street theater 

mam square

bus bu s station

B

shopping

Look at the map in Exercise A again and complete the sentences. (6 points)

  You are at the bus station

on

1

1st 1st Stre et. Take the sec ond right, go

and turn left. left. G o straight ahead and the

°Y?f.

the bridge,

is in the park, n e x t t °   the café. 1 2   You are in the main square. Turn right and go straight ahead. Then take the third left. The

P ° l ic ic e  station

is is on the right

sae

museum

the bank.

across from  / across the street from

8-10 correct: correct: I can talk about places and attractions in a city and ask for and give directions.

aga in at Sectio ns 2 and 7 on pages page s 51 51 and 54. 0-7 correct: Look again SCORE:

/10

2 Read the se con tributio ns to a cha t room .(gírele)the .(gírele)the co rrect options. (10 (10 points) points) In Gra nad a, there (i(/ s y are a fantastic Moorish Moorish mo nument— the Alhamb Alhamb ra Palace. It has (2 ) any /(man £)beautiful designs. The food in Granada is excellent, and there (3) is/(are)a lot of goocTre staurants. But (4) (4)  y o u d o n 't /( d o n ^ e at in in restaurants restaurants near the Alham bra— they're very expensive. Antigua is a beautiful city. There (5) is   /(ar^several pretty squares where you can have lunch or just drink coffee . If pos sible, ( 6 ) (s (s t a y y y o u s t a y   in a hotel in the main square. (7) D o e s n ' t  /(^>o /(^>on njt)travel jt)travel in taxis in Antigu a It's It's sm all, and it's po ssible to w alk eve ryw her e. Ko Sam ui is a fantastic island. T here aren't (8 (8) so m e /(man^ /(man^)) cars, and yotj can relax completely. The restaurants and cafés are very friendly, and there is (9 )(^ l o t o f ) m a n y  good food. Som etimes there there ( 10 ) is   /(are)traditional dances.

8-10 correct: correct: I can use there is, is, there are, and quantifiers to describe where I live. I can use the imperative to give

directions and instructions. 53. 0-7 correct: Look again at Sections 1 and 6 on pages 50 and 53. SCORE:

/10

'

Language wrap-up

1 Vocabulary

Students can do the Language wrap-up exercises in class or for homework. If you give them for homework, remember to check the exercises at the beginning of the next class, or collect a few to grade and identify any typical errors.

A

If you decide to do the exercises in class, you can approach the wrap-up as a two-step reviewing procedure. First, ask the students to do the Vocabulary section individually. When ready, encourage the students to check their answers carefully, and then put them in pairs to compare answers and discuss any differences. Self- and peer-correction are two excellent ways of developing learner independence and creating a cooperative learning environment. environment. After A fter completing the Vocabulary section, you you can apply the same procedure to the Grammar section.

Refer the students to the map and point out the incomplete place names 1-4. Ask the students to use the words in the box to complete the names. B

Ask the students to refer to the map in Ex. A. Tell them that they need to read the text carefully and follow the directions on the map to do the exercise.

2 Grammar Ask the students to read through each contribution first before they choose the correct options.

At the end of each section, make sure that the students write their score out of ten. If they have a score lower than eight, direct them to the appropriate sections of the unit, and encourage them to read those sections again for homework. homework. After Afte r that, ask the students to complete the exercise(s) again at home.

Culture note The Alhambra, built in the 14thCentury, is a palace and fortress in Granada, Spain. The palace was once the residence of the Muslim rulers of Granada. Today, the Alhambra is one of Spain's major tourist attractions and shows the country's most famous Islamic architecture. Antigua is a city in central Guatemala. It is known for its beautiful Spanish architecture, as well as the wellpreserved ruins of several colonial churches. Ko Samui is a tropical island in the south of Thailand. It is Thailand's third largest island, and it is known for its beautiful beaches and coral reefs.

■

C o m m o n E u r o p e a n F r a m e w o r k : u n iti t m a p Unit 5

Competence developed

CEF Reference (A1)

1 Gram rammar

are can understand and use there i s/there are

Table 1; Table 2; Sections 5.2.1.2; 6.4.7.7; 6.47.8

2 3 4 5 6

can describe places/attractions in a city

Table 1; Table 2; Section 4.4.3.1

can correctly stress com p ound nouns

Section 5.2.1.4

can identify th e main top ic in a text

Section 4.4.2.2

can understand information in a news report

Table 1; Table 2; Section 4.4.2.1

can understand and use the imperative

Table 1; 1; Table 2; Sections 5.2.1.2; 6.4.77; 6.47.8

can understand and give directions

Table 1; 1; Table 2; Section 4.4.3.1

can re repea t directio ns ns to ch ec ec k unders ta ta nd nding

Table 1; 1; Table 2; 2; Se Section 4 4..4.3.1

can respond to and write a short email

Table 2; Section 4.4.1.2; Section 4.4.3.4

Vocabulary Pronunciation Reading Listening Grammar

7 Vocabulary 8 Speaking 9 Writing

H e re , th e r e , a n d e v e r y w h e r e !

unit

 5

T58

■ m i

D IF F E R E N T S T R O K E S folks  is a saying which means that different people The expression D ifferent strokes for dif ferent folks like different things and that people live their lives in different ways. Ask the students if they know any expressions in their language with the same or a similar meaning.

t

t

Unit opener (p. 59) 10 min. • Optional downloadable downloadable unit unit opener 10 min. 1 Vocab Vocabula ulary: ry: lifestyle lifestyle adject adjectives ives (p. 60) 25 min. 2 Reading: personal profiles (p. 60) 30 min. 3 Listening: for numerical numerical (p- 61) 30 min. information 4 Grammar: present progressive (p. 62) 40 min. 5 Pronunciation: Pronunciatio n: /rj/  (p. 63) 15 min. 6 Speaking: Speakin g: talking to an old friend (p. 63) 20 min. • Optional downloadable Speaking workshop: talking to an old friend 20 min. 7 Vocabulary: Vocabulary : a green lifestyle lifest yle (p. 64) 25 min. 8 Grammar: present progressive vs. (p. 64) 40 min. simple present 9 Writing: simple sentences in. (p. 65) 30 min. lifeSkills: making personal change (p. 66) 45 min. (Self and Society) • Optional downloadable lifeSkills 45 min. lesson (Work and Career) • Optional downloadable lifeSkills lifeSkills 45 min. lesson (Study and Learning) Language wrap-up (p. 68) 15 min. (p. 134) 20 min. Communicative wrap-up Unit 5-6 Video and downloadable video worksheet 45 min.

Lead-in Direct the students' attention to the objectives in the unit menu and go through the information with them. Explain that this unit focuses on how to talk about your life, and on the following skills which will help them do this: Listening: for numerical information Ask the students in what situations they have to listen for numerical information (numbers). Elicit examples and write them on the board (e.g. on the telephone). Writing: simple sentences Ask the students to look through the unit and find what two things that every English sentence needs. Check the answer (a subject and a verb). Reading: personal profiles Ask the students where they can read personal profiles. Ask if other people read their personal profile and, if so, where. Ask what kind of information we can usually find in a personal profile (e.g. likes/dislikes).

Speaking: talking to an old friend Ask the students what questions they usually ask when they see an old friend after several months or years. Refer the students to the lifeSkills  panel. Tell them that the topic of this unit's lifeSkills section is Making personal change. Ask change. Ask them why we sometimes want to make changes in our lives, and what kinds of changes people often make. A

• Read aloud the word and and phrase labels for the pictures, and ask the students to repeat them. Have them look at the pictures and give you a few examples for what each category means. • Read the instructions instructions to the class, and explain that a big part o f your life life means something that is important  in your life. Ask life. Ask the students to work individually and check the things that are important in their lives. • Have the students think of other things that are also important in their lives, like  pet s, hobbies hob bies,, family family,, and travel. Elicit travel. Elicit their ideas and write them on the board. B

• Read the instructions to the class. • Direct the students to the model conversation and have them repeat it after you, both chorally and individually. • Point out that the speakers in the model conversation add extra information to their answers. For example, they don't just say Food is a big part o f my my life; they life; they add details to support the answer (e.g. I like going to restaurants ...). restaurants ...). Tell the class that this is an important conversation skill. Write phrases on the board to help the students add extra information (e.g. I like ..., I also like ..., I often ..., I don't usually ...). • Elicit preferences for for the the other important important categories of the students' lives that you wrote on the board and add their preferences to the categories on the board. For example, if students students mentioned pe mentioned  pets ts   as an important part of their lives, elicit what aspects of having pets are important to them (e.g. dogs, cats, companionship,  guardianship, taking care o f their pets, pets , etc.). • Put the students in groups of three or four to discuss their personal preferences. Encourage them to refer to the model conversation as a guide in their discussions. • When the groups finish, elicit some ideas idea s from from the class. Find out which activities are a big part of the lives of most of the students in the class. • Invite volunteers from each group to tell you about their group (e.g. Exercise is a big part of Maria's life. She  go es to the gym three times a week. Shoppin Sho ppin g isn't a big part of Frank's Frank's life. life. Fie d oesn 't like shopping.).

U N IT 6 D I F F E R E N T IN THIS UNIT YOU Q

learn language to talk about your life listen for specific numbers in personal profiles—listening for numerical information

A Che ck (/) the things on this page that are a big part of   yo ur life. T hin k of other thing s tha t are also ve ry im porta nt in your life, e.g. pets, hobbies, etc.

write sentences about a green lifestyle—simple sentences read personal profiles from a website talk to an old friend about what you are doing in your life watch a video about ways to be green

fshoppinqi . **£ JÊ  B Work in sm all groups. Com pare the things that are important in your lives. Do most people in your group have very s im ilar or very different lifestyles? A: Fo od is a big part o f my life. I like going to restaurants, but I also like cooking at home. B: Me , too. I do n't usually go to restaurants, but I often coo k at home.

Learn to make an action plan to change things about your life

Different strokes

1

l if e s t y l e a d j e c t iv e s

A Look at these different lifestyles. Write each word in the box under the lifestyle it describes. boring

exciting

green

healthy

relaxing

stressful

unhealthy

relaxing

unhealthy 

healthy 

stressful

wasteful

B Look back at the adjectives in Exercise A. How many different endings do you notice? Do all of the adjectives have a special ending? C

Work in pairs. Talk about the type of lifestyle you and your family have. Give reason s.

A: M y m o m h a s

a h e a l t h y l if e s t y le . S h e p l a y s s p o r t s , a n d s h e e a t s h e a l t h y f o o d .

B: R e a l l y ? W e l l , m y d a d i s 6 5 n o w , s o h i s l i f e i s n ' t v e r y . . .

2

p e r s o n a l p r o f ile s

A Read these profiles. Where do you think they come from? dating website)

b)

a website about famous people

c)

Youandme. c o m

an online English course

Home

Login

Register

FAQ s

 ____  J 

Find your perfect date

Contact us

Sea cn

Name: Guido Age: 22 Likes: rock music; animals

Name: Christina Age: 19 Likes: reading; cooking; animals; going to the ballet Dislikes: soccer; loud music; cold weather lifestyle is: healthy! Right now: I am a college student.

fast food; surfing Dislikes: studying; soccer; the winter lifestyle is: exciting! Right now: I'm working in a music store.

B Q§ Work in pairs. Answer these questions. 1

2

What do Christina and Guido hav e in com mo n? In what ways are they different?

3 In your opinion, is it a good idea for them to date? A: S h e l ik e s t h e b a l l e t , b u t h e l i k e s ro c k m u s i c. B:

Y e s , b u t t h e y b o t h l ik e a n i m a ls .

2 Reading: personal profiles A

Lead-in Make a list of pairs of opposites the students will know (e.g. big/small; long/short; old/new; hot/cold). Write the pairs on the board in random order, and ask the students to make four pairs of opposites. Then tell them they are going to do the same thing with some new adjectives.

A • Read the instructions to the class. Then read the adjectives in the box, and ask the students to repeat them after you. • Highlight the pronunciation of relaxing /n'lseksirj/  (it has three syllables, with the stress on the second syllable) and exciting /ik'saitir]/ (it is also stressed on the second syllable). • Ask the students to work individually or in pairs to write the words under the pictures. Check the answers with the class. • Ask the students to work in pairs to match the adjectives to their opposites. Check the answers with the class (relaxing/stressful, healthy/unhealthy, boring/exciting, wasteful/green).

E x t r a : crossword Write unhealthy   on the board in large letters, with a little space between each letter. Put the students in pairs to try to link all the other words of this section together to form a crossword.

• Write the word beautiful on the board. Point out that this adjective is formed by adding the adjectival suffix -ful to the noun beauty  (with a small spelling change). • Ask the students to look again at the adjectives in Ex. A and identify the different endings. • Check the answers as a class.

Answers The different adjectival endings are: -ing, -ful, and -y. No, green doesn't have a special ending. c

• Read the instructions to the class. Ask the students to read the model conversation. • Review additional vocabulary for family members. Elicit vocabulary the students know for other family members, and write the words on the board. • Put the students in pairs to complete the exercise. Remind them to give their reasons. Have them use as many of the adjectives in Ex. A as possible. • Call on individual students to report back on their partner's answers (e.g. Paolo's sister has a stressful lifestyle. She works a lot.).

Workbook p. 34, Section Ì

• Read the instructions and the answer choices to the class. Check that the students understand profile (personal information about a person). Elicit or explain that a dating website is a site where you can go to meet a new boyfriend or girlfriend. • Give the students time to read the profiles. Then elicit the answer from the class. Ask the students what helped them decide on the answer (e.g. the website name, the pictures, the style or the format of the page). • Ask the students if they've ever used a dating website or if they know anyone who has.

Extra: my profile Ask the students to write their own personal profiles based on the website format in Ex. A.

B • Read the instructions to the class. Check that the students understand have in common (do the same things or have the same interests). • Put the students in pairs to complete the exercise. Ask them to read the two profiles again and discuss which likes or dislikes that Christina and Guido have are the same or similar. • When the pairs finish, elicit the answers to items 1 and 2. Draw a two-column chart on the board: one column for the things they have in common and one for their differences. • Draw the students' attention to the example conversation in item 3. Explain to the students that both is used to show that you are referring to two people or things, and that you are saying the same thing about the two of them. Remind them to use both in their answers to item 1.

Answers 1 They both like animals. They both dislike soccer. They both dislike cold weather and the winter. 2 Christina likes going to the ballet. Christina dislikes loud music, but Guido likes rock music. Christina likes cooking, but Guido likes fast food. Guido dislikes studying, but Christina is a college student. • Ask the class to look at item 3 and discuss whether it is a good idea or a bad idea for Guido and Christina to date. Refer them to the chart on the board. Ask the students to give reasons.

P o ss i b l e a n s w e r s 3 It's a good idea for Christina and Guido to date because they both like animals / dislike soccer / dislike cold weather. It's a bad idea for Christina and Guido to date because Christina likes going to the ballet and doesn't like loud music, but Guido likes rock music. Christina likes cooking, but Guido likes fast food. Guido dislikes studying, but Christina is studying at college.

Different strokes

unit

 6 T 6 0

telling time. Draw the students' attention to the skills panel. Point out the strategies that help us when listening for numerical information.

Elicit from the students what time they get up / have breakfast / start school, etc., and write the times on the board. Elicit today's date, and write it on the board (e.g. 1/31/14). Ask the students what year it is, and write that on the board. Tell the students that the next exercise focuses on different kinds of numbers. Read the instructions to the class. Give the students time to match the figures to the types of numbers they refer to. Ask them to compare their answers in pairs. Then check the answers with the class. B

31 See the Student's Book for the audio script. Before you play the audio, ask for several volunteers to try and say the numbers. Play the audio so that the students can compare. Ask them to repeat the numbers, both chorally and individually. Highlight the way we say years in English. We divide them into pairs of numbers (e.g. nineteen ninety-eight, twenty twelve). Note that the exception is the first decade of the 21st Century. For example, 2009 is two thousand (and) nine. Ask the students to look at the H ow to say it  box. Remind them that zero  (0) is often pronounced oh, especially in telephone numbers, and the dash (-) in telephone numbers is not said at all. Instead, the speaker pauses between sets of numbers (e.g. 314 [pause] 586  [pause] 2864).

32

Tell the students they will hear five short statements. In each one, they will hear a number. Tell them to write down only the number. Remind them of the strategies in the skills panel. Play the audio once, and check progress. In order to make it easier for students who are struggling, pause the audio between each item. Play it again, if necessary. Call on students to come to the board and write the answers. Then have the class correct any errors. Ask the students to tell you what type of number each one is (item 1 is a date, item 2 is a phone number, item 3 is a time, item 4 is a person's age, item 5 is a year). Prompt further language by asking the students for their own phone number, age, or a special year in their lives.

33 Read the instructions to the class, and give the students time to read the three profiles. Tell them to think about what type of number they are listening for in each case (year, date, phone number, time). • Highlight and review the use of on with dates and at with times and phone numbers. • Play the audio once. Check progress, and play it again, if necessary. Check the answers with the class.

 Audio script 1 FHi, this is Tom Edwards. Does anyone remember me? Class of 1997? I'm currently working in Mexico. I'm planning to go to the class reunion in March. Uh, yeah March 18th. My birthday! Hope to see you then. 2

Hello. It's me. Paul Newton. I'm hoping to travel from Sydney, Australia, to the States for the class reunion. It's happening on August 14ththis year. Are you going, too? Then please call me at 011 -61-2-6555-8932. Thanks!

3 This is Vanessa Hughes. I'm teaching at Glendale High School right now. There's a class reunion for all students from the year 2004. It's at 7:30 p.m. on April 9th next year in the school gym. Everyone is invited to come. See you there!

Give each student slips of paper with on and at written on them, and then say dates and times in a variety of different ways (e.g. twenty to five, four forty, etc.). The students should hold up the correct slip for the date or time. This will help you to quickly assess how well they are doing, and if they have internalized the prepositions.

Workbook p. 35, Section 3

3

ISTENINC

f o r n u m e r ic a l in f o r m a t io n

When you hear a number, think about the way it looks. This helps you understand what it is (e.g. a date, a time, a year, or a phone number). To help you remember a number, say it in your head when you are writing it down. A

Read these figures. Match them to wh at you th ink they refer to.

(30 1)5 22- 880 1^ ^^ a) a year 2 11/30/98 ^ ---- - b) a time ^ _c) a person's age 3 12: 52— 4  1998 — ------- d) a phone number e) a date 5 24 ------1

HOWTOSAY IT 0 can be said as both zero and oh.

-

B

||] 3 1

Listen and repeat the numb ers in Exercise A.

C PH 32 Listen to the statemen ts. W rite the num bers you hear. Practice saying the num bers in E nglish in your head wh en you are writing them down. 1

04/27/92

2 (210)378-4611

3

7:35_____

4   _____ 18_____

g

1925

___

D PH 33 Liste n to three audio profiles from a high school reun ion website. Complete the information below.

H ig h S c h o o l R e u n i ó

Name: Tom Edwards

Name: Paul Newton

Name: Vanessa Hughes

High school graduation year:

Date of class reunion: August

Reunion for year:

(D î997 Date of class reunion: March 18

(3) 14 Phone number: (4) (011)-61 -2-6555-8932

(5,

2004

High school reunion at: (6) (7)

Pm  April 9

on:

Different strokes

UNIT 6

61

I

4

p r e s e n t p r o g r e s s iv e

A

^ 3 4

L A NGU A GE IN C ON TE X T Liste n to part of a conversation.

Do Jonathan and Martina know each other well? How do you know? Jonathan: Martina: Jonathan: Martina: Jonathan:

Martina:

Jonathan:

Martina:

Jonathan:

B

It's nice to meet you in person, Martina, and not just on the dating website. It's nice to meet you, too. So ... are you meeting a lot of people on the New Friends website? Not really. You're the first, so I'm a little nervous! Yeah, me, too. Well, tell me about yourself. You're in dental school, right? Yes, but I'm just studying part time this semester. I'm also working as a receptionist at a dental clinic. What about you? I'm in school, too. I'm studying robotics. Oh, you're not eating your hamburger. Do you want som ething different? Oh, no. It's fine! I'm just not very hungry. Uh ... are you working, too, Is the conversation about the or just studying? people's routine activities or I'm just studying, but I want to work during the summer vacation. about activities during this period in their lives?

NOTICE!

ANALYZE Read the conversation in Exercise A again.

Form Choose the correct option to complete the sentence. Then complete the table. We form the present progressive with (a) be + verb + -ing.  ) b) be + the base form of the verb.

Yes/No question

Wh- question

Affirmative

Negative

Short answer

I'm working.

I'm not (1) workin9

He/She/lt's working.

He/She/lt isn't working.

Is he/she/it working?

Yes, he/she/it is. No, he/she/it isn't.

Where is he/she/it working?

We/They're working.

We/They aren't working.

(2) ^re you/they working?

Yes, we/they are. No, we/they aren't.

are Where (4) you/they working?

Yes, I (3) a m ___ No, I'm not.

Function Choose the correct option to complete the sentence. The present progressive is used with situations or events that a) happ en all the tim e and are pe rm ane nt routin es.____________________________________________________ (b) are happening at the moment of speaking or during this period of time in the person's life. ) Spelling rules When the verb ends in -e,

drop the e before adding -ing: e.g. take— taking, make— making, live — living.

When a one-syllable verb ends in consonant-vowel-consonant,

double the final consonant and then add -ing: e.g.  plan — planning, get — ge tting, stop — stopping.

C

PRACTICE Complete these sentences with the present progressive form of the verbs

in parentheses. ... am making ...

1 Right now, I  A re

 

you

3 What 4 Sally

5 Come on! We 6

D

having

Right now, Adele

are

(have) a good time?

É0Ì2S.

you isn't talking

(make)  a sandwich for lunch. (do) thes e days?

(not talk)  to me right now. I don't know why. waiting living

(wait) for you! (live) in Montreal.

NOW YOU DO IT Work in small groups. Talk about

things that are happening at this time in your life. Ri g ht now I 'm not work ing , so I'm living with my parents. I' m looki ng for a new job.

W A TC H O U T ! 0Right now, I am studying. Right now, I am study.

4 Grammar: present progressive Lead-in Ask the students what they like to eat for lunch and what they don't like / hate. Elicit examples, such as / like pizza; I don't like burgers.

A 34 See the Student's Book for the audio script. Ask the students to close their books. Tell them that they will hear a conversation between two people, Jonathan and Martina. Write the questions Do Jonathan and Martina know  each other well?  and How do you know?  on the board. Play the audio once, and check that the students have all written answers. If not, play it again. Check the answer with the class. Point out that nervous is a false cognate. In English, it means feeling excited and worried, or a little afraid.

Answer They don't know each other well because Jonathan says, "It's nice to meet you In person."

NOTICE! Ask the students to read the question carefully and then to look at the conversation again and answer the question.

Answer The conversation is about the people's activities during this period in their lives.

• Have the students read the conversation In Ex. A again. Explain that this time, they should pay close attention to the verbs the speakers use.

Form • Direct the students to the Form statement. Tell them to look back at the verbs in the conversation again and circle the correct option to complete the sentence. • Ask the students to work Individually or In pairs to complete the grammar table. Tell them to use the conversation in Ex. A to help them. • Ask the students to compare their answers in pairs. Then check the answers with the class. • Highlight the contractions I'm, You're, He's, She's, It's, We're, and They're, and point out that we usually use these when speaking. We use the full forms when writing. We never use contractions in the short answer.

Function • Direct the students to the Function statement. Tell them to use the verbs in the conversation to help them circle the correct option to complete the sentence. • Point out that the present progressive is used for situations that are happening at the moment of speaking or during this period of time in the person's life. Explain that this Is different from the use of the simple present, which is used for routines. Write the following sentences on the board: / study at the library  every night. It is Tuesday night at 8:30 p.m., and I am studying at the library.  Explain that the first sentence indicates a habit or a routine, but the second sentence indicates an action in progress at this moment. • Point out the language box, and invite a volunteer to read the spelling rules governing verbs ending in -e. Elicit some other examples from the class (e.g. have,  give, hope, and write) and ask the students to spell the -ing forms. Write their responses on the board. Point out that verbs ending in -ee (e.g. see) do not drop an e (seeing). • Highlight the fact that with one-syllable verbs ending in consonant-vowel-consonant, we double the final consonant in the -ing form. Other common examples are put—putting and run—running. • Highlight that in words containing more than one syllable in which the final syllable is unstressed, the final consonant is not doubled (e.g. travel—traveling). c 

• Draw the students' attention to the Watch out! box. Ask them to tell you why the second sentence is Incorrect (the main verb does not end in -ing).  Emphasize that we never say */ am study  (but this is a very common error). Remind them that if they want to talk about an ' event that is happening right now, they need to use the present progressive: /am + verb + -ing (e.g. I'm teaching now.). • Ask the students to complete the sentences individually, referring to the forms in the grammar table in Ex. B and the spelling rules In the language box. Then ask them to compare their answers in pairs. Check the answers with the class. Point out that the contraction is possible in items 1,5, and 6. As you check, ask the students to spell making, having,  and living to make sure that they have omitted the final -e.

D • Read the instructions to the class. Explain that things that are happening at this time in their life can refer to work, study, free time, family, etc. • Ask the students to work in small groups and tell their classmates what is happening right now. Encourage the students to include interesting information, such as their free-time activities. • Circulate and monitor, assisting where needed. Make sure the classmates use the correct form of the present progressive.

^

Workbook pp. 34-35, Section 2

Different strokes

u n it

6

T62

5 Pronunciation: /rç/  A

35

See the Student's Book for the audio script. • Explain the task and play the audio. Ask if the underlined sounds are the same or different. • Play the audio again. Ask the students to repeat the words chorally and individually. B

See the Student's Book for the audio script. • Play the audio, pausing after each word. • Ask the students to repeat the words chorally and individually. • Note that in the two-syllable words, the -ing ending is never stressed.

c 37

•

• •

• Give the students time to read the questions carefully and check the ones they could ask an old friend to get information about his or her life now. Elicit that the present progressive is used to talk about right now. • Ask the students to compare answers in pairs. Then check the answers with the class. • Ask the students to do some choral repetition to practice the pronunciation and intonation of the questions. B

36

•

A

See the Student's Book for the audio script. Read the instructions to the class. Put the students in pairs. Ask one partner to read A and the other to read B. Ask the students to repeat the conversations two or three times until they have a firm grasp of the pronunciation of the words ending in lr\l. Play the audio for the students to check their pronunciation. Ask the students to switch roles and practice the conversations again.

6 Speaking: talkinq to an old friend Lead-in Ask the students to look at the picture and tell you who they think the people are. Are they friends? Are they old friends? Establish the fact that they are old friends and are very happy to see each other again (after a long time). Before continuing, ask the students to think about what kinds of questions they ask people they haven't seen for a while. Elicit their questions and write them on the board.

• Read the instructions to the class. Direct the students to the model conversation and have them repeat the conversation after you, both chorally and individually. • Put the students in pairs to do the exercise. Encourage them to begin their conversations in the same way as the model and to use the questions from Ex. A.

A lt e r n a ti v e Ask the students to write the conversation before they practice it. Circulate while the pairs practice, listening to their conversations and noting any errors to address later. When the students finish, choose a few pairs to perform their conversations for the class. Correct any errors in the use of the present progressive.

E x tra : h o m e w o r k Ask the students to write answers to the questions in Ex. A, using the present progressive where appropriate.

5 PRONUNCIATION: /g/  A 1^ 35 Listen to these pairs of words and phrases. Notice how the speaker pronounces the underlined letters. Now listen again and repeat the words. thin

thing

walk in

walking

B 1^ 36 Liste n and practice these words. Pay spec ial attention to your pronunciation of the -n g   endings. walking working thinking living

planning doing sitting taking

song wrong  young king

C E l EH 37 PR AC TICE Work in pairs. Practice these conversations. Correct each oth er’s pron unciation of the -n g   endings when necessary. Listen and check. 1

A: B:

2

A: B:

3 A: B:

What's Mom doing? She's talking on the phone. Why are you singing? Because this is my favorite song. Where are you working these days? I'm not working. I'm studying engineering.

A Check (/) the quest ions you could ask an old friend to find out about their life now.

¡23 How are you? [7i Where are you working right now? ¡7] What are you doing these days? l~ l How old are you? □ When is your birthday? ¡7] What are you studying? □ What's your name? [71 Are you dating anyone? ¡7] How is your family? [7 Where are you living now?

B B i Work in pairs. You are old friends who meet on the street. Ask and answer the checked questions from Exercise A. A: B: A:

HI! How are you?  I'm fine! How a bout you ?  I'm g oo d, thanks. An d ho w is you r family? 

Different strokes

UNIT 6

63

7

a g r e e n lif e s t y le

A Am y h as a very green lifestyle. Match the words and ph rases below to the pictures. Use the red boxes.

  save water 2   turn off the lights 3 recycle 4 ride a bike to school/work  1

5 buy organic food 6   reuse bags 7 share a ride 8   clean up trash

B Do you have a green lifestyle? Check (/) the things from Exercise A that you do to help the environment. Use the blue boxes.

C H | Work in groups. As k your classm ates questions to find out who has a green lifestyle. Make notes of your c lassm ates ’ answers. A: B:

Do you ri de a bi ke to wor k ?  N o, I don't, but I share a ri de. W hat about you ? 

D I Q Share the information with your classmates. Is anyone similar to Amy ? I think Irina has a g r een li festyle. S he ri des a bik e to sch bol ever y day, and sh e buy s or g ani c   fruit and veg etabl es.

A LANGUAGE IN CONTEXT Read this extract from a newsletter. What does Adam want his parents to do?

s a n s NOTICE!

A CT GREEN N EW SLETTER

Look back at the text. (^irclg)the verbs in green that are in the simple present tense, and underline the verbs that are in the present progressive.

This month we're asking our readers to help their friends and family to "act green." Here is what one reader says:

pA; Iff;

My parentsC^jon't hav$)a very green lifestyle! Theyfjjv^lin Arizona, and they(use)a lot of electricity for air conditioning. My dad always^torgets) to turn off his computer at night, and that(^ses)a lot of electricity, too Th ey alsoCjjyate ^their yard a lot. But they know the enviro nm ent is important, and they're trying to chan ge som e things. Now they're turning off the air conditioning and opening windows in the mornings when ¡10cool. Th ey're turn ing off lights and com puters when they're not using them. I'm helping them plant cactus and other plants thatC^on't neecf)much water in their yard, so they're usin g less wat er now. Adam Hunter

v ■ A

:

A.;'.«-;

AT

m 'i 

7 Vocabulary: a green lifestyle Lead-in Ask the students to read the heading a  green lifestyle and tell you what they think it means (e.g. keeping the Earth clean, recycling, etc.).

A • Ask the students to look at the pictures while you read the instructions to the class. • Read the list of activities aloud, and ask the students to repeat them. • Go over the new vocabulary in this section (e.g. recycle: to use old waste materials to make new ones; organic: all-natural foods, not produced with chemicals; reuse: use again). • To consolidate the meaning of some of the terms, ask the students what things you can recycle (paper, glass, plastic) and what things you can reuse (plastic bags, paper bags). Use the classroom lights to show the students the meaning of turn off (and turn on), and ask them what things they can turn off to save energy (TV, computer, DVD player, lights). • Ask the students to match the pictures to the phrases individually. Make sure the students know they should use the red boxes. • Ask the students to check their answers in pairs. Then check the answers with the class.

Culture note These are the essential characteristics of organic food: The use of pesticides, insecticides, and herbicides is restricted. In most countries, organic produce may not be genetically modified. In the U.S., E.U., Canada, and Japan, companies need to obtain special certification from government organizations to market food as organic.

B • Read the instructions to the class. • Ask the students to work individually to check the blue boxes for the things in Ex. A that they do.

c • Read the instructions to the class. • Direct the students to the model conversation and have them repeat it after you, both chorally and individually. • Point out the negative short answer No, I don't, and elicit the affirmative Yes, I do. • Ask the students why this question is in the simple present tense and not the present progressive (because the question asks about an activity that happens all the time, not something that is happening right now). • Put the students in groups of three or four to complete the exercise. Encourage them to suggest other things they can do to live a greener lifestyle.

D • Read the instructions to the class, and choose a student to read the example response. • Ask if any of the groups found someone similar to Amy. Ask for volunteers to report on their group members' green activities. • Do not correct any errors at this stage, because this will interrupt the students and interfere with the message. Instead, make a note of any serious errors, and when they have finished reporting back, write three or four on the board and prompt the students to correct them.

Workbook p. 36, Section 4

8 Grammar: present progressive vs. simple present Lead-in Give the students a few key words from the text (e.g. electricity, air conditioning, environment, turn off, water) and ask them to predict what the text is about. Answer any questions about unfamiliar vocabulary. Don't say whether any of their guesses are correct at this stage.

A • Ask the students what they think Ac t Green means. Elicit/Explain that it means to do things in your life that  are goo d for the environment. • Write the question What does Adam want his parents to do ?   on the board. • Ask the students to read the text and answer the .question.

 Alternative Ask the students to listen while you read the text aloud. Or invite a student to read the text aloud for the class. • When the students finish, ask them to compare their answers in pairs. Then check the answer with the class.

P o ss i b l e a n s w e r Note: the answer to the question is not explicit in the text. He wants them to change their habits to "act green."

NOTICE! • Ask the students to look at the verbs in bold green font in the text again. • Ask them to circle examples of the simple present and underline examples of the present progressive.

D iffe r e n t s tr o k e s

UNIT 6

T64

B

Function • Read the instructions to the class. Ask them to work individually and choose the correct endings for sentences 1 and 2. Then elicit the answers from the class. • Explain the use of the simple present by asking what words we typically use with it (always, every day, usually, often). Have the students refer to the text in Ex. A to find out how often Adam's dad forgets to turn off his computer (always) and how much his parents water their yard (a lot—in other words, every day). • Explain tha use of the present progressive by asking what words we typically use with it (now, right now, today this week, these days, this month, etc.) and link this to when we use this tense (for things happening right now or around now). • Ask the students to read the information in the language box and to look at the examples in the Watch out! box. • Highlight that some verbs are never used in the progressive. They are mostly verbs of feeling and perception, and they are called stative verbs. Apart from like, know, want, and need, other common examples include love, hate, understand, seem, and believe.

• Give the students time to read the sentences and the options. • Ask the students to do the exercise individually and then compare their answers in pairs. • Choose students to write their answers on the board. Go over the answers with the class, and ask the students who wrote the answers to explain why they chose the present progressive or the simple present (e.g. in item 3, the word usually  indicates this is something that is generally true; in item 4, want cannot be used in the progressive).

Extra: grammar practice Ask students to complete the sentences using the simple present or present progressive form of the verbs in parentheses. 1 What tim e _______ you usually _______ ? (get up) 2 _______ yo u ________to school by bus every day? (go) 3 What_______ your brother________right now? (do) 4 Why ________ sh e ______________to work today? (drive)

Answers 1 What time do you usually get up? 2 Do you go to school by bus every day?

3 What is your brother doing right now? 4 Why is she driving to work today?

D • Explain the task. Then write three sentences on the board about yourself. One sentence should be in the simple present and two in the present progressive. Make sure one of the sentences is-false (e.g. I usually go to the gym (true); I'm living in an apartment  (true); I'm walking to work this week  (false)).

• Have the class read your sentences and guess which one is false. Give them the correct sentences (e.g. I'm driving to work this week.). • Give the students time to write their own sentences. Circulate while they are working, helping with grammar and vocabulary as needed. • Invite individual students to read their sentences for the class. The rest of the class guesses the false sentence.

Workbook pp. 36-37, Section 5

9 Writing: simple sentences Lead-in Refer the students to the skills panel, and have them read the information. Make sure they understand the concepts of subject  and object. Point out that both the subject and the object can be more than one word (e.g. in item 2 in Ex. A, the object is an article about recycling).

A • Read the instructions to the class, and point out the example. • Ask the students to complete the exercise individually. • To check answers, choose students to write their answers on the board. Have the rest of the class correct any errors.

• Ask the students to look at the pictures while you read the instructions to the class. • Ask the students to tell you what tense they need to use to write about the activities that are happening right now in the pictures (present progressive). • Give the students time to write their sentences. • Elicit possible answers from the class.

c • Put the students in pairs to compare answers. Tell them that they should check their partner's answers and help them correct any errors. • Elicit answers from several students. • Ask them to identify the subject, the verb, and the object in each of the sentences.

^

Workbook p. 37, Section 6 Workbook p. 38, Read and write p. 39, Down time

B

ANALYZE Read the text in Exercise A again.

Function Match 1-2 to a-b to complete the sentences. .a) things happening right now or around now. 1  The verbs in the simple present describe 2  The verbs in the present progressive describe^^b) things that are generally true or permanent situations.

We don't use the present progressive with some verbs: e.g. like, know, want, need.

W A TC H O U T ! l / I want to help the planet I live on. am wanting to help the planet I live on.

C  PRACTICE^ irclg)the correct option. 1  What
3 4 5 6

I usuali^ff ia v |) / am having lunch around 1 p.m. My cous in(£yant§y is wanting   to be a DJ when he finishes high school. This food is delicious. I am liking  /(f/ktjit! Rig ht now , M o m taking)/ takes   a Spanish class.

D

NOW YOU DO IT Write four sentences about your life in general and four sentences

about your life right now. One of your se nten ces should be false. Read them to the clas s for them to guess which one is false.

9 W R I T I N G : s im p l e s e n t e n c e s Simple statements in English always have a subject and a verb, and often have an object, e.g. I

lik e

cats and dogs.

Subject + verb + object They usually appear in this order: subject — verb — object. A

Double-underline the subjects of the sentences and write S.(^Ircle)the verbs and write V. Underline the objects and write O. S V

o

I  p la s ti c b a a s .

S — V O 1 Peo ple ^A/aste)a lot of wate r. S   _______ V O 2 Iands7eadinq)an article about recycling. ° ~s"— Y 3 W e (recy clera 11o ur paper.

B

Write one sentence about each situation. Make sure you include a subject, verb, and object in the correct order.

1

________________ ____________________________

2 ----

----------------- ------------------------

-

3

----------

C 3 ! Work in pairs. Compare your sentences. Correct any mistakes.

Different strokes

UNIT 6

65

MAKING PERSONAL CHANGE • Understand what you are doing and not doing right in different areas of your life. • Decide what you want to change. • Make an action plan; consider what changes are realistic and how much time you need to make each change. A Look at the lifestyle table and the example . For each category, write things you are doing right and things you are doing wrong at this point in you r life. Then(pircle)the nu mb er from 1 to 5 that best indicates where you are in each category. Things I'm doing right Being green

 fn c using cloth shopping bags nour, nabplastic.

Things I'm doing wrong

I 'm, nabrecycling.

My score 1(2)3 4 5

i ’nc using a Labaj-electricity  and w ater. I neuer use-public transportation.

Things I'm doing right

Things I'm doing wrong

My score

Being green

Healthy living Work or study Social relationships

.. •

Step 1 Understand what you are doing and not doing right in different areas of your life. (Ex. A) Step 2 Decide what you want to change. (Ex. B) Step 3 Make an action plan; consider what changes are realistic and how much time you need to make each change. (Ex. C, Ex. D)

Lead-in • Read the target skill aloud and highlight the three-step strategy to develop the skill. Check that the students understand all the vocabulary. • Ask the class if anyone has ever made a change in their lives (e.g. stopped a bad habit, started an exercise program, etc.). • Ask whether the change was easy or difficult to make. Tell the students that in this section, they will think about a current situation in their lives and identify an area that they would like to change in some way. Finally, they will work to develop an action plan to make the change.

Culture note In many western cultures, particularly in the U.S.A., having the skills to make personal change and improve oneself and one's life is very important. People often buy "self-help" books or attend workshops and seminars to learn how to improve various aspects of their personalities or their lives.

• Ask the students to look at the example section (Being  green) and the example sentences in each of the two columns. Point out that the score of 2 here indicates that this person needs to make some changes to their lifestyle. • Give the students time to write what they are doing right and wrong in the appropriate boxes, and to circle their "scores" on the charts individually. • When the students finish, ask them to form pairs or small groups to compare their answers. Encourage them to use adverbs of frequency like usually or sometimes (e.g. I have a very green lifestyle; I always walk  everywhere.). • Elicit a few responses from the class for each category. • Tell the class your own personal "score s" for each category, and explain your reasons.

Culture note Green lifestyles and healthy lifestyles are very important social issues around the world. People are always looking for new ways to be green, save energy, and help protect the environment. Many people are also health conscious. They are careful about what they eat, and they exercise regularly—jogging, bike riding, or going to the gym.

i

Different strokes

UNIT 6

T66

B

• Ask the students to work individually and choose one category from the table that they would like to change. This could be a category where they had a low score in Ex. A, but it could also be one where they want to make a small change. Point out the bullet points and explain that students might want to use these ideas to help them choose a category. • Ask the students to share their choices in pairs. c

• Tell the students that now they will think of some ideas to help thefln make the change they want to make in their lives. • Ask the students to read the example of an action plan. • Encourage the students to write notes describing how they want to change the areas of their lives that they chose in Ex. B. • Draw the students' attention to the three future time expressions in the action plan (next Saturday, in the next  two months, in the next six months). Then ask them to make a similar action plan for themselves using personal information and their ideas. Circulate and monitor, assisting where needed. • Note that some learners may have problems expressing in English how they plan to change, so be prepared to give them some help. For example, you could give them some prompts like these to help them get started: Being green: refer the students to the green lifestyle vocabulary in Section 7; Social relationships: friends, family, go out more, join a social club; Work and study: write a schedule for the tasks I have to do, decide which tasks are important and which are not important, do the important tasks first; Healthy living: go jogg ing, go to the gym, g o swimming, eat more fruit and vegetables.

A l t e r n a t iv e Some students may have problems thinking of three different things. If this happens, suggest that they write statements about more than one category (e.g. healthy living and being green).

D

• Draw the students' attention to the How to say it  box. • Highlight the fact that they can begin each statement with future time expressions, using tomorrow  for immediate plans and in the next month for longer-term plans. • Put the students in pairs to share their action plans and ask questions about each other's plans. • When the pairs finish, listen to some ideas from the class. Have the students suggest additional ideas to help their classmates achieve their goals.

&

  REFLECT

• Ask the students to read the Reflect  question. • Give them some time to think about different situations in the domains of Study and Learning and Work and Career where the skill of Making personal change would be useful. • Elicit the following ideas: starting a new course of study; finding a new career path, etc.

• An area with many problems. Making big chan ges is very exciting! • An area with not many problems. Some times it's better to start with small changes! • An area that you are worrying about. It's good to make chan ges that are important to you!

C Make a realistic action plan sim ilar to this one.

 Aread mmtto mokt chatujet Uv: i l r e la t i o M r u P  S o ci t  Gen eral changes to m ake 

\ppmdy mo re tim e un th m yfond ly 

Time

Sjtecifu>plans 

1

Cooh dinn er fo r my parents 

2 Babysit my brother’s ch ild re n 

Hare m orefun 

1 Qo ou t w ith my best fr ie n d  2 Ha re a*party at my house 

1

N e tt Saturday 

2 One nigh t entry m onth 

1 Oncefaweelc  2 Inth en etttu w months 

3 joinfadubtom retnzurfnend s  3 tnt h e n e tt six months  9

■ V' v * -/ . /

>

D 31 Work in pairs. Share your action plan with your partner. Explain what you are planning to do and when you are planning to do it. If you want to, ask questions about  yo ur pa rtne r’s pla n. A: I 'm n o t h a v in g m u c h f u n t h e s e d a y s , s o I w a n t t o h a v e a p a r t y a t m y h o u s e n e x t S a tu r d a y. B: T h a t s o u n d s l i k e a g r e a t i d e a .

HOW TOSAY IT H Talking about plans I want to  / nee d to, so I'm planning to ...

       N        H        H        H        H

I'm planning to ... What are you planning to do ...? 

REFLECT ... %

How can the skill of making personal change be useful to you in Self and Society and Work and Career?

Different strokes

UNIT 6

67

1 V O C A B U L A R Y Read wha t people say about their lifestyles. Write the opposite of the adjective in to complete the sentences. (4 points)

A

bold

My lifestyle is pretty healthy. I exercise a lot and eat fruit. My boyfriend watches TV or plays video g ame s all day. He has a very unhea/thy lifestyle. lifestyle. He's 2 I work in an office every day. I guess my lifestyle is bori ng. My brother has a really e*£ltin9 a police officer. 3 My sister has a really relaxing lifestyle. She studies in the morning and goes to the gym in the afternoon. Her husband has a very ||fe |-|e ^ ^ 5  from 8   a.m. to 9 p.m. every day, including Saturdays. stressful 4 I try to be green. I recycle everything. My parents are really wasteful _ though. They throw out everything. 1

They never recycle. B

Jerry is talking about his “green” lifestyle. Comp lete the text wit h wo rds in the box. (6 points) lights

organic

ride

reuse

save

share

"I try to have a green lifestyle. I (1 )  J. aY.£. water, and I always turn off the (2 ) .. before I go to bed. My office is pretty close to my apartment, so I usually (3 ) r'de my bike to work. Sometimes I (4)  share a wjt|n a frjenc| gQ to the supermarket. I always buy (5) ___ or9.a..0.i£- fruit and vege tables, and I always (6 )

re£s£

bags."

8-10  correct: I can talk about different lifestyles.

0-7 correct: Look again at Sections 1 and 7 on pages 60 and 64. SCORE:

2

/10

G R A M M A R  

Read more of what Jerry says. Write the verbs in parentheses in the simple present or present progressive. (10 points) (not know) why people are so wasteful. Right now, I (2) rrl L am roading , (r ead) a great (know) that pollution is a problem. It's obvious book about protecting the planet. Everyone (3) knows_ (destroy) the planet. Some people (5) (need) to use a car that people (4) are destroying "I (1)

don't know  

(work) downtown, and m/am working (WOrk) from (not agree) with everything home, so I don't need to travel anywhere! I know people (9) ^° n f a9ree (learn) that they need to do more to protect the planet." I say, but now I think people (10) are Iearnin3

som etim es, but not eve ry day. Wa lk or ride a bicycle ! I usually (6) wo,,s (ride) my bike to work. Right now though, I (8) I always (7)

8-10 correct: I can contrast the simple present and the present progressive to talk about general time and what is happening now or around now.

0-7 correct: Look again at Sections 4 and 8 on pages 62 and 64. SCORE:

/10

Language wrap-up wrap-up

1 Vocab Vocabula ulary ry

Students can do the Language wrap-up exercises in class or for homework. If you give them for homework, remember to check the exercises at the beginning of the next class, or collect a few to grade and identify any typical errors.

If you do the exercises on the Language wrap-up page in class, begin by writing the word big on big on the board. Elicit from the students what the opposite of this word is (small little). Tell them that the first part of the Vocabulary or little). Tell section focuses on opposites. Then briefly elicit some ideas for a green lifestyle (e.g. save water, turn off lights, etc.) and tell them that this is the focus of the second part of the Vocabulary section.

If you decide to do the exercises in class, you can approach the wrap-up as a two-step reviewing procedure. First, ask the students to do the Vocabulary section individually. When ready, encourage the students to check their answers carefully, and then put them in pairs to compare answers and discuss any differences. Self- and peer-correction are two excellent ways of developing learner independence and creating a cooperative learning environment. environment. After A fter completing the Vocabulary section, you can apply the same procedure to the Grammar section. At the end of each section, make sure that the students write their score out often. If they have a score lower than eight, direct them to the appropriate sections of the unit, and encourage them to read those sections again for homework. homework. After Afte r that, ask the students to complete the exercise(s) again at home.

A

Tell the students to read the sentences carefully before they write the opposite of the word in bold in the blanks. B

Tell the students to read the whole text carefully before they write the correct words in the blanks.

2 Grammar Remind the students of the verbs that aren't used in the present progressive (e.g. like, want, need, know, agree, etc.). agree, etc.). Refer to the Communicative wrap-ups on pp. 134135 of the Student's Book for more activities.

r o p e■ a n F r a m e w o r k : u n iti t m a p Unit 6

Competence developed

CEF Reference (A1)

1 2 3 4

Voca Vocab bular ulary y Reading Listening Grammar

can describe different lifestyles

Table 1; Table 2; Section 4.4.1.1

can understand personal profiles

Table 1; Table 2; Section 4.4.2.2

can listen for numerical information

Section 4.4.3.1

can understand and use the present progressive

Table 1; Table 2; Sections 5.2.1.2; 6.4.77; 6.47.8

5 6 7 8

Pronunciation Speaking Vocabulary Grammar

can pronounce the /r)/ sound correctly

Section 5.2.1.4

can ask a friend for news

Table 1; Table 2; Section 4.4.3.1

can talk about green lifestyles

Table 1; Table 2; Section 4.4.1.1

can can dif diffe fere rent ntia iate te betwee between n the the pre prese sent nt prog progre ress ssiv ive e and the simple present

Tabl Table e 1; 1; Tabl Table e 2; Sec Secti tion onss 5.2. 5.2.1. 1.2; 2; 6 . 4 . 7 7 ; 6 .4 7 . 8

can write simple sentences

Table 2; Section 4.4.1.2

9 Writing

Different strokes

UNIT 6

T68

The expression You have talent! is often used to compliment people's special talents and uniqueness. It can refer to talents for sports, languages, the arts, etc.

Unit opener 69) (p. (p. 69) • Optional downloadable unit opener 1 Vocabula Vocabulary: ry: personality personality adjectives (p. (p. 70) 2 Writing: a personal reference (p- 70) • Optional downloadable Writing workshop: writing a personal reference 3 Reading: for the main idea 71) (p- 71) 4 Grammar: can/can't —ability —ability (p- 72) 5 Pronunciation: can/can't  (p. (p. 73) 6 Vocabulary: talents and and abilities (p. (p. 73) 7 Listening: List ening: to a review revie w of a TV show (p. (p. 74) 8 Grammar: adverbs of manner manner (p. (p. 74) 9 Speaking: showing interest (p- 75) lifeSkills: working as a group to do a task (p- 76) (Work and Career) • Optional downloadable Lifeskills Lifeskills lesson (Self and Society) • Optional downloadable Lifeskills Lifeskills lesson (Study and Learning) Language wrap-up (p. (p. 78) Video and downloadable video worksheet

10 min. 10 min. 25 min. 20 min. 20 min. in. 30 min. 40 min. 15 min. 25 min. 30 min. 40 min. 20 min. 45 min. 45 min. 45 min. 15 min. 45 min. in.

Unit opener Lead-in Direct the students' attention to the objectives In the unit menu and go through the information with them. Explain that this unit focuses on how to talk about abou t personality and abilities, and on the following skills which will help them do this: Reading: for the main idea Ask the students how quickly they can find out what a text Is about. about. Ask how they can do this. El icit examples (e.g. key words, pictures, titles, headlines, etc.). headlines,  etc.). Speaking: showing interest Ask the students in what ways people can show interest in a conversation. Listening: to a review of a TV show Ask the students these questions: What are your favorite types o f TV shows ? What types of shows do you not like?  Writing: a personal reference Sometimes employers ask job applicants for personal references. What types of Information do people usually include when they write a. personal reference?

Write the words talent  and  and talented  on   on the board. Give an example of a talented person (e.g. a talented musician, singer, or actor). Ask the students which word  and which one is a noun (talent). is an adjective (talented) (talented) and Establish that a talented person has many talents. Elicit one or two sentences using the word talented  (e.g.  (e.g. I think  Brad Pitt is a ta lented actor.). This actor.). This is also an opportunity to recycle some of the occupation vocabulary from Unit 2. HfeSkills  panel. Tell them that the Refer the students to the HfeSkills panel. topic of this unit's lifeSkills section Is Working as a group to do a task. Ask task. Ask them to say in what situations they have to work with other people in a group. Ask whether they prefer to be a leader or a follower when they work in a group, and say why. A

• Ask the students to look at the pictures and tell you what they see (clockwise from top: two chess players, an athlete in a wheelchair, a goalkeeper catching a ball, a DJ playing music, a woman playing the harp). Elicit what DJ  stands  stands for (disc jockey). • The pictures could provide an opportunity to explore some vocabulary. If time allows, you could focus on some of these words: chess, goalkeeper, disabled, athlete, wheelchair, race, musical instruments. • Read the instructions to the class. • Put the students In pairs to discuss discus s their responses. respons es. • When the pairs finish, elicit elici t some Ideas from the class. • Prompt the students to give you reasons for their choices, choices, and remind them to use phrases to express opinions. B

• Read the instructions to to the class. • Direct the students to the model conversation and have them repeat it after you, both chorally and individually. • Give the students a couple of minutes minutes to think individually about the talents they have. Give them a chance to check any vocabulary they don't know, and have them write a few notes to help them in the discussion. • Put the students in groups of three or four to share their talents. Circulate and monitor, assisting where needed. Encourage all the students to participate in the discussion and to speak English. • When the groups finish, elicit some responses respons es from from the class. • List the students' talents on the board next to to their names to recycle third person -s endings (e.g. Tina plays the piano.).

U N IT 7 Y O U H A V E T A L E N T ! IN THIS THIS UNIT YO YO U learn language to talk about personality and abilities

%

%

A

Look at these pictures. In you r opinion, who is the most talented? Why?

read a text about abilities according to theories of astrology—reading for the main idea use phrases to show interest in a conversation—showing interest

1^1 1^1 listen to a review of a TV talent show write a reference describing someone's qualities and abilities watch a video about people with different a bilities bilities

B

Q§ Are you talented? talented? Tell your classm ates w hat talents you have. have. Use the ideas in the box as well as your own ideas. Let's see ... I play the guitar. I speak Italian and French. B:  / think think I'm I'm talente d. I'm a go od so cc er player, and I also play basketball. I'm go od at cooking, cooking, and I'm I'm a goo d dancer, too. C: I'm

A:

LIFE SKILLS - U

cook dance play soccer play the guitar speak French

Learn to work in a group to do a task

WORK & CAREER You have talent!

UNIT 7

1

p e r s o n a l iti t y a d j e c t i v e s

A Match the perso nality adjectives to the statemen ts. 1 friend lyv  ,a) I'm happy. I think my life is great. generous. /.b )l'm good at making making plans. plans. 2  generous. 3 patient /.c) I usually do very well on exams. 4   reliable^/  y r ' d) I love buying things for other people. 5 optimistic*/ \ , e ) I never tell lies. 6 o rg a n iz ^ 'V 'f) I make make frien friends ds easi easily ly.. 7 smart^ / V^g) V^g) My friends can depen d on me. 8 h o n es e s t/ t/ _ ' h) I'm good at waiting for things.

B 2 ! Work in pairs. Look at these pictures. Say what personality

adjectives from Exercise A you think these people have.

I think Bill Gates is really smart because ...

C QS Work in pairs. Tell your partner wh ich positive positive qualities from from Exercise A you th ink you have and why. I think I'm optimistic. I'm usually happy.

2

a p e r s o n a l r e fef e r e n c e

A |j || 3 8 List en to this c onve rsation. The n (circle) T (tru (true) e) or F (fals (false) e) for for each statement.

Jenny Jen ny is applying for for a job. 2   Jonathan thinks Carmen has good qualities for an English teacher. 3 Carmen probably makes friends easily. 4   She isn't good at planning. 5 Carmen speaks Spanish. 6   She is patient when people are learning something. 1

T /©

©/ F n r f  T/© Q F 

©

F

1 Vocabu Vocabula lary ry:: personality adjectives

Refer the students back to the list of personality adjectives in Ex. A. Give students time to write down the two or three adjectives that describe them and to think of reasons why. Put the students in pairs to discuss their responses. When they finish, listen to some examples from the class.

Lead-in Begin by recycling three or four of the personality adjectives from p. 35. Write the words on the board with spaces instead of vowels (e.g. c__nf_d_nt, p_p_l_r, c_ns_d_r_t_). Ask c_ns_d_r_t_). Ask individual students to come to the board and complete the words with the missing letters (confident, popular, considerate). Tell considerate). Tell the students that they are going to learn more words to describe personalities.

Draw the students' attention to the statements. Call on individual students to read them aloud to the class. Explain any unfamiliar words or phrases, especially be  go od at  (similar  (similar to talented, e.g. talented,  e.g. a talented singer is  go od at singing), lies (things lies (things which are not true), and depend on (when on (when a person can depend on you, they know you will help them when they need help). Check that they also understand wait for  (you  (you wait for your friends when they are late). Ask the students to repeat the list of adjectives, first chorally and then individually. Read the instructions to the class. Then ask the students to do the matching exercise individually. Circulate and monitor, assisting where needed. Check the answers by asking one student to read the statement and another student to read the corresponding adjective. Highlight the stress in these multisyllabic words, particularly gen particularly  gen erous, patient, optimistic, op timistic, o rganized, and rganized,  and honest. Point honest.  Point out also that the initial h in honest  is  is silent.

^

2 Writing: a personal reference 38 Ask the students what a reference is reference is (a letter or email with a list of someone's qualities that says if they are suitable for a particular job). • Ask the students to read read the statements carefully first. • Check Chec k that they understand apply for a job (to job  (to make an official request for a job). • Play the audio once, and then check the students' progress. If necessary, play it again. Check the answers with the class.

 Audio script Jo = Jonathan, J = Jenny Jo : J:

Jo : B

J: Tell the students to look at the pictures. Ask them if they know what these people are famous for (Bill Gates— founder of Microsoft™, David Beckham—English celebrity and former soccer player, Angelina Jolie— movies, aid work with the United Nations). Read the instructions to the class, and elicit some ideas about the first person, Bill Gates. If the students find it difficult to guess which adjectives describe the people, tell them to think about each person's job and activities, and what traits they would need to be successful. Put the students in pairs to discuss their ideas. Encourage them to use the adjectives from Ex. A when talking about the pictures. Tell them they can use more than one adjective if they want to. When the pairs finish, elicit some ideas from the class. Prompt the students to give reasons for their choices of adjective(s) for each person (e.g. I think Angelina Jolie is organized and patient because she has a busy life and  many children.).

r

Workboo orkbook k p. 40, 40, Section I

Jo : J: Jo : J: Jo :

J: Jo :

Hello? Hi, Jonathan. It's Jenny. Listen, Carmen Dean is applying for a job as an English teach er at a language institute. I'm writing a personal reference for her. Can you help me? Of course. course. OK, so I need to list at least three qualities that make Carmen a good candidate for a job as a teacher. What qualities do you think she has? That's easy! First, Carmen is really friendly. She likes meeting new people, and she loves talking to people. That's true. She is really friendly, and that's important for a teacher. What else? Well, she's very organized and reliable. She's good at making plans, and people can depend on her. Yeah, that's good. Organized ... and reliable. Anything else? Yeah, you know, Carmen is also very patient. She's helping me with my Spanish, and she often explains things several times! Great! That's all I need. Thanks, Jonathan! You're welcome. I hope Carmen gets the job!

P o ss ss i b l e a n s w e r s Bill Gates: generous, organized, smart • David Beckham: friendly, optimistic Angelina Jolie: friendly, generous, organized

You have talent!

UNIT 7

T70

• Explain the task. Tell the students they can use the positive personality adjectives from Section 1 as well as the personality adjectives on p. 35. You can also recycle the list of jobs on p. 20. • Give the students some time to make notes for their references and to ask you questions about vocabulary. • Circulate and monitor, assisting where needed. Make sure that the students finish this section of the unit with an accurate piece of writing. • Explain that To whom it may concern is used when we don't know the addressee's name. When we know the addresse’e's name in a formal situation, we use Dear   John. We can also use Dear Sir or Madam when we don't know the addressee's name in a letter. • You could encourage self-correction by putting a small mark next to any errors, without identifying the error type. The students can then self- or peer-correct. Developing this critical eye is essential to improving and progressing in their written work.

• Remind the students that they practiced reading for the main idea when they read about people's neighborhoods on p. 52. • Elicit that reading for the main idea  is reading a text quickly, to understand what it is about. • Read the information in the skills panel. Explain that key words or phrases are the most important words in a sentence or text.

A • Explain the task. Give the students time to circle the nouns and underline the adjectives in the first paragraph. • Ask them to tell you what the text is about (horoscopes). •  Highlight the pronunciation of horoscope—both the stress on the first syllable and the fact that the h is pronounced. • Ask the class where they can find texts like this (e.g. in magazines, online). Elicit what helped the students decide on the kind of text (e.g. the date in the text, the  picture o f the fortune teller).

• Tell the students to use the key words in each paragraph to decide which of the words and phrases best describe each paragraph, and write the headings in the correct places in the text. • Give the students time to complete the exercise individually. • Do not check answers at this stage.

D • Check the answers with the class and ask the students which words helped them to make their choices (e.g. Health: healthy lifestyle, fruit and vegetables, g ood at  sports; G ood qualities: friendly, optimistic, positive, fun, sing, dance, a lot of friends, loyal; Bad luck: unlucky; Work  and money: like their jobs, rich, aren't very generous).

Extra: reading practice Ask the students to answer these questions. 1 How often do people born on February 29 have a birthday? 2 What four adjectives in paragraph 2 describe people born on February 29? 3 Why don't they usually give presents? 4 What do they eat?

Answers 1 every four years 2 friendly, optimistic, fun, loyal 3 because they aren't very generous 4 a lot of fruit and vegetables

E • Read the instructions and the questions to the class. Go over the meaning of influences our personality (makes us change our behavior). Give the students time to think about their answers individually. • Put the students in groups to discuss the questions. Circulate and monitor, assisting where needed. Make notes on any errors to address later. • When the groups finish, elicit some responses from the class. Find out if anyone in the class was born on February 29, or if they know anyone with a birthday on that date. Is that person unlucky? Are they talented?  Find out how many of the students read their horoscope and how many believe in astrology.

B • Set a time limit of two minutes for this exercise, and ask the students to begin the task. • When the students finish, ask them to compare their words in pairs. Then choose four students—one for each paragraph—to write their key words on the board. Check the answers with the class. Help the students understand which are key words and phrases, and why. c

• Explain that the words and phrases shown here summarize the main idea of each paragraph. Check that the students understand all the words and phrases, especially bad luck  (negative fortune in life) and  good qualities (refer to the list of positive adjectives in Section 1).

Extra: star signs Write a list of star signs in English on the board. Starting from January 20, the English names are:  Aquarius. Pisces, Aries, Taurus. Gemini, Cancer. Leo. Virgo. Libra, Scorpio. Sagittarius, Capricorn. Consolidate the new personality adjectives by asking the students to speculate about the qualities of people from each star sign. Alternatively, you could review dates in English (e.g. Virgo is between August   23 and Sep tem ber 22.).

# B

Read Jenny’s reference. Then think about your best friend and their ideal job. Write a person al reference for your friend.  To whom it may concern: I ’ m writing this reference for my friend Carmen Dean. In my opinion, she is ideal for a job as an English teacher for several reasons. First, Carmen is a very friendly person. She likes meeting new people, and she loves talking to people. Second, Carmen is very organized and reliable. She’s good at making plans, and people can depend on her. Finally, she is very patient. She is helping a friend with his Spanish, and she often explains things several times. I definitely recommend Carmen Dean for a job as an English teacher. Sincerely yours,

 Jenny Richards

3

f o r t h e m a i n id e a page

When you read for the main idea, look quickly at the text to find key words or phrases. These can tell you the subject of each paragraph. Key words are often nouns or adjectives. A

Look quickly at paragraph 1 in the text below.(fiirclg)the nouns and underline the adjectives. Based on these words, what do you think the text is about? B

Now look quickly at paragraphs 2-4.(^irclg)the nouns and underline the adjectives. Look at the key words you identified in all four paragraphs and write these headings in the correct places in the text. C

Bad luck! D

Good qualities

Health

Work and money

Read the paragraphs more carefully. Check your answ ers to Exercise C.

iM S i H M ill IH I M

is M r a j i 1 I M 2

1

B a d l u ck !  

________ 

First of a ll, (geoplg) born onCEgbruary 29 are unlucky! They only have oneC^Jrthday every four(yearsT) But because of this, they have special(| aien^)and(^bilities )

3  Work a n d

m o n e y _______   

People) bom onCfebruary j ^>like their ■jobsjand they want to be rich. But they don't usually give (gi fts ) because they aren't very generous!

E

G o o d q u a li ti e s

They are very friendly and optimistic. They always see the positive (side) of(Tif&)They are fun, and many of them can sing or dance very well. They have a lot oKfriencjs) and they are always loyal to them.

4 Health

These(fhscean£> usually have a healthy lifestyle) They eat a lot o f(fr u i) and ^egetables)and they are good atCsports)

2 ! Work in groups. Ans wer these questions.

Was anyone you know born on February 29? Do you agree with the text? Why or why not? 2 Do you read your horosco pe? Do you think astrology influences a person's personality? 1

You have talent!

UNI T 7

71

c a n / c a n ' t  — A

a b ilit y

LANGUA GE IN CON TEXT Match the pictures

Yes, he can. My horse can

to people’s statements about their pets.

play soccer! He’s really talented!

C A N Y O U R P E T P L A Y A S P O R T ? O R D A N C E ? O R S IN G ?

 J.T. Williams, Texas

Post comments about your pet s unusual talents below! The most talented pet will w in a prize of $500!

My parrot can t talk, but he can draw. He draws pictures with co lored pencils! Nina, Brazil

Our dog, Muffin, can balance things on his nose. It’s very funny! Mrs. Hill. Scotland 

NOTICES What word do the people use to talk about abilities?

ANALYZE Read the texts in Exercise A again.

Form Choose the correct option to complete each sentence. Then complete the table 1  After can we use verb b) a noun 2 The contraction of cannot  is can b) cant  can 3 The correct form after He/She/lt  is b) cans Affirmative

Negative

Questions

Short answers

It can fly.

He can't play soccer.

Can they swim?

Yes, he can. / No, he can't.

(5) K-Can a" the guitar?

you play

No, I (7)

(6) Can Carla drive?

you and

can't 

You (1)

sing!

I (3)

We (2) English.

speak

Jamal and Pierre can't  speak English.

sing

Yes, we (8)

Function Choose the correct options to complete the sentences. 1  We use can/can't  to talk about a) routine activities (CTab ilities) 2 We use can/can't to referto ______________ a) people b) anim als pQ peo ple and anirnaTs^>

can t can

WATCH OUT! 0

She can dance. She can to dance.

(j£) She cans dance.

C

PRACTICE Complete these sentences with can or can’t

and the correct form of the words in parentheses. Can they  p la y (p la y) tennis? B: Yes, can.  2   Sally is a great chef. Shecan co°^ (cook) French food. 3 I cant open ( n o t o p e n ) the door. Can you? Angela  sPea^ (spe ak) Japanese? B: \lo ,soe car ’ . 4 A: Can ^an he ElSZ (play) the guitar? B: Yes, can . 5 A: 6 We can t hear (not he ar) the TV. Please turn down your music. 1

A:

■ H i

H H H i

Function

• Have the students look at the two statements. Instruct them to check the correct options to complete the sentences. Ask the students to check their answers with a partner. Then check answers with the class. Ask the students if they have pets at home. Find out which pets are the most common, and if anyone has an unusual pet. Ask if anyone has (or has seen) a pet with a special talent, and if so, have them describe what it is. A

• Ask the students to look at the pictures. Elicit the words for the animals (dog, horse, parrot). Tell the students that they are going to read a short internet chat about these three talented animals. • Ask the students to do the exercise individually and then to compare their answers in pairs. • Check the answers with the class. Ask the students to read complete sentences aloud when they give their answers, since these include the target language in this section.

c

• Draw the students' attention to the Watch out!  box. Ask the students why the second sentence is incorrect (we don't use to after can). Point out that we use the base form of the verb after can. Ask the students why the third sentence is incorrect (can does not change in the third person singular). • Ask the students to work individually to complete the exercise. Circulate and monitor, assisting where needed. • When the students finish, ask them to compare their answers in pairs. Then check the answers by calling on different pairs of students to read the short conversations aloud and individual students to give the other answers.

Extra: grammar practice NOTICE!

Complete the sentences using can or can't. 1 I don't have any money so I _ _ _ _ _ go to the movies this evening. . 2 _______ she play the guitar? Yes, she . 3 _______ you lend me some money? No, I 4 How many students in your class _ _ _ _ _ speak another language? 5 We ____ __ come to the beach with you on Saturday because we have to visit our grandparents.

• Read the question aloud to the class. • Ask the students to look at the comments again, and then elicit the answer.

Answer can (and can't)

Answers

B

Form

• Have the students complete the rules individually, referring to the three sentences in bold in the text in Ex. A. Check the answers with the class. • Refer the students to the examples in the grammar table. Practice the question form and short answers by asking the class a few questions (e.g.  A: Can you fly?  B: No, I can't. A: Can you swim? B: Yes, I can.).  Have the students complete the table. Check answers with the class. • Highlight the fact that cannot   is more formal than can't  and is normally only used in written English.

1 can't

4 can

2 Can; can

5 can't

3 Can; can't

■ ’fc\ 

You hove talent!

UNIT 7

T72

D

Read the instructions to the class. Then ask the students to repeat the phrases and check that they understand all of them. Make sure that they can pronounce the words correctly, especially basketball and opera. Tell them that they can also use other abilities apart from the ones given. • Direct the students to the model conversation and have them repeat it after you, both chorally and individually. Point out that Can you ?   can be answered with either Yes, / can or No, I can't. •  Highlight the fact that in the example, the second Can  you ?   is stressed like this: Can yo u?  • Put the students in pairs to complete the exercise. • When the pairs finish, choose several students to report back about their partner's skills (e.g. Kyle can run a marathon. He can't dance salsa.).

Read the instructions to the class. Then invite individual students to read the phrases in the box aloud for the class. • Ask the students to complete the sentences using the words in the box, and then check the answers with the class.

...

Have the class brainstorm skills and talents they would like to learn, and write them on the board (e.g. speak   Jap anese, cook Indian food, paint or draw well, do a back flip, etc.). Ask the students to write the list in their notebooks. Then have the class circulate, asking their classmates if they can do those things. When a classmate answers Yes, / can, students should write the person's name next to the skill and then move on to ask another classmate about the next skill. At the end, elicit which students can do the various skills. B

39 See the Student's Book for the audio script. Read the instructions to the class. Give the students an example of a strong vowel (e.g. the /ae/ sound in dancer) and a weak sound (e.g. the /a/ sound in student). Highlight the weak form in can /kan/ and the longer vowel sound in can't/ kaent/. Write the following sentence on the board: I can't speak Italian, but I can speak Spanish. Point out that when contrasting can't  and can as in the above sentence, we emphasize can and pronounce it as /kaen/ when it occurs in the second position of the sentence. B

40

See the Student's Book for the audio script. Have the students say the sentences to each other in pairs. Play the audio for the students to check and to repeat the sentences chorally. Have the students work in pairs again to practice saying the sentences to each other with the correct pronunciation of can/can't. Call on students to say the sentences, and make sure that can and can't   are pronounced correctly.

• Review the expression be good at  (able to do something well). Tell the students they are going to talk about things they are good at. Ask the students to look at the picture and elicit a sentence using can (e.g. He can play the guitar very well.).

• Read the instructions aloud, and give the class a model by talking about the things in Ex. A that you can do, and other skills and talents you have or don't have (e.g. I can sing traditional songs. I can't drive a truck.). • Make sure the students remember that can/can't  are followed by the base form of the verb, so they should say, for example, / can/can't su rf and / can/can't dance salsa. • Put the students in groups of three or four to complete the exercise. Tell them to take notes because later they will report back about other members of their group. c

• Read the instructions to the class. Refer the students to the example sentence, and encourage them to report back in this way. • Elicit a lot of different talents in the class to bring out individual students' unique abilities. The most important thing here is that the students speak with some fluency about the other members of their group, so try to avoid interrupting to correct errors. Instead, make a note of any serious errors in the use of can/can't  and ask the students to correct them when they finish reporting back.

Extra: homework Ask the students to write sent ences using can or can't  about their family members and/or friends.

D a f NOW YOU DO IT Work in pairs. Ask and answer questions about

each other ’s abilities. Use the phras es below. • • • • • A: B:

cook Italian food swim five kilometers sing opera dance salsa play basketball

Can you swim five kilometers?  N o, I can't. Can you ? 

5

P R O N U N C IA T IO N :

A

Em 39 Listen to the pronuncia tion o f can and can’t in these sentences.

c a n / c a n ' t 

Notice that the vowel sound in can is weaker than in can’t. I can speak Fre nch, but I can't cook French food. 2  I can't drive a car, but I can ride a bike. 1

B

P a 40 Practice the sentences belo w. Then listen, check, and repeat.

My sister can dance, but she can't sing. 2 I can't speak G erm an, but I can understand some words. 3 I can 't ride a moto rcy cle, b ut I can drive a car. 4 I can hear you, but I can't see you! 1

6 A

t a l e n t s a n d a b i l i t ie s Complete these sentences with phrases in the box. am good at can

can cook

 p la y 

am goo d at 

can drive

can play

can sing

can speak

the guitar, karate,

can drive

a car.

can speak 

a foreign language,

can sing _

opera.

can cook 

French food.

Wor k in groups. Which statements in Exercise A are true for you? What other things can you do? Use the ideas in the box as well as your own. a truck healthy snacks Italian karaoke songs salsa dancing surfing traditional songs A:

B: C:

many languages

 / can

play the guitar. W hat about you ?  I can't play the guitar, but I can play the piano.  / can't play the g uitar or the pian o,' but I can cook French f ood.

C H§ Tell the class abo ut a talented person in your group. W e think Emanuel is talented because he is g ood at salsa danci ng , he can play chess, and J .

Y o u h a v e t a le n t !

UNIT 7

73

A Look at this picture. Wha t kind of TV sho w is it? Do you have TV s hows like this in your country?

B | )| ] 41 Listen to a man giving his opinion on the TV talent show Dream Stars.(^ircle)th e  correct option. 1 Dream Stars \s(^J3ritisRy an Ameri can show. 2  Some of the dancers /(si nger s)on Dr eam Stars are not very talented. 3 The man thinks the dancersman)/ can't dance very well. 4 The womap saYs that most comedians can /(car?i)make her laugh. 5 The man thinks most of the comedians on Dream Stars^ rey are not very funny. 6 In gen eral, the man(7/kesy doesn't like the show.

C 2 3 Work in pairs. Discuss these questions. 1 Which TV talent shows do you like? Why? 2 Which TV talent shows don't you like? Why not?

jS B B B fif  jH H H B

A: /  like B:

American Idol because it's interesting. Really? I don' t like it. The contestants can't sing ! 

8

a d v e rb s o f m a n n e r

A LANGUAGE IN CONTEXT Read what a judge on a talent sho w thinks about one of the contestants. Is the ju dg e’s general imp ression of Ryan positive or negative?

Contestant

Genre

Ryan Gleason

comedian

Age: 24 Nationality: Canadian

Ryan is very smart and talented. He tells great jokes, but he isn’t very organized.  That’s why he sometimes can’t remember his jokes very well. He also speaks very quickly and very quietly. But Ryan is a very funny guy and I think we can help him learn to speak slowly and clearly. He learns fast, and his audience loves him.

B ANALYZE Read the notes in Exercise A again.

Look back at the words in bold. How are they similar?

Function(^Trclg)the correct option to complete the sentence. Adverbs of manner describe thing s or people /( actions?) Form(^ircle)the correct option to complete the sentences. Then complete the table on page 75 with the adverb forms of the adjectives. 1  Adverbs of manner usually end in -y ( p A ) 2  Adverbs of manner usually come before /(aftefy t he verb.

7 Listening: to a review of a

8 Grammar: adverbs of manner

TV show

A

• Ask the students to look at the picture while you read the question. • Elicit responses to the questions from the class. If they don't provide you with the expression talent show, write it on the board. • Elicit examples of talent shows from their country. What talents do the contestants have (e.g. they can sing, they  can dance, they can play an instrument )?

B •

 M

41

• Read the instructions aloud. Check that the students understand that a person who takes part in a talent show is a contestant. •  Highlight the word for the person who gives a score to the contestants in a talent show—a judg e. Clarify  positi ve/negative impression (good or bad opinion). • Direct the students to read for the main idea to decide if the impression is positive or negative. • Set a time limit of one minute, and ask the students to skim the text quickly. • When the students finish, check the answer with the class. Elicit key words or phrases that helped them decide the answer  (smart and talented, very funny,

audience loves him).

• Tell the students they will hear a man giving his opinion of a TV talent show called Dream Stars. • Before you play the audio, ask the students to read the sentences carefully and make sure they understand what the options are. • Play the audio once, and check progress. If necessary, play the audio again. Check the answers with the class.

A u d io s c r i p t _ _ _ _ _ _

N O T IC E ! • Ask the students to look at the words in bold in the text. • Check the answer with the class. • Elicit that we use adverbs to talk about how someone does something. • Point out that fast and well are irregular adverbs, and ask the students to find them in the text.

_ __

R = Reporter, M = Mike

So, Mike, what show are you reviewing this week? This week it's Dream Stars— the new British TV talent show. R: Another TV talent show! M: Yes, but you know what? I love it! OK, some of the contestants in the singing competition can't sing very well, but most of them are very good. My favorite segment is the dance competition because all of those kids can really dance! In fact, some of them also compete on that great American show Can You Dance?  R: Oh, yes, that's a great show! OK, and what about the competition for comedians? Most comedians can't make me laugh. What about these? M: Well, I don't know about you, but most of the comedians on Dream Stars can certainly make me laugh! R: OK, well, it sounds like Dream Stars can become the next big hit in the world of talent shows!• R:

M:

Answer

 

WÊÈÊÈ 

They all end in -ly. They are all adverbs.

B

Function • Direct the students to the Function statement. Have them circle the correct option to complete the sentence. Check the answer with the class.

Form • Direct the students to the model conversation and have them repeat it after you, both chorally and individually. • Before you ask the students to work in pairs, give them a couple of minutes to write down some ideas individually. • Put the students in pairs to complete the exercise. • When the pairs finish, invite a few pairs to act out their conversations for the class.

• Direct the students to the Form statements. Have them read the notes in Ex. A again and circle the correct options to complete the sentences. Check the answers with the class.

Y o u h a v e t a le n t !

UNIT 7

T74

• Have the students complete the grammar table using the adverb forms of the adjectives. • Highlight that the final -y of adjectives changes to i. Elicit other examples in English where the final -y changes to / (e.g. in third person -s: study —studies; with plural nouns, e.g. dictionary — dictionaries). • Draw the students' attention to the irregular adverbs. Explain that there are not many irregular adverbs in English (the other common one is hard).  Encourage them to memorize these adverbs. • Ask the students to look at the Watch out! box and note that we do not use adjectives (e.g.  good) to describe how people do things. Actions are always described with adverbs (e.g. She can dance beautifully.)  and nouns with adjectives (e.g. She's a beautiful dancer.). Direct the students to the third sentence and explain that when we use an adverb after a verb, it goes after the entire verb phrase.

Lead-in

Read the information in the skills panel. Emphasize that there are different ways of expressing interest—some of them verbal (e.g. Wowl; How interesting!; Really?),  and others, such as facial expressions and body language.

A • Read the instructions, and ask the class to give you their impressions of the pictures. Elicit whether the woman looks interested or bored in each picture. • Encourage the students to think of other ways we show interest in what the other person is saying (e.g. nodding, eye contact, asking relevant questions).

c

• Read the instructions to the students and direct them to the example. To check the students' understanding of the instructions, ask them to change the sentence Helen isn't goo d at French in the same way (Helen can't speak  French well.). • Ask the students to do this exercise individually and then to compare their answers in pairs. Check the answers with the class. • Highligh t that quickly  and fast   have the same meaning, and remind the students that fast  is irregular. Elicit the other irregular adverb covered in the exercise,  go od — well.

Extra: grammar practice Rewrite the sentences using an adverb. 1 He's a good swimmer. 2 They're quick readers. 3 My father is a slow driver. 4 She's a wonderful painter. 5 He's a bad singer!

4 2 See the Student's Book for the audio script. Read the instructions to the class. Make sure the students understand that they only have to underline the expressions that the people in the conversations use to show they are interested. Play the audio once. Then check the answers with the class. c

U 43 • Explain to the students that they will hear the underlined expressions of interest from Ex. B again. Instruct them to pay close attention to how the speakers say the expressions as they listen. • Play the audio, and ask the students to repeat the underlined expressions with as much interest as possible. Have the students practice saying the expressions in an interested way.

A u d i o s c r ip t 1 Really? That's amazing! Me, too!

Answers 1 He swims well. 2 They read quickly. 3 My father drives slowly.

B

4 She paints wonderfully. 5 He sings badly!

D • Read the instructions and give the students time to read through the verbs and the adverbs in the boxes. • Point out the example sentence, and draw the students' attention to the use of the conjunction but  to show contrast. • Put the students in groups of three or four to complete the exercise. Circulate and monitor, assisting where needed. • When the groups finish, invite students to share information about their group members (e.g. Hector can  paint beautifully, but he can't sing very well.).

Workbook pp. 42-43, Section 5

2 Wow! Really? 3 Oh, how interesting!

D • Read the instructions to the class. Ask the students to look at the model conversation. • Before you ask the students to work in pairs, give them a couple of minutes to prepare for this exercise by taking a few notes. Encourage them to use expressions like Wow! and Really?   in response to what their classmates say. • When they finish working in pairs, invite volunteers to perform their conversations for the class.

W o r k b o o k p . 4 3 , S e c tio n 6 ►► Workbook p . 4 4 , L is te n a n d w r it e p . 4 5 , D o w n tim e

jjjjjj^ ^ Q

 ________________ 

Most adjectives: Add -ly 

Adjectives ending in -y: Change y to i and add -ly 

Irregular adverbs

wonderful—wonderful ly 

happy—happily no isy - (4) .™ *!!L  angry— (5) an9r^

good —well

slow—slow/y clear—clear ly 

fast —fast 

W A TC H O U T !

quick—quick/y

She can speak English well.

quiet— (1) ......°luietly  n i c e - (2)

J2 ! Z É L

(^) She can speak English good.

bad-o)

badly 

(£ )  She can speak well English.

C Rewrite these sentences using the verb in parentheses and an appropriate adverb of manner. 1 Helen Is good at French. Helen can s p e a k F r e n c h m 2

4 Tom and Ellle are loud talkers. il.

( s p e a k F r e n c h )

Tom and Ellie

Ou r teach er always gives clear explanations. Our teacher always explains (expla in thin gs)

3  Paul

Paul can't

. (talk)

5  You

are a quick learner. You  Jea m^g uickl y_   (|earn)

isn't a fa s i rur?ner. ” '

i fast 

talK!lDudll

6 I'm not a good swimmer.

(run)

I can't

 jyy lU L we'll

. (swim)

D 3 1 NOW YOU DO IT Work in groups. Tell your group about at least two things you do well and two things you d on’t do well. Use verbs and adverbs in the boxes or your own ideas. cook drive sing

dance paint speak

draw run talk

badly beautifully carefully fast loudly quickly slowly well

I can speak English well, and I drive carefully, but I sing badly, and I can't dance very well.

You can show interest in different ways. One way is by using words such as W o w !   and Really?   The other is by using your face and your body.

A Look at these pictures. In which picture does the woman look interested? B

3 ^ 4 2 Listen to the conversations below. Underline the expressions that the people use to show they are interested. 1 A : So, what do you do?

2

B:

I'm a pilot.

A:

Really? That's amazing! Me, too!

C:

Do you speak any o t h e r languages?

D:

I can speak Chinese.

F:

No , I can 't, but I can co ok Indian foo d rea lly we ll.

C:

Wow! Really?

E:

Oh , how interesting!

3 E:

Can you cook Chinese food?

C 5 ^ 4 3 Listen to the expressio ns from Exercise B. Practice saying the expressions in an interested way. D 3 1 Wo rk in pairs. Talk about things that your family m emb ers can do. Remember to use words to show interest. A: B:

M y s is t e r is g o o d a t l a n g u a g e s . S h e c an s p e a k J a p a n e s e , E n g l is h , a n d P o r t u g u e s e . Wow, that's amazing!

Y o u h a v e t a le n t !

UNIT 7

75

lìfeSkills WORKING AS A GROUP TO DO A TASK •

Break up the big task into sm aller tasks and make a list.

•

Identify what the group can do togeth er and what each person can do individually.

•

Neg otiate who can do any remaining tasks. Be flexible!

A

Wo rk in groups. Your company want s to offer a seminar for small busines s owners. Read the email from the marketing director. Then decide on at least two more things to do for each category and add them to the list in the attachment.

To:

Marketing D epartm ent (all)

Project: seminar on business management techniques Proposed date: Saturday, March 1

From:

Donald Sanders

Target audience: local sm all business owners and managers

Subject:

Small Business Seminar

Attach:

Plan for small business seminar m

Registration fee: $125 per person Maximum number of participants: 100 Seminar includes: Welco me and introduction to sem inar (Lynn Barton, CEO) Four sessions o f 11/2 hours each Lunch

Hi all, We want to offer a seminar for small business owners in this area. The basic ideas are in the attachment. Please work out the details and decide who can do each thing. Can we meet a week from today to discuss?  Thanks.

 Two co ffe e breaks

'

'ession topics: Wr itin g or r evising your business plan (Steve Ellroy, Business Director)

Advertising and promotion: trends and methods (Donald Sanders, M arketing Dir ector) 3 Financial manacroi-no~*- n-.-i— ’  0 ____  _  i.cciiy, i-mance Dir Managing your co mp any ’s growth (Ben Collins, Market Developm ent Director)

Plan for small business seminar

B 2 | Decide which tasks on the list the whole group can do together. Write G (group) in column 2 next to those things.

 Alternative Step 1 Break up the big task into smaller tasks and make a list. (Ex. A) Step 2 Identify what the group can do together and what each person can do individually. (Ex. B) Step 3 Negotiate who can do any remaining tasks. Be flexible! (Ex. C, Ex. D)

Lead-in Begin this section by emphasizing the importance of teamwork and flexibility when performing tasks. Discuss how different talents contribute to the better development of ideas and projects. Ask if the students work in teams at school/work. If so, do they find that easy/difficult? Do they find it beneficial? What are the challenges? Ask the students to look back through the unit and find examples of when they worked in pairs or groups. Ask if this helped them to complete tasks and whether it was useful in improving their communication skills in English. Examples include: 1 Vocabulary Ex. C, 4 Grammar Ex. D, 6 Vocabulary Ex. B, 8 Grammar Ex. D, 9 Speaking Ex. D.

Put the students in groups for this exercise. Tell them that they are going to organize a seminar for small business owners. Ask the students to read the email. Make sure they understand it. Check that they understand the term attachment  (a document that you send with an email). Have the students look at the email attachment (a list of things to do to organize a small business seminar). Ask them to work with their groups to add at least two more things to do to each of the three categories. Point out, or remind the students, that ad is short for

Use a flipchart or a piece of paper attached to the board to compile the list with the students instead of working in groups—this will help them brainstorm ideas without being distracted by the content in the book. These notes can then serve as a permanent record of initial ideas as the lesson progresses.

Possible answers Location: Find out the cost of the locations. Find out about transportation, parking, etc. Promotion: Contact local businesses by email. Write a slogan. Logistics: Decide layout of seminar room. Make a schedule. Find out about food, drinks, etc.

• Explain the task and keep the students in the same groups. • Explain to the students that they are going to look at their list of tasks and decide which tasks the whole group can do. Tell them to write G next to these tasks in the Who does it?   column on the list in Ex. A. • When the students have completed the exercise, elicit their decisions, and ask them to give reasons.

advertisement.

Y o u h a v e ta le n t!

unit

 7

T76

• Read the instructions to the class. Ask the students to work individually to check their abilities and preferences on the survey. • Circulate and monitor, assisting where needed. Be prepared to answer any questions about vocabulary, as needed.

• Read the instructions to the class. Ask them to work in their original groups to decide who will do the remaining tasks on the list in Ex. A. • Direct the students to the model conversation and have them repeat it after you, both chorally and individually. • Before they start their discussions, tell them to look at the How to say it   box, and encourage them to use these expressions in their discussions. • Ask the students to refer to their answers to the survey in Ex. C when they are discussing their talents and abilities. • Ask each group to report their decisions to the rest of the class, giving reasons for their decisions.

REFLECT • Ask the students to read the Reflect   question. • Give them some time to think about different situations in the domains of Self and Society and Study and Learning where the skill of Working as a group to do a task   would be useful. • Elicit the following ideas: organize a surprise party, help a friend move; prepare a presentation for class, work on a group project, etc.

n d S o c ie t y a n d C a re e r and Learning C Think about your preferences and abilities. Check (/) the appropriate boxes on the survey.

Work with your abilities! alone. □

I pre fer to w o rk ...

with other people. □

Km good at ...

I

drawing or painting. □

organizing schedules. □

design. □

managing people. □

writing. □

managing money. □

talking to people. □

solving problems. □

D H§ W ith your group, decide wh o can do each of the remain ing things on your list. I'm good at design, so I can design the ads. B:  A n d I'm g o o d at wr itin g, so m ay be I ca n wr ite the slogans. A : OK, let's do the ads together, then. C: OK, so you and Lisa can do the ads. What abou t  the schedule?  A:

HOW TO SAY IT Q  Talking about what people can do I'm good a t ..., so I can ... I can ... , b ut I ca n't ... Can you ... ?  / What can you d o?  Maybe we/you and Gina can ... because we/you can both ... m m m m m r n m m t'v a m

Y o u h o v e t a le n t !

UNIT 7

77

Complete this text with words in the box. (10 points) cook

drive

generous

honest

optimistic

patient

play

sing

smart

speak 

My mom is 52. She is very (1 ) 9enerous ( and she buys a lot of gifts for me and my brother. She is really good in the kitchen. She can ( 2 ) c2 ° t  delicious food. She is very (3 )  patient  anc| never gets mad at my brother or me. She loves to go out with her friends and (4)  sin9 karaoke. My dad is 54. He is really good at math, and he can (5) Italian and Ge rman, so I think he is very (6) |_|e can speak  smart  (7 ) P^ay the piano and the violin, too. My brother, Bruno, is 17. He really enjoys life and doe sn't worry about the future, so I guess he is very (8) optimistic _ |_|e ¡s (9) honest  ( too. He doesn't tell lies, and I know I can trust him. He is only 17, but he can (1 0 ) ;irive a car. 8-10 correct: I can talk about people's positive qualities and their abilities. 0- 7 correct: Look again at Sections 1 and 6 on pages 70 and 73. SCORE:

710

2

G R A M M A R  

A

Put these word s in the correct order to form sentences. (6 points)

1 A:

Francesca / dance / can / well / ?

Can Francesca dance well? 

can't / dance / no, / she / well / .

No, she can't dance well.

9

B: 2 A: B: 3 A: B:

sing / can / your sister / ? she / badly / sings / very / no, / .  you / swim / can / fast / ? no, / fast / I / swim / can't / .

Can your sister sing?  No, she sings very badly. Can you swim fast?  No, I can't swim fast.

B Read the text and find four mistakes in the use of can/can’t and adverbs of manner. Cross them out a nd correct them. (4 points) fast quickly  My cat is a great pet. She can run very fastly, and she com es quick when I call her name.

At night, she sleeps quietly in her bed, but in the morning, she meows loudly for her can well breakfast. She eeee speak cat language very good! 8-10  correct: I can use can, can't, and adverbs of manner to talk about people's abilities. 0-7 correct: Look again at Sections 4 and 8 on pages 72 and 74. SCORE:

/10

Language wrap-up

1 Vocabulary

Students can do the Language wrap-up exercises in class or for homework. If you give them for homework, remember to check the exercises at the beginning of the next class, or collect a few to grade and identify any typical errors.

Before you ask the students to do the Vocabulary section, point out that two types of words are being tested here—adjectives and verbs—and that there are five of each in the box.

If you decide to do the exercises in class, you can approach the wrap-up as a two-step reviewing procedure. First, ask the students to do the Vocabulary section individually. When ready, encourage the students to check their answers carefully, and then put them in pairs to compare answers and discuss any differences. Self- and peer-correction are two excellent ways of developing learner independence and creating a cooperative learning environment. After completing the Vocabulary section, you can apply the same procedure to the Gram mar section.

A

2 Grammar Explain that students need to put the words in the correct order to make sentences. B

Explain that there are four mistakes in the short text in the use of adverbs of manner and can.

At the end of each section, make sure that the students write their score out of ten. If they have a score lower than eight, direct them to the appropriate sections of the unit, and encourage them to read those sections again for homework. After that, ask the students to complete the exercise(s) again at home.

Competency developed

CEF Reference (A1 )

1 Vocabulary

can understand and use personality adjectives

2 Writing

can write a short personal reference

3 Reading 4 Grammar

can identify key words and phrases in a text can understand and use can to describe abilities

Table 1; Table 2; Section 4.4.1.1 ; Section 4.4.3.1; Section 5.2.1.1 Table 2; Section 4.4.1.2; Section 4.4.3.4; Section 5.2.1.6 Section 4.4.2.2; Section 5.2.1.2 Table 1; Table 2; Sections 5.2.1.2; 6.4.7.7; Ó.4.7.8 Section 5.2.1.4 Table 1; Table 2; Section 4.4.1.1 ; Section 4.4.3.1; Section 5.2.1.1 Table 1; Table 2; Section 4.4.2.1 Table 1; Table 2; Sections 5.2.1.2; 6.4.7.7; 6.4.7.8 Table 1; Table 2; Section 4.4.3.1; Section 5.2.3.2

Unit 7

5 Pronunciation can correctly stress can and can't  can understand and use phrases to describe talents 6 Vocabulary 7 Listening 8 Grammar

and abilities can understand information in a review of a TV show can use can and can't   with adverbs of manner

9 Speaking

can use phrases to show interest

% V

You have talent!

UNIT 7

T78

S H O P P IN G A R O U N D The expression shopping around   is common in English. When you shop around,  you look in several different stores until you find the best price for something. You can also shop around  for the best price online.

Unit p Unit opener iP- 79) • Optional downloadable unit opener 1 Vocabulary: clothes iP- 80) 2 Grammar: this, that, these, those ip- 80) 3 Speaking: asking to try on clothes ip- 81) in a store • Optional downloadable Speaking workshop: asking about trying on clothes 4 Listening: for numerical (p. 82) information *Q 5 Vocabulary: adjectives for describing (P- 82) gadgets 6 Reading: completing a survey (P- 83) 7 Pronunciation: emphasis with this, (P- 84)

10 min. 10 min. 25 min. 40 min. 20 min. 20 min. 30 min. 25 min. 30 min. 15 min.

that, these, those

8 Grammar: comparative adjectives (P- 84) 40 min. 9 Writing: compound sentences ' Q iP- 85) 30 min. lifeSkills: making choices iP- 86) 45 min. (Work and Career) • Optional downloadable lifeSkills 45 min. lesson (Self and Society) • Optional downloadable lifeSkills 45 min. lesson (Study and Learning) Language wrap-up iP- 88) 15 min. Video and downloadable video worksheet 45 min. Communicative wrap-up Units 7-8 (p. 136) 20 min.

Reading: completing a survey Ask the students if they have ever completed a survey. If so, what was it about? Speaking: asking to try on clothes in a store Ask the students to work in pairs and discuss these questions: Do y ou al w ay s tr y on cl ot h es b ef o r e y ou bu y  them ? D o you someti mes try on clothes in a store and  t h en b u y t h e m o n l i n e ?   Listen

to their ideas as a class.

Bring 10 to 12 everyday objects to class with you (e.g. a cell phone, an MP3 player, a key, a credit card, a passport), and put them on a desk at the front of the class. Ask the students to look at the objects for 30 seconds. Then cover the objects with a large sheet of paper, and ask the students to work in pairs to write down as many of the objects as they can remember. Review the English pronunciation of the letters of the alphabet by asking students to spell the words. Refer the students to the lifeSkills panel. Tell them that the topic of this unit's lifeSkills section is  M ak i n g ch oi ce s . Ask them what kinds of choices people have to make at work. Ask what helps people make good choices.

A • Tell the students to think about what they like to buy when they go shopping. Elicit some responses from the class. • Fqcus on the general terms used to describe each category ( f o o d , c l o t h e s , a c c e s s o r i e s , etc.). Read the category titles aloud, and ask the students to repeat them after you. • Read the instructions to the class, and give the students time to check the things they like to buy. • Elicit the students' answers, and ask them to repeat any new words, first chorally and then individually.

B Lead-in Direct the students' attention to the objectives in the unit menu and go through the information with them. Explain that this unit focuses on language for shopping and comparing products, and on the following skills which will help them talk about these topics: Listening: for numerical information Elicit the currency used in the U.S. ( the dollar). Ask the students what other currencies they know in English (e.g. t h e p o u n d , t h e eu r o , t h e p e s o , etc.). Ask if it is difficult for them to understand prices in English, and why. Writing: compound sentences Ask the students if they remember the sentences they looked at in Unit 6. If not, ask them to look again at the Writing section in Unit 6 on p. 65. Ask what words they could use to connect two simple sentences. Elicit examples like and, and but. Ask the students to look at the Writing section in this unit and find other words we use to connect sentences.

• Read the instructions to the class. • Put the students in pairs to complete the exercise. Draw the students' attention to the exam ple conversation. Read each line and have the students repeat. Suggest that pairs use this format to talk to each other about what they like and don't like to buy. • When the pairs finish their discussions, listen to some ideas from the class. Find out which category or categories are the most popular and which are the least popular.

S H O P P IN G A R O U N D IN THIS UNIT YOU O

learn language for shopping and comparing products

%

listen to prices in different currencies—listening for numerical Information

%

write compound sentences describing products— compound sentences

Q

read and complete a survey about shopping habits

Q

learn how to ask a salesperson for help watch a video about shopping

A Look at these items. Check (/) the things that you like to buy.

games

B Work in pairs. Talk about the different things you like and don’t like to buy. Include things on this page and other things. A: I d o n ' t li ke b u y i n g f u rn i tu r e , b u t I l o ve s h o p p i n g f o r c lo t h e s a n d a c c e s s o r i e s . W h a t a b o u t y o u ?   B: I l ik e s h o p p i n g f o r fo o d !

z  

LIFE SKILLS

Learn to establish criteria to make choices

WORK & CAREER  Shopping around K 2 S 3 2 3 K I

1

V

JLARY:

clothes

A Match the clothes in the picture to the words. 0

a d re ss

0 a ja ck et 0 a p ur se 0 a sh irt U a skirt 0 a su it m a sweater 0 a tie 0 a T-shirt [9] boots [6] jeans 0 pants [8] shoes [2] shorts 0 s ne ak er s

B (¡2 Work in pairs. Talk about the clothes you usually/sometimes/never wear. A: I u s u a l l y w e a r j e a n s a n d a T - s h ir t. B: M e , t o o . I n e v e r w e a r a s u i t .

A E l 44 LANGUAGE IN CONTEXT Listen to the conversation below and look at the picture. What does Sasha decide to wear? Sasha: Patrice: Sasha: Patrice: Sasha: Patrice: Sasha:

Patrice:

Sasha: Patrice:

I don't know what to wear to the party! How about that blue dress? I don't like that one, but I like this red one. Yes, it's nice. OK, and what about these shoes? No, those are really old! We ll, what about those shoes over there? The black ones? Yeah, those are fine. Now what about you? Oh , I think these jeans and that purple T-shirt are OK. What about these shoes? Th ey go with jeans. Yes, I really like those shoes.

B ANALYZE Read the conversation in Exercise A again. Form Choose the correct option to complete the rules below. 1 W e use t h i s / t h a t  with__________. a) plural nouns (^ s in g ular noun§> 2 We use t h e s e / t h o s e with C^Tpiural nouns> b) sin gu lar nouns

Instruct the students to keep their books closed. Begin by asking them to work in pairs and brainstorm all the English words they already know for clothes. They should know some international words (jeans and T-shirt, for  example). Remind the students that sometimes words that appear to be cognates might have a slightly different meaning in English. Ask the students how many words they have thought of. If appropriate, you could make it into a competition to see who has the longest list. Then ask them to open their books and see how many of their words are on the list.

44

See the Student's Book for the audio script. Before you play the audio, draw the students' attention to the picture. Elicit the names of as many items of clothing in the picture as possible. Explain that the students should listen for the clothes that Sasha decides to wear, and make a note of them. Then play the audio once. Check progress and, if necessary, play it again.

A

A l t e r n a t iv e

• Refer the students to the picture and the list of words. Ask individual students to say the words aloud. Corre ct pronunciation as necessary. • Highlight that  su i t  is pronounced /sut/. It is a very common error to pronounce it as */swit/. Also explain that the word clothes only has one syllable. A simple way to pronounce this word is to say it in exactly the same way as the verb close. • Ask the students to do this matching exercise individually and then compare their answers in pairs. Check the answers with the class. • Highlight the fact that  pa n ts , sh or ts , and je a n s are plural in English, even though they are one clothing item.

Ask the students to cover the conversation with a piece of paper so that they don't look ahead for the answer. • Ask the students to check their answers by reading the conversation and locating the information. Check the answer with the class.

N O T IC E !

B

Direct the students' attention to the words in bold in the conversation. Ask them whether the words refer to specific things or something in general.

• Before you ask the students to do this exercise, make sure they understand the word wear. Give them one or two examples about yourself (e.g. I w e a r j e a n s o n

Answer

w e e k e n d s . A t s c h o o l I al w ay s w e ar a d r e s s / p a n t s . ) .

• Put the students in pairs and explain the instructions. • Review the meaning of the adverbs of frequency. • Direct the students to the model conversation and have them repeat it after you. Have pairs use the model conversation to help them when they tell each other what they usually/sometimes/never wear. • When the pairs finish, elicit some examples from the class. Encourage the students to give their answers as complete sentences, as in the model conversation.

W o r k b o o k p . 4 6 , S ec tio n 1

■..... m il it il i

specific things

B Form • Read the instructions to the class. Have the students refer to the conversation in Ex. A to help them choose the correct options to complete the rules. Make sure they understand what the options are in each rule. • Give the students time to do the exercise individually and then to compare their answers in pairs. Check the answers with the class.

S h o p p in g a ro u n d

UNIT 8

T80

Function • Have the students refer to the conversation in Ex. A again to help them choose the correct options to complete the sentences. Check the answers with the class. • The students may have trouble with the pronunciation of the th sound I b l at the beginning of this, that, t h e s e , and those. Take some time to go over the pronunciation, demonstrating howto produce the sound (i.e., by putting the tip of the tongue through the front teeth and voicing the sound).

3 Speaking: asking to try on clothes in a store

A . g | 45 • •

c • Start by having the students look at the pictures and telling you if the item of clothing in each picture is close to the speaker or not. Then ask them whether the item is si n g u la r  or pl ur al. • Read the instructions to the class. Then ask the students to work individually to complete the exercise. • Check the answers with the class by asking individual students to read the complete sentences aloud. Make sure the students understand d i r t y  (the opposite of clean).

Complete the sentences using this, that, these, those. one. 1 This T-shirt is nice, but I don't like shoes are comfortable, but those aren't. 2 pants 3 These pants are too small. Can I try on, please? airl over there? 4 Who is

•

want 

students understand the exercise. • Set a time limit of two minutes for this exercise. Encourage the students to use some of the clothing vocabulary from the Vocabulary section on p. 80 and make a list of the clothes they need or want to buy. • When checking in class, ask for further information to encourage genuine communication (e.g.  S tu d en t: I n ee d  t o b u y   a n i c e d r e s s. T e a ch e r : W h y ? S t u d e n t : M y si s t er ' s  g et ti n g m ar r i ed . T ea ch er : O h , co ng r at ul at i on s! ) .

c

Answers 1 that

•

See the Student's Book and the answers for the completed audio script. Read the instructions, and give the students time to read the questions and replies before you play the audio. Check that the students understand the words try on,  si ze , and  fi t. Ask them where they try on clothes (in a clothing store) and why (to make sure they are the correct size and color, and that they fit—they are not too big or too small). Play the audio once. Make sure the students have numbered the sentences in the correct order. If they haven't, play the audio again. Highlight the fact that I ' d l i k e is a polite way of saying / 

• Read the instructions to the class. Make sure that the

Extra: grammar practice

2 These

3 those

4 that

• Before you ask the students to do this exercise, have them look at the Watch out!  box. Highlight that items of clothing like  s h o es , sn ea k er s, pa n ts , and je a n s are plural, so we use t h e s e (or those). If we want to talk about a singular item, we have to use a  pa i r o f ...  (e.g. a  pa i r o f je a n s ; th i s pa i r o f je a n s) .

• Direct students to the model conversation. Ask the students to repeat chorally and individually after you. Encourage them to use this model to help them when they work in pairs. • Ask the students to use two copies of the Student's Book to complete the exercise. Tell them that if they point to an item in their own book, they should use this/these, and if they point to an item in their partner's book, they should use that/those. • Put the students in pairs to complete the exercise. Circulate and monitor, assisting where needed. • Ask a few pairs to perform the conversation for the class.

W o r k b o o k p . 4 6 , S e c t io n .

'¿

_________________________________________________________________________ ^

• Read the instructions to the class, and direct the students to the model conversation. Ask them to repeat chorally and individually after you. • Elicit additional questions and responses from the class to continue the conversation. • Put the students in pairs to complete the exercise. Encourage them to use the expressions from Ex. A. Circulate while the students are working, noting any common errors to address later. • When the students finish discussing their lists, listen to some ideas from the class. Find out which items are the most popular and which are the least popular.

E x t r a : sh o p p i n g r o ie - p l a y Prepare cards with pictures of (or just words for) items of clothing (e.g. a black dress, green shorts, etc.). You need two sets of the same cards. Divide the class in two—one half will be the customers and the other half will be the salespeople. Give one set of cards to each group to divide among them. Ask the salespeople to sit at desks around the classroom—in their "stores"—with their card(s). The customers move around the classroom, trying to "buy" the items on their card(s). The salespeople help the customers with their requests, but if they don't have a matching card, they should say that they don't have that item in the store. The game continues until all the students have found their match(es).

__

Function(jOircle)the correct option to complete the sentences. 1 W e u s e ( j h i s / t h e s gV t h a t / t h o s e to talk about things that are close to us. 2 We use this/these  /(fKat / th o s e X o talk about things that are not very close to us.

Look at the pictures. Complete the sentences with this, that, these, or those. C

PRACTICE

1 I really love !^'s dress. I wear it all the time.

2 I'd like to wear those shorts to the beach today.

3

That 

is my fa vo rite

4 I c an 't w ea r f^ese shoes to the party. They're dirty.

jacket,

Work in pairs. Look through the pages of  your book to find pictures of people. Ask and answer questions about the clothes they are wearing. D

NO W YOU DO IT

WATCH OUT! like these pants. ® l like this pants.

Do you l i k e t h o s e s n e a k e r s ?   b Yes, / do. A. Do you like this T-shirt?  B: No, bu t I like that one. A:

—— ' Z 

^ 4 

* 

......

3

h

A

m

A

K I N G : a s k in g to t r y o n c lo t h e s in a s t o r e Q^45

Listen and number the sentences in the correct order 1-10.

a) Would you like to try on anything else? b) OK, I'll take it. c) No, it's too small. Do you have it in a size 1 0 ? d) No, thank you. Here's my credit card. e) Can I help you? f) Thanks. How much is it? g) Yes, here's a 10. h) It's $50. ¡) Yes, p lease . I'd like to try on this jacke t.  j) Sure. Is tha t one the righ t size ?

E] m ¡4]

El m 0 0 s s s

B

Make a list of clothes you need or want to buy in your notebook.

C

Q S Work in pairs. Student A, you are the salesperson. Student B, you

are the customer. Ask and answer questions about the clothes on your list in Exercise B. Then switch roles. A: C a n I h e l p y o u ?   B:

Yes, I ' d l ik e t o t r y o n t h e s e je a n s .

A: O f co u r s e . A r e t h o s e t h e r i g h t si z e ?  

I ^

S h o p p in g a r o u n d

UNIT 8

81

4 LISTENING: for n u m erica l in form atio n page m © When you are listening to the price of something, try to write down the numbers as  you hear them. You can then check the price by repeating it.

A 11346 Write each unit of currency under the correct price tag.  Then listen and repeat. cents euros yen

dollars pounds yen

dollars

 

pounds

B HU 47 Listen to the conversations. Match each conversation to the correct price. Conversation 1 Conversation 2 Conversation 3 Conversation 4

a) b) c) d)

€235,450 £17.68 $560 ¥999

C H348 Listen to the ads for these items. Write how much they cost.

$4.99

2

$350

3

$220,000

D 25 Work in pairs. Discuss how much each item in Exercise C costs in your own currency. Guess how much they cost in other countries.

A

$9,700

c

I

Guessing how much things cost I th i n k i t c o s t s a b o u t . .. I don' t think so.

5 V O C A B U L A R Y : a d je c t i v e s f o r d e s c r ib i n g g a d g e t s

O K , l et ' s s a y i t c o s t s . . .

|

A Match the columns to complete these definitions. When a gadget is ... 1 attractive 2 up to date 3 user-friendly 4 compact 5 versatile 6 expensive 7 powerful 8 cheap

a) it is easy to use. b) it doesn 't cos t a lot of money. c) it is small. d) it costs a lot of money. e) it can do a lot of different things. f) it is strong and works well. g) it looks good. h) it is very modern.

B Read the conversation below. Complete the sentences with words from Exercise A. A: Can you tell me about this cell phone? B: Yes, sure. I love this cell phone because it's so easy

to u se— it really is (1) user-friendly  _ /^ncj ¡t's a |so very (2) you can listen to music, go versatile online, and it has a digital camera, too. exPensive ? A: Yeah, that's great. Is it (3) B: No, it's actually very cheap ...

C 25 Work in pairs. Student A is a salesperson in an electronics store. Student B is a customer. Ask and answer questions about the items below. Then switch roles. cell phone digital camera flash drive laptop MP3 player A: Can  y o u t el l m e a b o u t t h i s l a p t o p ?  B-. Yes,  s u r e. I t' s v er s a t i le . I t ca n d o a l o t o f d i f f e r e n t t h i n g s .

2 You want a phone? You want an MP3 player? You want a handheld computer? You want it all, right? Which means all you really need is $350, arid the SMax 750 can be yours.

3 Not many people in the world have $220,000 to spend on a _ 2, — +

— ____

.

_ ^

R ev ie w larg e n um be rs. Dic ta te a v ar ie ty o f larg e nu mb ers, and ask the students to write the numbers in their notebooks. Remind the students that they practiced listening for numerical information on p. 61. A

— i

• R s j 46 Explain the task and ask the students to work individually. • When the students finish, play the audio so that they can check their answers.

—

A u d i o s c r ip t 1 one thousand, five hundred dollars 2 three hundred and eighty-five yen 3 one hundred and twenty-seven thousand, three hundred and ninety-five euros 4 twelve thousand, four hundred pounds 5 fifty cents

—

___ i

car. Not many cars in the world have a top speed of nearly 200 miles an hour. The new Ferris Avenger. For the lion in you.

4 There are people who say a watch is just a watch. But then, they probably don't own an 18-karat gold Monarch Supreme. Women who do own one know that at $9,700, it's the best gift that money can buy. D

• Elicit the names of the items in the pictures ( f as t- f oo d  meal, smartphone, sports car, watch).

• Draw the students' attention to the How to say it  box. Encourage them to use these phrases in their discussions. • Put the students in pairs. When they have agreed on a price for each item, ask for several volunteers to share their guesses.

B

___ ^

47 Explain that in this exercise, the students have to listen for the numbers in a conversation. • Play the audio once or twice. Then che ck the answers. •

A u d i o s c r ip t -W k

1

A: B: A:

Can I have five hundred and sixty from this account, please? Certainly. How do you want that? Mmm ... in twenties, please.

2 C: D: C:

How much is this bag? It's nine hundred and ninety-nine. Wow! That's a good price!

____ 2,

-m

------

3 E:

E:

We'd like to buy this apartment, but it's two hundred and thirty-five thousand, four hundred and fifty. Well, I can speak to the owner, and maybe he can lower the price for you. That would be great!

4 G: H: G:

Seventeen sixty-eight? OK. Can I pay by credit card? Yes, you can. Good.

F:

.— -

c

— ' ___

~

— ** -w —1

48 Tell the students to listen and write the price • M under each item. • Play the audio once or twice. C heck the answers with the class.

A u d i o s c r ip t 1 A t Burger Bar we know you want good food at a great price. That's why our Fun Meal, which comes with a burger, fries, and soda, is only four dollars and 99 cents. Put a smile on your face at Burger Bar today.

Lead-in

Check that the students understand the word  g a d g et  (a small piece of equipment that does something useful). Each student in turn has to name a gadget they can't live without. Students cannot repeat a gadget another student has used. Students who pause for more than five seconds are out of the game. The last person still talking is the winner. A

• Ask the students to repeat the list of adjectives in the first column after you. • Ask the students to work individually or in pairs to complete the exercise. B

• Ask the students to work individually to complete the exercise. Then ask them to compare their answers in pairs. • To check the answers, invite two volunteers to read the conversation aloud. c

• Read the instructions, and ask the students to repeat the names of the items in the box after you. Check that the students understand the vocabulary. Ask the class to think of possible adjectives that could be used to describe each item (e.g.  M P 3 p la y er —attractive, e x p e n s i v e , etc.). • Encourage the students to use the adjectives from Ex. A to describe the items listed, and refer them to the model conversation. Suggest that they take turns asking and answering questions about each item.

W o r k b o o k p . 4 7 , S e ct Shopping around

UNIT 8

T 8 2

6 Reading: completing a survey

B Explain the exercise. Ask the students to work individually and answer the question. Check the answer with the class.

Lead-in Ask, or remind the students, what a  su r v ey  is (a set of questions you ask to find out people's opinions). Ask some more questions about surveys (e.g. What do surveys ask  q u e s t i o n s a b o u t ? ; H o w o f t en d o y o u c o m p l e t e s u r v e y s ? ;

c

D o y o u e v e r c o m p l e t e o n li n e s u r v e y s ? ; D o y o u e v e r r e a d  

• Direct the students to the How to say it  box. Highlight that we usually use by when we want to say what the method of payment is (e.g. by c r e d i t c ar d , b y d e b i t c ar d , b y c h e c k ; but with cash). We can also say / pay cash. • Ask the students to work individually and complete the survey from Ex. A with answers that are true for them. • When they have finished, put them in pairs and ask them to compare their answers. • Listen to their ideas as a class. Find out which students spend the most on clothes, movies, books, etc.

 su r v ey r es u lt s to f i n d ou t i nf or m at i on a b ou t p r od u ct s? ) .

A • Tell the students they are going to read about someone's shopping habits. • Read the instructions and give the students time to read the items in the survey and the responses. • Ask the students to work individually to complete the exercise and then compare their answers in pairs. • Check the answers with the class. Encourage the students to give full sentences when answering (e.g.  J a y  b u y s C D s o n li n e .) .

Answers 1 online 2 $150 3 by credit card 4 phones and accessories 5 clothes, shoes, and accessories; books, magazines, e-books; music; movies; phones and accessories

E x t r a : re a d in g p r a c t ic e Ask the students to read the survey again and answer the questions. 1 Where does Jay buy computers and accessories? 2 How much does he spend on music per year? 3 How often does he buy movies? 4 What does he buy every week?

Answers 1 stores 2 $780

3 three times a month 4  music

6

c o m p le t in g a s u r v e y

A Read the survey below about Jay’s shopping habits. Answer these questions. 1 2 3 4 5

Where does Jay usually buy CDs? How much does he spend on movies per year? How doe s he usually pay for books and m agazines ? What does he buy only once or twice a year? What do es he p ay for by credit card?

Cons'»«Ver

survey

Please take about five minutes to complete our survey! All information is confidential. Age: 23

 S

M al e /

Female  

Country: U.S.A. How do you usually pay for it?

About how much do you spend on it per year?

Type of item

How often do  you buy it?

Where do  you usually buy it?

clothes, shoes, & accessories

twice a month

store

credit card

$600

books, magazines, e-books

once a month

online

credit card

$240

music (CDs or downloads)

every week

online

credit card

$780

movies (DVDs, downloads, rentals)

three times a month

online

credit card

$150

computers & accessories

once every three years

store

check

$320

phones & accessories

once or twice a year

store

credit card

$120

other electronics & accessories (tablets, e-readers, game equipment) —

Thank you for taking our survey! B Now read this conversation. Jay is talking about his survey results with his friend Ramón. Who spends more money on clothes? Do you buy a lot of books? Jay: I guess so. I buy about two books every month. I always buy e-books online, and I pay by credit card. Ramón: What about clothes? How much do you spend on clothes per year? Jay: Well, I spend about $50 a month, so about $600 a year. What about you? Ramón: I don't spend any money on clothes. I spend about $800 a year on movies! Ramón:

HOWTOSAY ITH Talking about how to pay  / usually pay (with) cash. by credi t card, by check.

C Work in pairs. Copy the survey above and complete it for yourself. Then discuss your shopping habits with  your partner. Use the conversation in Exercise B to help you.

S h o p p in g a r o u n d

UNIT 8

83

7 PRONUNi

e m p h a s is w it h t h i s , t h a t , t h e s e , t h o s e

A B^j49 Listen to the conversations. Notice how we use stress to clarify information. 1

A: Is this my cell phone?

2 A: Are these your bags? B: No, those are my bags.

B: No, that's your cell phone.

B Da 1

S m 50

Work in pairs. Practice these conversations. Listen and check.

A: Do you like this sofa? B: No, but I like that one.

2

A: Do you want to buy these jeans? B: No, I want to buy those jean s.

3 A: Do you have that CD? B: No, but I have this CD.

8

c o m p a r a t iv e a d j e c tiv e s

A LANGUA GE IN CONTEXT Read this review. Then check (/) the correct option to complete the statement.

NOTICE!

The writer: □ talks about different gifts to buy on Father's Day. \7]  compares the Reader Plus with other e-readers.

Look at the forms of the adjectives in red. What is the main form of each adjective?

Are you looking for the perfect Father's Day gift? Then how about the new Reader Plus e-reader? With this e-reader, Dad can download all his favorite books and magazines, but that's not all! The Reader Plus also has a camera! It's a little more expensive than other e-readers, but it's less expensive than a tablet. It's b i g g e r than other e-readers, but smaller than most tablets, so it's better than a tablet for reading in bed. Also, other e-readers are a lot h e a v i e r than the Reader Plus. The Reader Plus is more versatile than other e-readers and easier to use than a tablet. I'm giving the Reader Plus 4.5 stars! Review by Ian Atkinson, Atlanta

B ANALYZE Read the review in Exercise A again. Function(Circlg)the correct option to complete the sentence below. We use comparative forms to compareCfwo thing§)/ more than two things.

WATCHOUT! He's less old. 0

He's younger.

Form Write the correct adjective forms in the table. Most one-syllable adjectives

Add -er: old — older, cheap—cheaper, short — (1)

 s h or te r 

e.g. Othe r e-readers are cheaper than the Rea der Plus. One-syllable adjectives ending in -e,

Add -r: nice—nicer, safe—(2)

One-syllable adjectives ending in consonant-vowel-consonant

Double the final consonant and add -er: thin—thinner, hot — hotter, big— (3) bi g g er 

safer

e.g. Your cell phone is nicer than mine.

e.g. This e-reader is smaller/bigger than that one.

L

7 Pronunciation: emphasis with t h i s , that  , t h e s e , those A 49

See the Student's Book for the audio script. Review the pronunciation of this, that, these, and those, focusing in particular on the initial /5/ sound. Ask the students to read the two conversations silently. Then tell them to listen to the audio and notice how that  and t h o s e are stressed. Play the audio. Explain that we stress words in this way to clarify information. Play the audio again and have the students repeat the conversations chorally. Then ask them to practice in pairs. Invite a few pairs to perform the c onversations for the class.

A • Tell the students that you want to buy a new e-reader. Tell them that you aren't sure what kind to buy, and ask them for advice about where you can find information. Try to elicit the idea of a product review, either online or in a magazine, on TV, etc. Prompt the students to think about what kind of things people review (books, movies, electronics, gadgets). • Read the instructions and the answer choices to the class. • Remind the students that they don't need to understand every word in order to get the answer; they just need to understand the main idea of the text (whether the Reader Plus e-reader is better than other e-readers). • Give the students one minute to read the review and choose the answer. Check the answer with the class. Ask the students to tell you why the reviewer likes the Reader Plus (e.g. it's easier to use, it's more versatile).

N O T IC E !

B

Have the students look at the adjectives in red and elicit the main form of each one.

EU so

See the Student's Book for the audio script. Put the students in pairs. Ask the students to look at the conversations and identify which words in Speaker B's answers will carry the main stress (that, those, this). Ask the students to practice the conversations with their partner. Circulate, helping with the stress as needed. When the pairs finish, play the audio so that the students can compare it with how they said it.

Answer comparative

B Function

Extra: back-chaining Give the students some practice in rhythm and intonation by asking them to repeat the conversations using a back-chaining technique. Teacher: this sofa?   S tu d en t s: th i s so f a ?  Teacher: like this sofa?   S tu d en t s: li k e t hi s so f a ?  Teacher: D o you like this sofa?   S tu d en t s: D o y ou li k e t hi s so f a ? 

8 Grammar: comparative adjectives Lead-in To introduce the concept of making comparisons, write taller than and  s h o r te r th an on the board. Ask two students to stand next to each other. Then say, for example, Gabr iela is taller than Luisa. / Luisa is shor ter  than Gabriela. Try to elicit a variety of comparisons about the two students (e.g. Luisa has darker hair, G abriela has a b i g g e r ba g , etc.). Tell the students that they are going to practice comparing different products.

• Have the students reread the review in Ex. A and choose the correct option to complete the sentence. Check the answer with the class.

Form • Read the instructions to the class. Then read the categories in the left-hand column of the grammar table. • You may need to go over the concept of syllables with the class. On the board, write an example for adjectives with one syllable (cheap), two syllables (corn-pact), and three syllables (e x - p e n - s i v e ), and remind the students that word sounds are separated this way. Ask the students to repeat the words chorally, and then have them work in pairs to think of more examples of adjectives for each category. • Draw the students' attention to the grammar table. Remind them that they can use the text in Ex. A if they need help. Make sure that they understand that they need to provide the comparative form of the last adjective in each list, following the models given. • Ask the students to complete the grammar table individually. Check the answers with the class. • Highlight that when we compare two things, we use the conjunction than. Emphasize that it's different from that  and they shouldn't be confused. • Highlight the use of less in the expression less e x p e n s i v e t h a n in the text in Ex. A, and make sure the students understand it is the opposite of m o r e e x p e n s i v e t h an . Give one or two more examples (e.g. less com pact than, less versatile than). Point out that we use less with adjectives of two syllables or more.

S h o p p in g a r o u n d

UNIT 8

T84

c

• Read the instructions to the class. Ask the students to repeat the adjectives in parentheses after you to review pronunciation. • Do the first item with the class as an example. Explain that for some items, they can use both more and less. • Ask the students to do the rest of the exercise individually and then to compare their answers in pairs. Remind them to refer to the spelling rules in the grammar table in Ex. B. • To check the answers, choose students to write their answers on the board.

• Explain the task and make sure the students understand that, in each case, they should write a single, compound sentence, starting with a capital letter and ending with the correct punctuation. • Ask the students to work individually to complete the exercise. Then check the answers with the class. Answers

This furniture store is nice, but it's expensive. These pants are really ugly, and they're too short. 3 Do you want to try on these black shoes or those red shoes? 4 My computer is new, but it's very slow. 5 This cell phone is attractive, and it's user-friendly. 6 We can watch this movie, or we can listen to that new CD. 1

2

B

• Read the instructions to the class. Give an example of how or can be used to write a compound sentence describing a gadget (e.g. You can use this cell ph on e to take pictur es, or you can u se it to mak e ph on e calls.).

• Focus the students' attention on the second Watch out! box. Tell them that we never use more before adjectives that already have comparative endings (e.g. smaller). • Draw the student's attention to the pictures of the two computers. Ask them which one they would prefer to have. Encourage them to give reasons for their choices. • Ask the students to repeat the adjectives in the list after you. If necessary, go over the number of syllables in each one. • Before you ask the students to work in pairs, give them a few minutes to prepare what they are going to say. Direct them to the example conversation and remind them to use comparative forms and than when comparing the two computers. • Put the students in pairs to complete the exercise. • When the pairs finish, listen to some examples from the class, and correct any errors in the use of comparative adjectives.

Workbook pp. 48-49, Section 5

Lead-in

• Remind the students about the format for writing simple sentences (see p. 65: subject + verb + object). Elicit some examples. • Read the information in the skills panel. Remind the students that they practiced writing simple sentences on p. 65. • Give some brief examples of using an d  for adding extra information ( T h i s c o m p u t e r i s c h e a p a n d c o m p a ct . ) ; b u t   to show contrast (This car is old, bu t it's g ood.) ; and or to indicate a choice (You can have b eef or fish.). A

• Ask the students to work individually to write the sentences in their notebooks. • Circulate and monitor while the students are working. Draw attention to any incorrect sentences and, if necessary, help the students correct them by prompting self- and peer-correction. c

• Ask the students to read the model conversation. • Elicit words for colors in English (e.g. whi te, black, blue, pink).

• Ask the students to circulate to find someone who owns gadgets similar to theirs. Write the following on the board: I have an  MP3  p la y er  / laptop  / d i g i t a l c a m er a . H o w a b o u t y o u ?  Then encourage them to begin their conversations like this. • When the students find someone who has a similar gadget, they should describe them and compare. Encourage them to add as much detail as possible (e.g. size, color, accessories) to make the exercise as interesting as possible. • When the students finish, elicit some of their comparisons. Correct any errors in the use of comparative adjectives.

Workbook p . 5 0 , R e a d a n d w r it e p. 51, Down time

   f u n n i er , p r et t y — Change the y to i and add -er: h a p p y  — h a p p i e r , f u n n y — (4)  prettier 

Two-syllable adjectives ending in -y

e . g . H i s p i c t u r e i s f u n n i e r t h an h e r s . e x p e n s i v e— more/less e x p e n s i v e , v e r s a ti l e — more/less v e r s a t i l e , i n t e r e s t i n g — (5) more/less i nteresting

Adjectives with two or more syllables

e.g. T h e R e a d e r P l u s i s m o r e e x p e n s i v e t h an o t h e r e - r e a d e r s , b a d — worse,  g o o d —(6)

Irregular adjectives

better 

e.g. T o m ' s e - r e a d e r i s w o r s e t h a n t h i s o n e .

C  PRACTICE Complete these sentences with the correct comparative

form of the adjective in parentheses + than. 1 2 3 4 5 6

This laptop Is Your furniture is Shop ping online is My cell phone is The se jeans are Mike's old MP3 player is

( v e r s a t i l e )  mine. ( n i c e ) your n eighbors' furniture. (easy) going to the store. ( u p t o d a t e )  yours. ( g o o d ) those. ( b i g ) his new one.

W A TC H O U T ! 0

This TV is smaller than that one. This TV is more smaller than that one.

D S§| NOW YOU DO IT Work in pairs. Which o f these two types o f computer do you prefer and why? Use these words. attractive big cheap compact good practical user-friendly A: I li k e d e s k t o p c o m p u t e r s b e c a u s e t h e y ' r e e a s y t o u s e. B:  / d o n ' t . T h e y ' r e a l ot b i g g e r th a n l a p t o p s , a n d y o u c a n ' t c a r r y t h e m a r o u n d .

9

c o m p o u n d s e n t e n c e s page 65 O

We can use and, or,  and butto connect two short sentences. This is called a compound sentence. Use and   to add extra information, use but   to add contrasting information, and use or to show different options. Use a comma before and, but,  and or.

A In your notebook, connect these sentences using or, and, or but.   This furniture store is nice. It's expensive. 2 These pants are really ugly. They're too short. 3 Do you want to try on these black sho es? Do you want to try on those red sho es? 4 My com pute r is new. It's very slow. 5 This cell phone is attractive. It's user-friendly. 6 We can watch this movie. We can listen to that new CD. 1

B Choose gadgets (cell phone, radio, MP3 player, etc.) that you own. In your notebook, write three compound sentences about them using and, or, and but. C Of Find someone in your class who owns similar items. Talk about why your gadgets are different. A: My l a p t o p I s s m a l l e r t h a n y o u r s , a n d i t ' s w h i t e . B: Yes, b u t m y l a p t o p i s m o r e u p t o d a t e t h a n y o u r s .

Shopping around

u n it

8

8 5

M A K IN G C H O IC E S • Understand the situation.

 JfoÇOW'' 

• Decide what your criteria are.

te f 

Tfu Accmxts  Deft- f r i * * 

• Make a choice'.

Read these emails and notes to an office manager.  Then write one sentence that summarizes his situation. A

To: ^

n*ed n ewf uvn^ ur e fiere Ut 

^ H a U ! Cotet iw

¿¿SC M 4 U  

bleonard

From:

 jke lly

Subject:

-

 Ai exi t 

 jkelly

From:

smartineau

Subject:

supplies

Hey, Jason. Can you please g et th ese things for the CEO’s office? A nice chair and a new printer. Thanks!

Becky 

To:

We

□

authorization for office supplies

Hi, Barbara. Everyone needs office supplies this month! The total cost of the things we need is about $1,000. Can you please authorize that amount? Thanks!

To:

 jke lly

From:

bleonard

Subject:

Re: authorization for office supp lies

Hi, Jason. Our off ice supplies expenses are 40% higher than last year, so we re ally need to spend less. I can authorize $840 at this time, but no more. Sorry!

B QS Work in pairs. Check (/) in the list below what is important for Jason to consider when he orders office supplies. □ □ □ □ □ □

who/which departmen t needs the supplies (Is every departme nt or person equal?) which supplies are more urgent than others (Does he need to get everything now?) the amount of money he can spend the way the person asks for the supplies (polite, impolite, etc.) the cost of each item the quality of each item the design and color of each item

With your partner, look at the website on the next page and decide which items  Jason needs to order. Make a list with the headings below. Then add up the total of all the items. It has to be $840 or less! C

• Item

• Cost per unit

• Quantity

• Total

Step 1 Understand the situation. (Ex. A) Step 2 Decide what your criteria are. (Ex. B) Step 3 Make a choice. (Ex. C, Ex. D)

Lead-in Read the target skill aloud and highlight the three-step strategy to develop the skill. Check that the students understand all the vocabulary. Ask the students to give you examples of situations in which they may have to make choices at work or in their career. Elicit examples and make a list on the board (e.g. deciding which piece of equipment to buy, deciding which person to hire, deciding how best to market a product, etc.). Review some of the gadget-related vocabulary from Section 5. Write some of the items on the board, but without the vowels (e.g. d_g_t_l for digital). Ask the students to provide the missing letters for each word. This will also help them recycle the letters of the alphabet.

Read the instructions aloud to the class. Ask the students to read the series of emails and write one sentence to summarize the office manager's situation. Check the answer with the class. Note that different answers are possible. Point out that CEO stands for Chie f Executive Officer, which is the most senior person in the company.

He needs to buy office supplies, but he also needs to spend less money. The cost of the office supplies is $1,000, but he can only spend $840.

B • Read the instructions to the class and check that they understand the exercise. • Put the students in pairs to check the criteria they think are important. • Listen to their ideas as a class, but note that there is no correct answer here. c

• Put the students in pairs. Make sure they understand that they should decide which items the office manager needs to order. • Ask them to make a list under the different headings. Make sure they understand the vocabulary in the headings (e.g. cost per unit  - price for each single item). • When the pairs finish, ask them to tell you the total cost of the items they have decided to order.

S h o p p in g a ro u n d

UNIT 8

T86

--------------------------------------------------------------------------------------------------------------------------------------------------------------D

• Draw the students' attention to the expressions for evaluating and making a choice in the H ow to say it  box. Ask them to repeat the useful phrases after you, and encourage them to use these expressions when they discuss their choices with their partner. • Encourage the students to use this, that, these, and those where appropriate by pointing to the pictures on the website (e.g. I think this chair is better because  ...). Remind them to give reasons for their choices. • Put pairs in groups of four to complete the exercise. • When the students finish, listen to some ideas from the class. Find out which pair spent the most money and which spent the least.

$

REFLECT

• Ask the students to read the Reflect   question. • Give them some time to think about different situations in the domains of Self and Society and Study and Learning where the skill of Making choices would be useful. • Elicit the following ideas: decide what groceries to buy, where to go on vacation, who to meet for lunch; decide what kind of studies to pursue, which college to go to, etc.

D jg] Work with another pair. Explain your choices.

H O W TO SA Y IT H

REFLECT ...

Evaluating

How can the skill of making choices be useful to you in Self and Society and Study and Learning?

We can't buy this ... because it's really expensive. I think this ... is nicer / better  / more practical than the other ... (and it's less expensive). This ... is better than that one for the C EO / reps / Sales Department. What do you think about this ... for ...?  Making a choice Let's buy this ... for the Sales Department and that... for the CEO. I want these ... b ecause they're c heaper than those ... This ... is definitely better than that... Why don't we get the ... now because it's urgent? We can get the ... later in the year.

S h o p p in g a r o u n d

unit

 8

87

1 V O C A B U L A R Y A Look at the pictures and comple te the text with the correct clothing words. (5 points)

You should buy your sister clothe s— a (1) ora pair of (2) that she can wear to the sweater  sneakers gym. Get your brother a cool (3) . Why don't you buy your mom a really nice (4 ) T-shirt  dress or a (5) ? Something she can wear in the summer.  jJ fJ I1

B Complete the rest of the text with words in the box. (5 points) attractive

cheap

expensive

powerful

user-friendly

You can buy your dad a new cell phone. They're really ( 1) c^eaP now. You can ge t a goo d one for only $60. Find one that's (2 ) attractive _ you |
I can talk about clothes and use adjectives to describe gadgets.

Look again at Sections 1 and 5 on pages 80 and 82.

SCORE:

/10

Read these conversations.(^ircig)the correct option. Complete the sentences with the correct comparative form of the adjective in parentheses. (10 points) 1

A: Do you like (1) this /(these )sh o es , Lara? B: Yes, but they're really expensive. Look, those red ones are (2 ) (3) less expensive ($ expensive), too.

nicer 

(in/ce ), and they're

2 A: Hi, Dana. Look at (4)(th7s)/ t h e s e watch. It's a gift from Tony. (T good )  than my watch! better  B: Wo w— I love it. It's much (5) 3 A: Hey, Allison. Do you like (6) t h e s e  /(^hosg) ba gs ov er there? (f pretty)  than the big one. And it's B: Yes, they're nice. I like the small one. It's (7)  p re tt ie r (8) (Teasy) to carry. Let's buy it for Mom's birthday! easier  4 A: Hey, Anna. Do you see (9)({hat)/ tho se man at the table? He's teaching our math class today. B: Oh, good. I hope he's (I0)more interestin9 ( f inte rest ing )  than o ur regular teacher. I can use this, that, these,  and those  to clarify what I am talking about and comparative adjectives to compare things. 0-7 correct: Look again at Sections 2 and 8 on pages 80 and 84. 8-10 correct:

SCORE:

710

Language wrap-up

1 Vocabulary

Students can do the Language wrap-up exercises in class or for homework. If you give them for homework, remember to check the exercises at the beginning of the next class, or collect a few to grade and identify any typical errors.

A

If you decide to do the exercises in class, you can approach the wrap-up as a two-step reviewing procedure. First, ask the students to do the Vocabulary section individually. When ready, encourage the students to check their answers carefully, and then put them in pairs to compare answers and discuss any differences. Self- and peer-correction are two excellent ways of developing learner independence and creating a cooperative learning environment. After completing the Vocabulary section, you can apply the same procedure to the Grammar section.

Tell the students to read the rest of the text carefully before they do the exercise.

Refer the students to the illustrations and ask them to fill in the blanks with the correct words for each item of clothing. B

2 Grammar Before the students do this exercise, remind them of the function of the up and down arrows, which appear in parentheses before the adjectives. The up arrow means that they should use a comparative form with more, and the down arrow means they should use a comparative form with less.

At the end of each section, make sure that the students write their score out oft en. If they have a score lower than eight, direct them to the appropriate sections of the unit, and encourage them to read those sections again for homework. After that, ask the students to complete the exercise(s) again at home.

Refer to the Communicative wrap-ups on pp. 136-137 of the Student's Book for more activities.

C o m m o n E u r o p e a n F r a m e w o r k : u n it m a p Unit 8

Competence developed

C E F Reference (A1)

1 V oc ab ula ry

can understand and use clothing words

Table 1; Table 2; Section 4.4.3.1; Section 5.2.1.1

2 Grammar

can understand and use demonstratives

Table 1; Table 2; Sections 5 .2.1.2; 6.4.77; 6.4.7.8

3 Speaking

can ask to try on clothes in a store and respond to questions

Table 1; Table 2; Section 4.4.3.1 ; Section 5.2.3.2

4 Listening

can listen to identify the cost of something

Section 4.4.3.1

5 Vocabulary

can understand and use adjectives to describe gadgets

Table 1; Table 2; Section 4.4.3.1 ; Section 5.2.1.1

6 Reading

can understand and complete a survey about shopping habits

Table 2; Section 4.4.2.2; Section 4.4.3.4

7 Pronunciation

can correctly stress demonstratives

Section 5.2.1.4

8 Grammar

can form and use comparative adjectives

Table 1; Table 2; Sections 5.2.1.2; 6.4.7.7; 6.47 .8

9 Writing

can write simple compound sentences

Table 2; Section 4.4.1.2; Section 5.2.1.1

S h o p p in g a ro u n d

UNIT 8

T88

  <    I    ‘                  i

The expression Let's eat   can be used as a suggestion (It's time to eat) or as an invitation (Should  we go and eat som ew here?).  It has a joyful and participatory feel to it.

• é jj   Unit opener • Optional downloadable unit opener Vocabulary: food Grammar: count and non-count nouns with some, any, much, many  Listening: taking phone messages Speaking: using phone language Grammar: verb phrases Vocabulary: ordering in a restaurant Pronunciation: weak to 8 Reading: scanning for specific information 9 Writing: a restaurant review • Optional downloadable Writing workshop: a restaurant review lifeSkills: making a plan (Self and Society) • Optional downloadable lifeSkills lesson (Work and Career) • Optional downloadable lifeSkills lesson (Study and Learning) Language wrap-up

(p. 89) 10 min. 10 min. (p. 90) 25 min. (p. 90) 40 min. (p. 92) (p- 92) (p. 93) (p. 94) (p. 94) (p. 95)

30 min. 20 min. 40 min. 25 min. 15 min. 30 min.

(p. 95) 20 min. 20 min. (p. 96) 45 min. 45 min. 45 min. (p. 98) 15 min. it 45 min.

Unit opener

Writing: a restaurant review Point out that many restaurants have their own websites and that there is usually a section for people to write comments about the restaurant. Ask the students what kind of comments people write. Ask the students to work in pairs to write as many English words for foods and drinks as they can think of. Set a time limit of two to three minutes. Write categories on the board: fruit, vegetables, meat, fast food, drinks, and ask the students to write their words under the appropriate headings. Go over any unfamiliar vocabulary, and ask the students to write any new words in their vocabulary notebooks. If possible, leave the words on the board, as they may be useful in future sections of this unit. Refer the students to the lifeSkills panel. Tell them that the topic of this unit's lifeSkills section is Making a plan. Ask them to say in what situations they have to make plans. Ask them to look at the lifeSkills section in this unit and find what the people are planning.

A • Ask the students questions about the pictures, e.g. Where are these people?; What are they doing (besides eating)?; How do they feel?  (They are in a restaurant / outside / at work; They are happy; She is busy; She is adventurous, etc.). • Ask the students to repeat the three phrases after you, and use the pictures to help explain the meaning of each phrase (necessity : a basic thing that we all need to have; social activity: something we enjoy doing with other people; adventure:  something exciting). • Ask the students to think about their own feelings about food, and choose the phrase that best matches it.

Lead-in Direct the students' attention to the objectives in the unit menu and go through the information with them. Explain that this unit focuses on language to talk about and order food and to make and respond to invitations, and on the following skills which will help them do this: Reading: scanning for specific information Ask the students to look through the unit and find different types of texts. Speaking: using phone language Ask the students if they usually use polite or informal language when they are on the phone. Ask them what the differences are between polite and informal phone language that they use in their own language. Listening: taking phone messages Ask the students to think about what kind of information they usually listen for in a phone message (e.g. the person calling; a contact number; information about an appointment).

A lt e r n a t i v e Ask the students to rank the three categories from 1 (the phrase you most associate with food) to 3 (the phrase you least associate with food). If you follow this procedure, when the students do the class survey in Ex. B, you can ask them to form a group with people who have exactly the same order as they have.

B • Read the instructions to the class. • Ask the students to read the model conversation, and check they understand all the vocabulary. • Ask the students to circulate and find people who checked the same category as they did. The students can say / think food is a/an . .. How about you ?  The students who checked the same answers should stand together in a group. • Count the number of people in each group. Establish which phrase most of the students associate with food

1^1 learn language to talk about and order food and make and respond to invitations

%

A Wha t does food mean to you? Check (/) the phrase that you most associate with food.

read restaurant ads—scanning for specific information

%

leave formal and informal phone messages—using phone language

Q

listen to and take phone messages write a review of a restaurant watch a video about different restaurants

B o f Take a class survey. How many people chose each phrase? Discuss the different ways these phrases can relate to food. I think food is an adventure. I like trying foods from different countries. B: Yes, and I like experimenting when I cook. It's exciting. C: For me, eating is definitely a social activity. I like to enjoy food with friends and family. It does n't m atter that it's not ex citing.

A:

LIFE SKILLS

z * 

Learn to use lists to make a plan

SELF & SOCIETY Let's eat!

KSSQ9E3I

1 V O C A B U L A R Y : fo o d

Fruits

Vegetables

Dairy

C broccoli

H oranges

 A ch ee se

E carrots

Jbananas

K peas

L waterm elon

Protein

Oils

Grains

B chicken

G cereal

bu tter D

M yo q u rt

Fbeans

I rice

margarine

P milk

O beef 

N bread

vegetable oil

Look at the graph of food group proportions. Guess the recommended total daily amount for each food group. B

Recommended number of servings per day for adults: Veg etable s: 3 cups Protein: ~  ounces Fruits: 2 cups Grains: 4 ounces Dairy: 2 cups Oils (not shown in graph): 7 teaspoons

C ^51

Listen and check your answers to Exercises A and B.

Work in groups. Talk about your diet. Who has the healthiest diet? D

A: B:

31

Sandra, do you eat a lot of vegetab les?  No t really, but I eat a lot o f fruit. I love a pple s and m elon!

2 GRAMMAR:

c o u n t a n d n o n - c o u n t n o u n s w it h  s o m e , a n y ; m u c h , m a n y 

Read these people’s comments about the food they have at home. Then(^ircle)T (true) or F (false) for the statements below.

A

LANGUAGE IN CON TEX T

I

want a ham sandwich, but

How many apples

we don't have much ham.

are there? I want to

But I can have some ham

make an apple pie.

with a lot of cheese, and

And is there any

I want some mayonnaise and

sugar?

tomatoes. I don't want any mustard.

How much bread do we have? I want

We don t have many potatoes,

some toast. Oh, we

but we have a lot of rice. So

don't have

for dinner we're having meat,

any butter!

rice, and

Ch arlie is making a sandwich with m ustard and a lot of ham. 2  William is planning to have meat, potatoes, and vegetables for dinner. 3 Lisa need s apples and suga r to make a pie. 4 Ann e can't have bu tter on h er toast. 1

N O T IC E ! Which words refer to quantities? Underline them.

I

Lead-in

Ask the students what kinds of foods are healthy and what foods are not so healthy. Elicit some suggestions (e.g. V e g e t a b l e s a n d f r ui t a r e g o o d f o r y o u , b u t t o o m u c h f a t,

Then draw the students' attention to the food plate. Ask the students which food group we should eat the most of, according to the food plate, (vegetables), and which group we should eat less of (dairy).

 su g ar , or sa lt i s n ot. ) .

• Tell the students that they are going to talk about their diet (foods they typically eat). • Draw the students' attention to the model conversation, and give them a couple of minutes to prepare ideas individually. Remind them to look at the food plate in Ex. B for ideas. • Put the students in groups of three or four to discuss who has the healthiest diet. Circulate while they are working, and make a note of any errors to address later. • When the groups finish, elicit some responses from individual students.

Read the instructions to the class, and choose students to read aloud the food categories in the table. Be ready to explain  pr ot ei n (foods produced from animals, including meat, cheese, eggs, etc., as well as nuts and soy);  g r ai n s (foods such as wheat, rice, and corn that supply our bodies with energy); and d a i r y  (foods made from milk, such as butter, cheese, and cream). Direct the students to the pictures of food and go over the names of the foods. Point out the example (D butter) under Oils. Ask the students to complete the table with the names of the foods under the correct category in the table. Then ask them to compare their answers in pairs. Do not check answers at this stage.

E x tr a : h o m e w o r k Ask the students to keep a log of everything they eat on a particular day (e.g. the day after this lesson) and, using the food plate, put a check or a cross next to each recommended amount. A check means that the daily amount conforms to the recommended number of servings. A cross means that it doesn't.

B

Have the same pairs look at the food-plate graph and guess how many daily servings of each category of food are recommended by experts. Explain that a  se r v i n g is the amount you eat at one meal. Per d a y  means the same as e v e r y d a y  in this context.

C u lt u r e n o t e The illustration is based on the food-guide plate published by the U.S. Department of Agriculture. More information on the nutrition guidelines can be found at: www.choosemyplate.gov .

• 'Ask the students what they usually have for lunch on weekdays and on weekends. Encourage them to use vocabulary from Section 1. Give them an example by telling them a few things you usually eat and don't usually eat, and writing them on the board with the determiners some and any (e.g. I usually eat a sandwich and som e chips. I don't usually eat any dessert.).

Read the instructions to the class. Then ask the students to read the texts silently or choose students to read the texts aloud. • When the students finish, ask them to decide if the statements are true or false, and circle the correct letters. •

Play the audio once or twice so that the students can check their guesses to Ex. A and Ex. B. Then check the answers with the class.

Audio script The U. S. Department of Agriculture recommends the following daily diet for adults. Eat three cups of green or yellow vegetables every day, for example, peas, broccoli, or carrots. Eat about two cups of fruit such as bananas, o ranges, or watermelon per day. We also need about three cups of dairy products per day, things like milk, yogurt, and cheese. We get protein from meat like chicken or beef, and from beans. Eat about six ounces of protein pe r day. We get grains in foods like bread, rice, and cereal. Eat about four ounces of those foods per day. Finally, we need only about seven teaspoons per day of oils like butter, margarine, or vegetable oil.

NOTICE! • Do one example with the whole class first to demonstrate the activity and clarify what words that  r e f e r t o q u a n t i t i e s means. Show them that m u c h in the first sentence refers to a quantity. • Ask the students to underline the remaining quantity words in the comments. Tell them that there are a total of 13, including m u c h in the first sentence. Check the answers with the class.

L e t 's e a t

unit

 9 T 9 0

Form

(count and non-count nouns)

• Explain the exercise. For the first part of the exercise, ask the students to circle the best options to complete the rules. • Go over the difference between count and non-count nouns. A count noun is any noun that we can add -s to and make plural, as well as irregular plural nouns like children, men, women, and people. A non-count noun is a noun that can't be counted, like rice, milk, and bread, and'for which we do not add -s. Explain that liquids are non-count. (Note that we can also use some in questions with offers and requests (e.g. Do you want  some rice? Can I have some bananas?). • For the second part of the exercise, direct the students to the box. Explain that some of these words are count nouns, and some of them are non-count nouns. Have students write C (count) or N  (non-count) after each food item in the box. • Check the answers for both parts of the exercise with the class. Function

E x t r a : g r a m m a r p r a c tic e Complete the sentences using some, any, much, many. 1 How sugar do we have? 2 Do we need bananas? 3 There are bananas on the table. 4 How are there? 5 There aren't stores in this part of the city. 6 I don't want coffee, thanks. Answers

1 much 2 any

3 some 4 many

5 many/any 6 any

(quantifiers)

• Ask the students to read the sentences and choose the correct options. Encourage them to refer back to the texts to see examples of these words in context. Check the answers with the class. • Emphasize that we use the indefinite article a/an with singular count nouns (e.g. an apple), but never with non-count nouns (e.g. *a milk). We use some with non-count nouns (e.g. some milk),  and with plural count nouns (e.g. some apples). Form

• Make sure the students understand the exercise. • Ask the students to do the exercise individually, and then compare their answers in pairs, discussing any differences. Encourage them to refer back to the information in Ex. B. • Check the answers with the class.

(quantifiers)

• Ask the students to complete the grammar table individually. Then check the answers with the class. • Point out that we use any   with negative plurals (e.g. We don't have any apples.) and negative non-count nouns (e.g. I don't want any rice.). We also use any  in questions with plural count nouns (e.g. Do we have any apples?) and non-count nouns (e.g. Do we have any rice?). We never use any with singular count nouns. • Ask the students to complete the rules, using the examples in the tables to help them. Check the answers with the class. Point out that we do not use much in the affirmative, and many   is rare. We usually use a lot of  (e.g. I have a lot of time today. She has a lot of friends.).

D

• Read the instructions to the class, and tell them they are going to discuss what food they have at home. • Ask the students to repeat the example conversation after you, both chorally and individually. Encourage them to use similar phrases when they work in groups. • Put the students in groups of three or four to complete the exercise. • When the groups finish, elicit some of the students' ideas. Correct any errors in the use of count and non-count nouns, and a/an, some, and any. ^

W o r k b o o k p p . 5 2 - 5 3 , S e ct io n 2

\

B ANALYZE: COUNT AND NON-COUNT NOUNS Form(^ircle)the correct option for each rule. Then write C (count) or N (non-count) after each food item in the box. 1

2

Count nouns are nouns that you ( p a n ) / c a n ' t  count. They(Qavey d o n ' t h a v e a singular and a plural form, e.g. apple. Non-coun t nouns are nouns that you ca n ( c a n } count. They h a v e A ^ o n ' t h a v$ ) a plural form, e.g. rice.

k c ' - c 

ham

cheese

potatoes

tomatoes

rice

apples

pie

bread

toast

vegetables sugar

N 

butter

ANALYZE: QUANTIFIERS Read the texts in Exercise A again. Function(^ircle)the correct option to complete each rule. Then complete the table. ______ 1 We use a, an to refer to(spec/’f?cy  g e n e r a quantities. 2  We

use  s o m e , an y , m u c h , and m a n y  to refer to  s p e c i f i c  /(q en era hq uantitie s.

Form Complete the sentences in the table with a, an, any, some, much, or many. Then choose the correct option to complete each sentence. a / an / any / som e

Singular count nouns

Plural count nouns

Non-count nouns

apple.

I want (4) some apples.

I want (7) s9me rice.

I don't want (2)--- 2----potato.

I don't want (5) anY  potatoes.

I don't want (8) anY  bread.

Are there (6) any. tomatoes?

Do we have (9) anL butter?

Affirmative : 1want (1) Negative

Questions

an

Do you want : 0 )— - — tomato?

14 Use

....

Plural count nouns Negative

b) s o m e or an before non-count nouns. a) Use
The re aren't : do many vegetables.

Questions

17 We can use  s o m e ,

before singular count nouns.

15

much / many

How

 

Non-count nouns Th ere isn't

(12)

much

butter. How

; (1 1 ) many . oranges are there?

(13) much ham is there?

and m a n y   before C^fpTural count nounsD b) non-count nouns. in negatives and questions, 18 We use a) s o m e Cb) any an y ,

C PR AC TICE (£Îrcî§)the correct option to complete the sentences. Do you want a / ( a n y  - apple? 2  I don't want any c o o k i e / ( c o o k i e s } 3 Let's get(some)/ any bananas. 4 Do we have much Qp/Vk/ m i l k s ? 5  I want a /(s om e)r ice with my chick en. 1

6 We don't have  s o m e  /(^nan^v eg etab les ! 7 Is t h e r e ( a n } ) / m a n y   ice cream in the refrigerator? 8 I want  s o m e ( h a r n y h a m s . 9 There isn't ( m u c fy / m a n y   butter in the refrigerator. 10  How m u c h / ( m a n } ) oranges do we need?

D Q§ NOW YOU DO IT Work in groups. Ask and answer questions about the food in your house. A: Do  y o u B: Y e s ,

h a v e a n y v e g e t a b l e s i n y o u r h o u s e ? 

we h a v e s o m e p e a s , s o m e c a r r o t s, a n d a l o t o f b r o c co l i .

L e t 's e a t

UNIT 9

91

3

t a k in g p h o n e m e s s a g e s

A Read the two messages. What is each message about? d

m Whi le,you, were, out 

Ryan,  - message, from , Lauren,

Caller: Dan

D inn er Fri> 3/13 

Day/date: Thurs 

C all her.

Time: 10:15  Mes sa g e: in ert a t Danis Burners, 2:30 

B E^52 Listen to the two phone calls. Underline the incorrect information in each message in Exercise A. C 1^53 Listen to another phone call and write the message.

Wh i le,you, wer e, out  Caller: Ethan, Day /da te : Friday  Time,: 5:30  Mes saye:

4

u s in g p h o n e la n g u a g e

When you are speaking on the phone, it's important to think about whether the conversation is formal or informal so that you can use the correct language.

A 8^54 Listen to the two conversations below. Which is formal and which is informal? 1

A: Good afternoon, Food for Fun. B: Hello. Could I speak to Ms. Linda Jenkins, please? A: I'm sorry, she isn't here right now. Would you like to leave a message? B: Yes. Please ask her to call Marsha Lind. My number is (640) 806-9271. A: Yes, of course. B: Thank you. A: You're welcome.

2

A: Hello? B: Hi^ is Olivia there? A: No, sorry, she isn't. B: Oh , OK. Can I leave a message? A: Sure. B: This is Mark. Can you ask her to call me? A: OK, no problem. B: Thanks.

B Underline examples of formal and informal language in the conversations in Exercise A. C [£§ Work in pairs. Follow the instructions below. • Stud ent A, "ca ll" S tudent B and write down the message. Switch • Stude nt A, "ca ll" Stu dent B and an office assistant at the school.

leave a message for anothe r classm ate. Stude nt B, roles. leave a message for your teacher. Stude nt B, you are Write down the message. Switch roles.

L: E: L: E:

Sure, restaurant, eight o'clock, right? That's right. Thanks, Lisa. Sure, Ethan. Bye. Bye.

A • Read the instructions to the class, and give the students time to find the main idea of the two messages. • Check the answers with the class.

Lead-in

B

. H 52

Tell the students they are going to hear the phone calls for the messages in Ex. A, and they have to listen for differences between the messages and the phone calls. • Play the audio once, and check progress. If necessary, play it again. Check the answers with the class.

Audio script

2

M = Man, L = Lauren M: Hello? L: Hi, is Ryan there, please? M: No, he isn't. Do you want to leave a message? L: Yeah. This is Lauren. Please tell him that dinner is on Friday, March 30th. Friday, March 30th? Yes. And can you ask him to call me? Sure. Thanks. You're welcome.

c

. Ü3 53

Read the instructions to the class, and elicit what information they need to listen for. • Play the audio once, and check progress. If necessary, play it again. Check the answer with the class.

Answer Message: meet him (Ethan) at the restaurant at 8:00

Audioscript L= L: E: L: E:

54 See the Student's Book for the audio script. Read the instructions to the class. Make sure they understand the exercise is simply to decide which conversation is formal and which is informal. Play the audio once, and check the answers with the class.

_ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

1 W = Woman, J - John W: Good morning, Tina Baker's office. J: Hi. Could I speak to Tina, please? W: I'm sorry, she isn't in. May I take a message? J: Yes. Please ask her to meet John at Dan's Burgers at 12:30. W: Meet John at Dan's Burgers at 12:30. J: That's right. Thank you. W: You're welcome.

M: L: M: L: M:

Ask the students to give you an example of a formal greeting (e.g. G o o d m o r n i n g , G o o d a f t er n o on ) and an informal greeting (e.g. Hi). Ask them when they use informal expressions (with friends and family) and when they use formal expressions (with people they don't know, with teachers, with their manager, etc.).

Lisa, E = Ethan Hello? Hi, this is Ethan. Is Emily there? Hi, Ethan, this is Lisa. Emily isn't here. Do you want to leave a message? Yeah, can you tell her to meet me at the restaurant at eight o'clock?

Answers 1 formal

2 informal

• Ask the students which words in the conversations in Ex. A helped them determine the answers to Ex. A

( f or m al :

G o o d a f te r n oo n , W ou ld y ou li k e to .. .? ;

etc.). • *Read the instructions to the class, and give them time to complete the exercise individually. Circulate while the students are working, and assist as needed. • When the students finish, elicit some ideas from the class. i n f o r m a l: H e l lo ? , n o p r o b l e m ,

c

• Ask the students to read the instructions carefully. Discuss which message will be formal (the second) and which will be informal (the first). • Give the students a few minutes to work individually and think about which classmate they will leave a message for, and what they are going to say. Encourage them to use the expressions in the conversations in Ex. A and also to follow the format of these conversations. Circulate and answer questions about vocabulary or expressions they would like to use. • Put the students in pairs to complete the exercise. Ask them to sit back-to-back. This makes the listening more difficult because the listeners cannot see the other person's face, and so it more closely replicates a telephone conversation. • When the students finish, invite a few pairs to perform their conversations for the class.

ok p. 53, Section 3

L e t 's e a t

UNIT 9

T 9 2

c

5 Grammar: ver

• Before you ask the students to do this exercise, focus on the examples in the Watch out! box. • Highlight that we use W o u ld y o u l i k e ...?  to invite people to do things and Do  y ou li k e ...?  to ask about people's preferences. It is incorrect to use Do you l i k e . . . ? t o invite people to do things. • Read the instructions to the class. Remind the students to use phrases from the grammar table in Ex. B. • Put the students in pairs to complete the exercise. Point out that for some of the questions, more than one answer is possible. • Check the answers by calling on individual students to read the lines of the conversation, inserting their answers. Elicit any additional possible answers for the blanks.

A . H

55 See the Student's Book for the audio script. • Ask the students to look at the pictures and guess what the people are saying. • Read the instructions to the class. Explain that they only need to listen for the reason Jane says she can't go out.

A l t e r n a t iv e Ask the students to keep their books closed. Tell them they are going to hear a conversation in which one character (Paul) invites another (Jane) to go out to dinner. They only have to answer one question: W h y  c an ' t J a n e g o o u t t o n i g h t ?  

• Play the audio once, and check progress. If necessary, play it again. Check the answer with the class. • Ask the students to practice the conversation in pairs, changing partners and roles several times.

Answer Because she has to study (for a big math test tomorrow).

Ask the students to look at the text and find the underlined phrases to answer the question. Check the answer with the class.

Answer Let's try, how about t

B Function • Ask the students to look at the grammar table. Draw their attention to the four different categories in the table. Check that the students understand each category. • Ask the students to work individually and find examples of expressions for each category of the table in the conversation in Ex. A. • Ask the students to compare their answers in pairs, discussing any differences. Check the answers with the class.

Form • Focus on items 1-3, and elicit the answers from the class. • Highlight that we use both expressions W o u l d y o u like ...?   and Do y ou w a n t ...?   to invite people, but the first one is more formal than the second one. You can present this by writing the two expressions on the board and asking students what they think the difference is. • Draw the students' attention to the expression Let's in the table, and emphasize that it is followed by the base form. We use this expression to make suggestions (as in the title of this unit, Let's eat).

Elicit a few examples of phrases we can use to invite someone to do something (e.g. W o u l d y o u l i k e t o . . . ? ; D o y o u w a n t to ...?), to accept invitations (e.g. I ' d l o v e to; I' d like to), and to refuse invitations (e.g.  So r r y, I ' d  like to bu t I can't / I have to  ...). • Draw the students' attention to the activities in the list, and elicit more activities they could invite different classmates to do (e.g.  g o to a m ov i e, g o to a g a m e, etc.). Direct the students' attention to the model conversation and have them repeat after you both chorally and individually. Have the students circulate, inviting as many of their classmates as possible. Remind them to give a reason each time they refuse an invitation.

When the students acce pt an invitation, tell them to discuss the date, time, and place. When the students have finished, listen to a few examples. Cprrect any errors in the use of verb phrases.

W o r k b o o k p . 5 4 , S e c tio n 4

5

v e rb p h r as es

A

E m 55

LANGUAGE IN CON TEX T

Listen to the conversation below.

Wh y can’t Jane go out tonight? So. would you like to ao out to dinner tonight? Well, I'd love to. but I can't. Why not? Be ca use I have to study . I have a big math test tomorrow , and I want to get a good grade. Oh, too bad. Well, do you want to have dinner tomorrow night? Sure. Let's try that new Italian restaurant. OK. I'd like to try it, too. I need to ao to the gym first, so how ab out seven-thirty? Seven-thirty is fine. See you tomorrow! OK, bye.

Paul:

Jane: Paul: Jane:

Paul:

Jane: Paul:

Jane: Paul:

— * 

B ANALYZE Look at the underlined phrases in Exercise A.

Look at the underlined phrases. Which two phrases don't involve an infinitive (to + base form)? mm

Function Complete the table. Expressing wishes and desires

Making invitations

Expressing obligation and necessity

Making suggestions

W ould you

(1) 'd like to try it. want to

I (2)

I (3)

'd love to

get a good grade, (but I can't).

(4) fw go out for dinner tonight? (5) b>oyou want to have dinner tomorrow night?

\ (8) need t0 go to Howaboutseven-thirty? the gym first. (7) ^-et s try that new (9) have to study. Italian restaurant. (6)

Form(^ircle)the correct option.   1  What form of the verb is used after w o u l d l i k e , l o v e , h a v e , n e e d , and w a n t ? [a) infinitive (to + base form)) b) base form 2 What form of the verb is used after let's ?

infinitive (to + base form) Cbpoase fom j> 3 What w o r d   d oe s t h e 'd  in I' d  represent? a)

a) h a d  Cb) w o u l c T )

C PRACTICE Complete this conversation with phrases from Exercise B. In some cases, there is more than one correct answer. David: Kirsty:

David: Kirsty: David:

Kirsty, (1) go to a movie tom orrow night? ___________ work. How about Oh, sorry. I (2) , but I can't. I (3) see that new Will Smith movie. Friday night? I (4) have dinner after the movie? OK. Sounds good. And (5) have pizza. I (7) go to the Big Ch ee se! Sure. (6) Great! See you then!

W A TC H O U T ! 0Would you like to go out tonight? Do you like to go out tonight?

D Q§ NOW YOU DO IT Invite different classmates to do things. Accept or refuse their invitations. When you refuse, give a reason. When you accept, make suggestions for places to go and times to meet. go for coffee

go shopping

go swimming

have dinner

A: W o u l d y o u lik e t o g o s h o p p i n g t o m o r r o w ?   B: I ' d l o v e t o , b u t I h a v e t o v i s it m y g r a n d p a r e n t s .

L e t 's e a t

UNIT 9

9 3

o r d e r in g in a r e s t a u r a n t

beef chicken cream juice pie salad spaghetti water

A Complete the menu with the words from the box. M A IN C O U R S ES

DESSERTS

Fish (grilled or fried)

■ P -;£

with pasta Roast

$10.50

beef 

$11.25

Baked chicken S paghetti  and meatba||s

H

MENU

Green

B

55.50

Hií  Strawberries and cream

$5.25

$ 6 .5 0

Fresh fruit salad

$5.25

cream

SIDES

$6 .5 0

All main courses are served with your choice

BEVERAGES

of two vegetables: baked potato, rice,

m

broccoli, spinach, peas

$5 .2 0

$ 2.10

4

Soft drinks

$2.60

 M -

Fruit

i uice

Bottled

water

$ 2.00

Bread

$5 .75

Em 56

Listen to Jenny and Alan at a restaurant. Write the letters in the blanks to complete w hat they say.

Jenny:

Good evening .....c Yes, please. What's the soup of the day? It's tomato and basil soup, O K , . A And then the grilled fish with rice and peas. Sure. And for you, sir? b , and then the roast beef with a baked potato and spinach. Would you like any dressing with your salad, sir? Yes, vinaigrette, please. Fine. e Just some water for me.

Alan:

Jl_

Waiter:

OK. I'll be right back with your drinks.

Waiter:  jenn y: Waiter:  jenn y: Waiter: Alan: Waiter: Alan: Waiter:

a)  I'd like the soup, please.

And the same for me. c) Are you ready to order? d) A green salad to start e) And what would you like to drink? b)

Work in groups. Role-play ordering in a restaurant. Use the menu above.

weak

to

A Kfl 57 Listen to the conversations below. Notice h ow to is weak in the first sentence and strong in the second. 1

A: Do you want to watch a DVD?

B: I'd love to.

2

A: Would you like to go out tonight?

B: I'd like to, but I can't.

B

B1

^58

54.10

Coffee/Tea (hot or iced)

£   Soup of the day

Cheesecake

$8.50

salad

Mushrooms in garlic sauce

$4.75

lce

APPETIZERS Shrimp cocktail

o

(appl e, cherry,

chocolate cream)

Work in pairs. Practice this conversation. Listen and check.

A: Would you like to have dinner?

A: Do you want to go for a walk first?

B: I'd like to, but I'm not hungry right now.

B: Yes, I'd love to.

$3.75 $1.70

^0

6 Vocabulary: ordering in a restaurant

7 Pronunciation: weak

Lead-in

57 See the Student's Book for the audio script. Ask the students how many examples of to they can find in the conversations (four). Tell them that they will hear to pronounced in two different ways. Explain that in the first sentence in each conversation, the to is reduced to /ta/, the weak form, and in the second sentence it is pronounced with a full vowel sound, /tu/, the strong form. Play the audio once or twice for the students to listen for the differences in pronunciation of the vowel sounds in to in each position. Highlight that when to occurs in the final position of a sentence or clause, as in I' d love to, it is pronounced as the strong form. When to is used in verb phrases, like w a n t t o g o and like to have, it is pronounced as the weak form /ta/.

Play an anagram game. Prepare five or six anagrams of the food from Section 1 (e.g.  g t es v ea lb e for v e g e t a b l e s) . Divide the class into teams of three or four students. Write the anagrams on the board. The first team to write the correct spelling of all the words is the winner. A

Read the instructions to the class. Draw the students' attention to the words in the box. If there is any unfamiliar vocabulary (e.g.  p i e, b o tt le d ) , encourage the students to figure it out by using the pictures and a process of elimination. Check that the students understand a p p e t i z e r s (the first course), main courses (the second course),  s i d es (vegetables served with the main course), d e s s e r t s (a sweet dish that finishes the meal), and b e v e r a g e s (a very formal word for drinks). Highlight that the word d e s s e r t  /d i'z 3r t/ is pronounced with the stress on the final syllable. Ask the students to work individually to complete the menu. Circulate while the students are working, and help as needed. When the students finish, ask for volunteers to write their answers on the board.

. HJ 56

See the Student's Book for the audio script, • Read the instructions to the class, and explain that they will listen for the lettered sentences that complete the conversation. • Play the audio once, and check the answers with the class.

to

B

58 See the Student's Book for the audio script. Give the students time to read the conversation and think about the way to is pronounced. Put the students in pairs to practice saying the conversation. Remind them to use the correct pronunciation of to. When the students finish, play the audio and ask them to compare the version on the audio with their version. Play the audio again, stopping after each line of the conversation for the students to try to mimic the pronunciation they hear as they repeat.

c • Read the instructions to the class. • Put the students in groups of three or four. One student should play the role of the waiter, and the other students should play the role of diners. • Give the students two or three minutes to prepare what they are going to order, using the menu in Ex. A and the verb phrases in Section 5. • Encourage the students to use the format of the conversation in Ex. B as a model for their role-play. • Give groups a few minutes to practice their role-plays. • When the groups have finished, invite a few groups to perform their conversations for the class. ^

W o r k b o o k p p . 5 4 - 5 5 , S e ct io n 5

L e t 's e a t

unit

 9

T9 4

D Ask the students to look at the How to say it  box while you read the expressions aloud. Check that they understand quiet (silent) and its opposite, noisy (loud). To explain traditional, elicit some traditional foods from the students' own countries—foods that are unique to their culture. Encourage the students to use these expressions when they discuss the questions in groups. Put the students in groups of three or four, and ask them to discuss the questions. Circulate and monitor the students' discussions, assisting as needed. If the students have problems thinking of kinds of restaurants, suggest they discuss different national/regional cuisines (e.g. Italian, Japanese, Chinese, American). When the groups have finished, direct the questions to the class, and elicit responses from several students.

Lead-in

• Read the information in the skills panel. Emphasize that when we scan a text, it is important not to read every word. • Ask the students how they read in their language when they look for a number in a telephone directory. Ask them whether they start at the beginning and read every word in order, or whether they look through quickly to find the name and number they are looking for. • Elicit other types of texts we scan, (e.g. menus, ads, movie and  TV listings, train schedules, etc.).

A

W o r k b o o k p . 5 5 , S e c tio n 6

• Explain that the students need to read the situation carefully and underline only the most important information. • Have them compare answers in pairs. Check the answers with the class.

û

Lead-in

• Make sure the students understand that they need to find a restaurant that conforms to all the important information in the situation in Ex. A. Remind them not to read every word, but to look at the ads quickly to find specific words and numbers. • Set a time limit of one minute, and tell the students to begin scanning. • Check the answer with the class. Encourage the students to explain why the other restaurants are not suitable (e.g. at Amber you have to make a reservation on weekends, Bartlett's closes at 9 p.m., Brazil! doesn't  have any vegetarian dishes, etc.).

Answer Carlotta's Burgers

• Check that the students understand location (place) and that they should look at the ad they chose in Ex. B (Carlotta's Burgers). • Set a time limit of one minute, and ask the students to complete the exercise. • Check the answers with the class.

Extra: reading practice Answer the questions about the restaurants. 1 What time does Amber close on Saturdays? 2 What time does Brazil! open? 3 Which restaurant is not open on Mondays? 4 Where is Bartlett's Bar and Grill?

1 1 a.m. (early Sunday morning) 2  6 p.m. 3 Amber 4   4701 Airport Boulevard

Ask the students how to find out information about restaurants (e.g. recommendations from a friend, a review in a magazine or on the internet, etc.).

A • Ask the students to look quickly at the text and tell you what it is (a blog about restaurants). Explain that they need to find two things the writer likes about the restaurant. • Give the students one minute to complete the exercise. • Have the students compare their answers in pairs.

Answer the food (excellent), and the jazz band (very good)

B • Explain to the students that their blogs have to contain the same kinds of information as in Ex. A. Write the different kinds of information on the board (name of  restaurant; location; type of restaurant; pric es—low, average, high; recommended items on the menu, entertainment). •  Explain low price (cheap), high price (expensive), and average (not cheap or expensive, but in the middle). • Ask the students to work individually and make notes about the key information for their restaurants. • Ask the students to use their notes to write a blog entry in their notebooks. • Encourage them to use the blog in Ex. A as a model. c

• Read the discussion questions to the class. Put the students in groups of four or five, and ask them to read each other's blogs and discuss the questions.

Workbook p , 5 6 , L is te n a n d w r it e p . 5 7 , D o w n t im e

_______________

8

ÂDIN

s c a n n in g f o r sp e c i fic i n f o r m a t io n

To find specific information in a text, don't read every word. Look at the text quickly to find the words or numbers that give you the information.

A Read this situation. Underline the important information. You and your friends want to eat dinner late on Saturday beca use you are going to the theater first. You don't want to make a reservation. One of your friends is a strict vegetarian.

B Scan the ads and find the best restaurant for the situation.

BRAZIL! T ra d it io n a l B ra z il ia n b a rb e c u e H u g e s a la d b a r O p e n 6 p . m . to 11 p . m d a i l y Reservations: (212) 456-9172 801 South Main St.

Carlotta’s Burgers

Bartlett V B a r & G r ill

Steaks, bur gers, pizza, and more  Tr y our sp eci alty veget able plates! Live music Friday & Saturday nights Family-style seating

Hours: Mon-Thurs, 11 a.m.-lOp.m. Fri & Sat, 11 a.m.-2 a.m. 61 East Sixth St. (212) 472-6643

C Read the ad for the restaurant you chose in Exercise B. Find this information as quickly as you can. Underline each item. • the type of food • ente rtainm ent D

• the phone num ber • the location

HOW TO SAY IT U

Q| Work in groups. Discuss these questions.

Do you prefer eating out or eating at home? Why? 2 What are your favorite kinds of restaurants? 3 What kinds of restaurants don't you like? 1

Expressing likes and dislikes I like vegetarian/steak/seafood restaurants. I don't like noisy/quiet restaurants. I prefer restaurants with traditional food/live music.

J

a restaurant review Read this blog. What two things does the writer like about the restaurant?

GOOD FOO D BLOG

All That Jazz Miller Street

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All That Jazz is a New Orleans-style restaurant and music club. The prices are a little high, but the food is excellent. Try the  jum bo fried shrimp or the C uban rice an d beans. Th ere is a very good jazz band on Friday and Saturday nights. Posted by

on

f~Add comment

Email

B Write a blog entry in your notebook like the one in Exercise A. C 53 Work in groups. Read each other’s blog entries. Discuss these questions. 1 Which o f the restaurants in the blog entries do you know? D o you agree with the blog entry? Why or why not? 2 Which of the restaurants would you like to try? Why?

L e t 's e a t

UNIT 9

95

lifeSkills M A K IN G A P L AN •

Make a list of the things you ne ed to do.

•

W rite the things you ne ed to do in a logical order.

•

Ad d spe cific deta ils to each thing on your list.

A Work in groups. Look at these pictures of two styles of meals. Decide which style of meal you would like to prepare for a group meal and why.

A: I ' d li ke t o p r e p a r e m e a l A b e c a u s e i t's m o r e e l e g a n t . B: Really? I'd like to prepare meal B. It's less forma l and more fun !

B Q f~l PI □ □

Now decide on the most logical order for planning the meal and numb er the steps.

Decide what dishes to have. Include drinks and appetizers. Decide how much money you can spend. Dec ide what kind of meal you want (formal or informal). Decide when and where to have the meal. Check to see if anyone in the group doesn't eat certain foods. □ Make a shopping list. Include ingredie nts for the dishes and things you need apart from food, e .g. ice. □ On the day, get together to prepare your meal, and have fun!

lif e S k ills : m a k in g a p la n Step 1

Make a list of the things you need to do. (Ex. A, Ex. B) Step 2 Write the things you need to do in a logical order. (Ex. B) Step 3 Add specific details to each thing on your list. (Ex. C) Lead-in

Tell the students that in this section, they will learn useful skills for making a plan. Ask them why they think it's important to make a plan before beginning something (e.g. it can save time, make things more efficient, help you remember what you have to do, etc.). Point out that this plan is in the context of Self and Society. Ask the students to work in pairs and describe their perfect meal. Tell them they can discuss the food, the people they have their perfect meal with, and the location or type of restaurant. Elicit some ideas from the class. A

Invite the students to imagine they are going to plan a meal for their class. Before you ask the students to discuss the meals in the pictures, quickly review comparative forms with the class. Encourage the students to use comparative adjectives to explain which type of meal they would like to prepare. Direct the students' attention to the model conversation and have them repeat after you, both chorally and individually. Put the students in groups of four or five to discuss the meals. When the groups finish, listen to their ideas as a class. Find out how many students prefer each meal. Encourage the students to give reasons.

B

Ask the students to stay in their groups from Ex. A. Emphasize that there isn't a correct answer for a logical order for planning a meal, although some orders would be illogical (e.g. deciding how much money you can spend as a last step in the process). Give the groups time to read the steps and ask any questions they may have about vocabulary. Have the groups do the exercise. Write some phrases on the board to help them complete the exercise in English (e.g. First, I think  we should   ...). When the groups have finished, listen to their suggestions and accept any logical orders groups have listed.

c

• Ask the students to stay in the same groups. • Before the students begin the activity, remind them to be careful when using count and non-count nouns and to refer to the grammar table on p. 91, if necessary. • Give the groups time to complete their plan. Circulate and monitor, assisting where needed. Be prepared to answer questions about the items of vocabulary that have not yet appeared in the Student's Book, or refer them to earlier pages in this unit. Make sure that all the members of each group complete the information in the form in the Student's Book. D

• Ask the students to stay in the same groups. • If possible, give each group a large sheet of poster paper and some markers on which to write their meal plan. • When the groups have finished, ask them to post their plans on the wall.

Alternative If it is not possible for the students to put their plans on the classroom wall, ask each group to pass their sheet to the group on their left. • Ask the students to circulate and read the different meal plans. Ask them to decide with their original group which meal they would like to be invited to. • Have the groups report on their impressions. Find out which meal plan is the most popular, and why.

Alternative Ask each group of students to give the meal plan they read a mark out of 10 (from 1 for very bad, to 10 for excellent). Then repeat the process until all the groups have seen all the meal plans.

REFLECT • Ask the students to read the Reflect  question. • Give them some time to think about different situations in the domains of Work and Career and Study and Learning where the skill of Making a plan would be useful. • Elicit the following ideas: organize a new project at work, recruit new staff, organize an office move; study for an exam, plan a series of tasks for an assignment, decide which areas of study to focus on, etc.

C Complete the notes for plann ing the celebration.

Date: Place: Num ber o f people: Style:

□

Guests at table

□

Buffet

□

Picnic

□

Barbecue

Other:

Budget:

Appetizer

Main course

Dessert

D 0 Make a copy of your meal plan on a piece of paper. Put your plan on the wall. Read other groups’ plans. Which plan is your favorite?

Drinks

REFLECT... How can the skill of making a plan be useful to you in Work and Career and Study and Learning?

Let's eat

unit

9

97

Complete the conversation with the words from the box. (10 points) bread Waiter: Bruno: Valerie: Waiter: Valerie: Waiter: Bruno: Valerie: Bruno: Waiter: Bruno: Valerie:

cream

dessert

fried

green

pie

salad

shrimp

soup

water

Good evening. Are you ready to order? Yes. I'd like the d) soup of the day to start, and then the baked chicken. I'd like the (2 ) cocktail as an appetizer, and then the fish. shrimp Wo uld you like the fish grilled or (3) ? Uh, grilled, please. salad  OK. Would you like any ( 4 ) or vegetables? Yes, please. I'd like a (5 )  gr ee n salad with some vinaigrette. water And, I'd like potatoes and broccoli. We'd like a bottle of (6) too. i /  Oh, and I'd like some (7) 3nd butterj please. oteaa OK , thank you. So, do you think you'd like to have (8) Yes, I'd like to try some apple (9)

dessert  

pie

later?

or strawberries and (1 0 )

8-10 correct: I can talk about food and order food in a restaurant. 0-7 corr ect: Look again at Sections 1 and 6 on pages 90 and 94. SCORE:

/10

2 A Complete the email with the phra ses from the box. (5 points) I'd like to cook

I have to go

I need to get up

would you like to come

would you like to watch

Would you

Hi, Leah! How are you? I'm at work. (1) to come to my apartment for dinner tonight? (2 ) ^d  % e to co°k something really nice, and I don't want to eat alone! Can you bring something to drink, and maybe something for dessert? Oh, and (3) wo^ d y ° LJ,!lkea  movie after dinner, too? I can't go to bed too late, though — ( 4 )  1 ne ec^tci,9 et UP  early tom orrow for a meeting. Anyway, (5) 1t now. I have a lot to do. Call me later— hope to see l you tonight. Love, Suzy

B Circ le)the correct option to complete Le ah ’s answer. (5 points) Sure! That soun ds goo d, Suzy. Let's have (i)(som e)/ any ice cream for dessert. Should I bring an appetizer, too? We can have ( 2 ) a /(TormAcheese and (3'(bready breads  before dinner. Do you have (4 )(an $y m an y   cheese? UFTTand don't make steak, OK? I'm not eating ( 5 many   meat these days, but fish is fine! See you later! Leah 8-10 correct: I can use count and non-count nouns and verb phrases to talk about plans, invitations, suggestions, and obligations. 0-7 correct: Look again at Sections 2 and 5 on pages 90 and 93. SCORE:

/10

Language wrap-up Students can do the Language wrap-up exercises in class or for homework. If you give them for homework, remember to check the exercises at the beginning of the next class, or collect a few to grade and identify any typical errors. If you decide to do the exercises in class, you can approach the wrap-up as a two-step reviewing procedure. First, ask the students to do the Vocabulary section individually. When ready, encourage the students to check their answers carefully, and then put them in pairs to compare answers" and discuss any differences. Self- and peer-correction are two excellent ways of developing learner independence and creating a cooperative learning environment. After completing the Vocabulary section, you can apply the same procedure to the Grammar section. At the end of each section, make sure that the students write their score out often. If they have a score lower than eight, direct them to the appropriate sections of the unit, and encourage them to read those sections again for homework. After that, ask the students to complete the exercise(s) again at home.

1 Vocabulary • Go over any new vocabulary included in this exercise (e.g. cream: the thick, fat part of milk;  fried: cooked in hot oil).

• If you do this section in class, ask the students to practice the conversation in pairs after they have checked that their answers are correct.

Extra: disappearing conversation While the students are doing the Vocabulary section, copy the conversation on the board with the same blanks as on the page. When they have finished and you have checked the answers, point to the board, and ask them to say the conversation and try to supply the missing words. If they are doing well, delete a few more words and see if they can say the conversation again. Continue until you feel the students have reached the maximum number of deleted words they can manage. 2 Grammar A

Tell the students to read through the email first before they complete it with the phrases in the box. B

Explain to the students that the text is Leah's answer to Suzy's email in Ex. A. Tell them to read through her answer carefully before choosing the correct options.

C o m m o n E u r o p e a n F r a m e w o r k : u n it m a p Competence developed

CEF Reference (A1)

1 V o ca bu la ry

can talk abou t food

2 G ra m m ar

can u se c ou nt and n on-cou nt nou ns co rrectly

3 Listening 4 Speaking

can understand and take simple phone messages can use simple phone language and leave messages

5 Grammar

can use verb phrases to express desire and obligation, make suggestions and invitations can ord er food from a menu can differentiate between the strong and weak forms of to can scan a simple text for specific information can write a simple blog entry with comments about a restaurant

Table 1; Table 2; Section 4.4.3.1; Section 5.2.1.1 Table 1; Table 2; Sections 5 .2.1.2; 6.4.7 .7; Ó .4.7.8 Table 1; Table 2; Section 4.4.2.1 Table 1; Table 2; Section 4.4.3.1; Section 5.2.3.2 Table 1; Table 2; Sections 5.2.1.2; 6.47.7; 6.47.8 Table 1; Table 2; Section 4.4.3.1 Section 5.2.1.4 Table 2; Section 4.4.2.2 Section 4 .4.1.2

Unit 9

6 7 8 9

Vocabulary Pronunciation Reading Writing

Let's eat

UN IT 9

T98

H

The expression

S p e a k in g o f . . .   is used in conversation to introduce a new topic that is somehow

connected to the one we are talking about. S p e a k i n g o f t h e p a s t   makes a reference to talking a b o u t p a s t e v e n t s o r m e m o r ie s o f th e p a s t .

Unit opener (p. 99) 10 min. • Optional downloadable unit opener 10 min (p. 100) 40 min 1 Grammar: simple past—affirmative statements 2 Pronunciation: -ed endings (p. 101) 15 min. 3 Reading: a survey (p. 101) 30 min 4 Vocabulary: adjectives with (p. 102) 25 min -ed and -ing 5 Grammar: simple past—questions (p. 102) 40 min and negative statements 6 Listening: understanding the (p. 103) 30 min. main idea 7 Writing: sequencing and connecting (p. 104) 30 min ideas 8 Vocabulary: memorable experiences (p. 105) 25 min 9 Speaking: talking about a past (p. 105) 20 min experience • Optional downloadable Speaking 20 min workshop: talking about a past experience (p. 106) 45 min lifeSkills: taking notes on a text (Study and Learning) 45 min • Optional downloadable lifeSkills lesson (Work and Career) • Optional downloadable lifeSkills 45 min lesson (Self and Society) Language wrap-up (p. 108) 15 min Communicative wrap-up Units 9-10 (p. 138) 20 min Video and downloadable video worksheet 45 min

r ie r

Lead-in Direct the students' attention to the objectives in the unit menu and go through the information with them. Explain that this unit focuses on language to talk about past experiences, and on the following skills which will help them do this: Listening: understanding the main idea Put the students in pairs. Write the following questions on the board: Do you always hear every word o f a conversation? How do you understand the conversation if you d on't hear every word?  Ask pairs to discuss the questions. Then discuss their ideas as a class.

Writing: sequencing and connecting ideas Ask the students the following question: When you write or talk about an event or exp erience, how do you usually order your ideas?   Elicit some ideas. Ask them to look quickly at Section 7 on p. 104. How are the ideas organized? Reading: a survey Check that the students remember the word survey. Ask what kinds of topics we often find in online surveys and ask the students if they often participate in online surveys, and why or why not. Speaking: talking about a past experience Ask the students to work in pairs and think of examples of one negative and one positive experience. Listen to their ideas as a class. Then ask them to look through the unit and find two examples of experiences that people describe. Ask the students to keep their books closed. Ask them to think about what kinds of activities they did for fun in the past month. Elicit a variety of activities, and list them on the board using the simple past forms. Refer the students to the lifeSkills panel. Tell them that the topic of this unit's lifeSkills section is Taking notes on a text. Ask them when people take notes, and why.

A, • Ask the students to look at the pictures and describe what they see in each one (e.g.  peo ple dancing in a club, people watching a movie, a group of friends eating together, a group of friends watching a game, etc.). Write some key words on the board (e.g. nightclub, (American) football, restaurant, etc.). • Tell the students that this unit focuses on the past. Check that they understand in the past month, and write the dates that represent the past month on the board (e.g. November 6 to December 5). • Read the instructions to the class, and prompt the students to check the activities that they did during the past month. • When the students have finished, ask them to compare their answers in pairs.

B • Read the instructions to the class. Ask the students to count the number of checked boxes and read the information that corresponds to their total. c

• Refer the students to the modal conversation and invite two volunteers to read it aloud for the class. • Put the students in pairs to talk to their partners and find out how many checks they have.

-

UNIT 10 IN THIS UNIT YOU O

learn language to talk about past experiences

%

listen to conversations about past experiences—understanding the main idea

%

write about som ething that happened to you—sequencing and connecting ideas

o o

A Check (/) the pictures that represe nt the activities you did in the past month.

read and answer a survey about your year talk about a past experience watch a video about vacations in different cities

B Count the boxes you checked and look at your score below. 0-2 Are you bored? Try to have more fun! 3-5 A nice balance! 6-7 Whoa! Make sure you take time to relax, too!

C ^ A: B: A: B:

Talk to your partner. How many checks does he/she have?

How many checks do you have?  I have three. It's a nice balanc e. W hat abou t yo u?  I have six! Whoa! Try to relax tool

LIFE SKILLS -*>

L e a rn to ta k e n o te s o n th e im p o r t a n t id e a s in a t e x t

STUDY & LEARNING Speaking of the past | 5 y i X E a E 9

1

s im p l e p a s t — a f fir m a t iv e s ta t e m e n t s

A LANGUAGE IN CONTEXT Read this tour evaluation. Answer the questions.   Were Pam and her husband happy with the tour? 2 Were there any problems? 1

NOTICE! Look at the simple past verbs in bold. What is the ending of most simple past verbs in English? mm

   N My husband and I recently wen t to Ecuador with WTS, and we had a fantastic time. The mountains    O around Quito were amazing, but the altitude was difficult for us! Our favorite thing was Iguana    S    N Park in Guayaquil. Its real na me is Bolivar Park, but our tour guide explained that everyone calls it    H Iguana Park because there are hundreds o f iguanas there! We took lots o f pictures o f them!    O    J W e enjoyed everything on the tour, and we learned a lot about Ecuador’s culture and history. Our guide spoke excelle nt English, and he knew a lot o f interesting facts. He was very h elpful— he even    M carried my bag for me! We stayed in nice hotels and ate very good food. We loved Ecuador, and we    A    P wanted to stay longer! B ANALYZE Read the text in Exercise A again.

The complete list of irregular verbs is on page 129.

Function Choose the correct option to complete the rule below. We use the simple past to talk about C jaTevents in the pas^> b)events that began in the past and are still happening at the moment of speaking

Spelling rules for simple past regular verbs: Most verbs, add - e d : p l a y —   

Form Complete the table with the correct simple past verb forms. Irregular ver bs

Regular verbs Base form

Simple past form

Base form

Simple past form

carry 

(-!) carried 

be

w a s/ (6)

enjoy 

enjoyed

eat 

ate

 p r e p a r e — p r e p a r e d 

explain

(2 ) explained 

have

(7)., ha.d___

learn

learned

know 

(«)

love

(3) _ Jo v e d _ _

se e

saw

Verbs ending in consonant + -y, change -yto -led:  —  stud y— stu d ied  BUT  p la y 

stay 

(4)

 

speak 

(9)

 

take

(10)

tell

told

want 

staYed  ,5, wanted 

   

 p la y e d 

weI e.

Verbs ending in -e, add - d :

knew  spoke 

 p la y e d 

toofc.— 

The verb be has two simple past forms: was ( l/he/she/lt) and w er e  ( y o u / w e/ th e y )

C PR AC TIC E Complete this email with the simple past of the verbs in parentheses.

was (be) Hey, Tracy! Last month Susan and I (1 ) (go) on a tour in Tanzania, and it (2 ) went  stayed  incredible! We traveled from the town of Arusha to a volcanic crater called Ngorongoro. We ( 3) (stay) in a cabin near the crater, and the first even ing we (4) watched  (watch) the sunset over the volc ano— 

wow ! The nex t day we walk ed into the crater, and we (5) saw (see) a lot of wild animals, includin g explained  (explain) the zebras, elephants, and lions! I (6) t92k (take) a lot o f pictures! Our guide (7) ■of the crater, and he also ( 8 ) to^ _  i (tell) us about the peo ple and the anim als in the region. We had    earned  (have) a great time! (¡earn) a lot, and we ( 10 ) (9)

D NOW YOU DO IT Work in groups. Talk about the last trip you took. M y fam ily/friends an d I w en t to ... We stay ed a t ... It was . ..

Time expressions:

 yes terda y  last Tuesday/week/month/year  three hours/days/weeks/months/years ago in March/2010

A • Draw the students' attention to the picture. Elicit that it's a picture of an iguana. Explain that it is found in Ecuador and they'll read more about it. • Read the instructions to the class. Explain that an evaluation is like a review: it is someone's written opinion about something (e.g. a movie, a restaurant, or a trip). Invite a student to read the two questions aloud. Elicit that were is the simple past form of are. Tell the students not to worry if they don't understand every word in the text. • Give the students time to complete the exercise individually. Check the answers with the class.

• Highlight that there are no spelling rules for forming simple past irregular verbs, and that they simply have to be memorized. Advise the students to refer to the table of irregular verbs on p. 129 of their books. Remind students that irregular verb forms are listed in the dictionary if they come across a verb with a form that is not in the Student's Book table. c

• Read the instructions to the class, and give the students time to read the email. • Tell the students that the simple past forms of all of the verbs in parentheses can be found somewhere on this page. • Ask the students to do the exercise individually and then to compare their answers in pairs, discussing any differences. • To check the answers, choose students to write the answers on the board. Ask the class to correct any errors in form or spelling.

Extra: grammar practice Complete the sentences using the simple past of the verbs in parentheses. 1 W e _______ to the beach last Sunday, (go) 2 Our teach er _______ us a funny story, (tell) 3 I _______ a great movie last week, (see) 4 It _______ a British movie, (be) 5 I really _______ it! (love)

NOTICE! Ask the students to look at the simple past verbs in bold in the text.

Answer Most simple past verbs end in -ed.

Answers 1 went

2 told

3 saw

4 was

5 loved

B Function

D

• Ask the students to read the text again and then choose the correct option to complete the Function statement. • Check the answer with the class. Highlight that we use the simple past to talk about events in the past that happened at specific times (e.g.  yesterday, last week, in  2011, etc.).

• Tell the students they are going to talk about a trip they took in the past. Give them a couple of minutes to remember the last trip they took and to take some notes. • Elicit some topics they can include in their travel descriptions, and write them on the board (e.g. food, hotel, sights, activities). Also, elicit some adjectives they can use in their descriptions (e.g. delicious, (un)comfortable, cheap, expensive, interesting, fun, boring, amazing,  etc.). • Point out the model sentences, and encourage the students to recycle the simple past forms they have encountered on this page. • Give the students a model by describing a recent trip you took.' • Put the students in groups of three or four to complete the exercise. Circulate and monitor, assisting where needed, especially in the use of the simple past. • When the groups have finished, elicit a few examples from the class. Correct any errors in the use of the simple past.

Form

• Direct the students to the grammar table. Read the instructions to the class. Explain that the past tense has both regular and irregular verb forms. Remind the students to look at the text in Ex. A to find the simple past forms of the verbs. • Ask the students to complete the grammar table. Then check the answers with the class. Explain that be is the only verb that has two simple past forms. • Ask the students to look at the spelling rules in the language box. Elicit which number in the grammar table is an example of a verb ending in -e (item 3) and which is an example of a verb ending in consonant + -y (item 1). Elicit why stayed   doesn't change its spelling (because it's a vowel + -y).

►

W o rk b o o

S

ki

f th e

t

  unit

 io

T100

2 Pronunciation: -ed  e

See the Student's Book for the audio script. 59 Explain that there are three different ways to pronounce the endings of simple past regular verbs in English. Model the three sounds /d/, /t/, and /id/ to the class. Highlight the difference between the voiced /d/ sound and the voiceless /t/ sound. Ask the students to listen to the audio and notice the different pronunciations of the -ed  endings. Highlight the fact that many students make the mistake of trying to pronounce all -ed  endings as /id/. Emphasize that only after verbs ending in -t  or -d do we pronounce the ending in this way. All other -ed endings are pronounced either /d/ (after voiced consonants and vowels) or /t/ (after voiceless consonants), and no extra syllable is created. If the students have problems understanding when the verb ending is voiced, ask them to place their fingers lightly on their throats when they say the verb ending: if they can feel vibration, this means that the sound is voiced, and if there is no vibration, then the sound is voiceless.

A iie r n a t iv e Ask the students to go straight to reading the first paragraph and determining the topic without looking at the answer choices first. • When the students finish reading the first paragraph, elicit the answer from the class. B

• Explain the exercise. Ask students to read the text and survey and decide if the statements are true or false. • Have the students work individually to complete the exercise and then to compare their answers in pairs.

Extra: reading practice 1 2 3 4

What was the name of the magazine? How many readers did they email? When did they email them? What was question 9 of the survey about?

Answers

It's Your Life 2  100 1

B

3 4

on their birthdays pets

60

See the Student's Book for the audio script. Play the audio so that the students can listen to the correct pronunciation of the verb pairs. Play the audio two more times, pausing between items for the students to repeat. Ask them to repeat chorally first, and then call on individual students to repeat. Correct any pronunciation errors. Make sure the students don't pronounce the /t/ and Id /  endings as  /id/. This is a common mistake, since students are influenced by the spelling. Put the students in pairs and ask them to practice saying the verb pairs.

c

3 Readì

• Read the first survey statement to the class. Then invite individual students to read the remaining survey statements aloud. • Go over any unfamiliar vocabulary (e.g. romantic (love) relationship, discovered   (found or learned about). • Ask the students to answer the questions individually and then calculate their score. Ask them to compare their results in pairs. • Focus on the new irregular simple past verbs: felt, said, met, did, read, and got. Elicit the base forms of these verbs (feel, say, meet, do, read, get). • Highlig ht the pronunciation of read  (simple present) / ri:d/ and read   (simple past) /red/, pronounced like the color red.

Lead-in

D

Ask the students if they ever answer surveys (questions to find out people's opinions or preferences), for exam ple, online or over the telephone. Ask them what some possible topics of surveys are (e.g. travel, shopping habits, lifestyle, health, etc.).

• Read the instructions and the questions to the class. • Ask the students to circulate, asking questions to find out the information. Tell them to take notes to keep track of each student's answers.

A

Alternative

• Read the instructions to the class. Choose a student to read the answer choices. • Remind the students that they have practiced reading for the main idea before, and encourage them to apply the strategy to the text. • Give the students a minute to read the first paragraph to determine the topic.

Divide the class into three groups, and put each group in charge of gathering the answers to one of the questions only. You can also ask the students to do the activity in groups of four to six students. • To wrap up, lead a class discussion to find out details about the students' travel experiences, hobbies, pets, new friends, etc.

2

-e rf e n d i n g s 59 Listen to the verbs. Notice that the -ed endings are pronounced differently. 1 /d/

listene d, played

2 /t/

liked, wat ched

3 /id/

wan ted, dec ided

60 Work in pairs. Liste n and repeat the verb pairs.

B

want—wanted like— liked

end—ended work—worked

stay—stayed watch—watched

practice— practiced hate—hated

I

3 R E A D I N G : a su rv ey                l

A Read the first paragraph of the article. What is the topic of the survey? a) readers' birthdays

               U                l     .

b) readers' email use CcfTeaclers' experience?}

HOW WAS YOUR YEAR? t’s Your Life emailed 100 readers on their birthdays and asked them how they felt

               U     .

               U

               U

I

about the past year of their lives. Then they com pleted a survey about specific positive experien ces during the year. Many people were surprised at the results! For example, a lot of people who said, "It was OK," really had a fantastic year, according to the survey. Sometim es we focus too much on the bad or boring things in our lives! Now you try i t ... My past year wa s ...

great!

OK .

not very good.

Now(cirde)yes or n o  for each statem ent abo ut your past year.

               l

took an interesting or fun trip.

 yes

no

went to some great parties.

 yes

no

met some new friends.

 yes

no

had a romantic relationship.

 yes

no

               U

went out with my friends a lot.

 yes

no

               i

did a lot of exercise or sports.

 yes

no

discovered some great music.

 yes

no

read some good books.

 yes

no

got a new pet.

 yes

no

learned a new hobby.

 yes

no

               l                l                l

               U                l     .

Now look at your score. Every "yes" equals 1 point and every "no" equals 0 points. Does your general opinion of your past year match your score?

6-10 It looks like you had a great year!

3-5 Your year was fun! But maybe you can do more ... 0-2 Why not try some more of the thinqs on the list?

               U     .

B Read the whole survey andCcircle) T (true) or F (false). • The m agazine asked the readers how they felt about the previous month.

               U

 2 The survey was about positive experiences.

               l

3 A lot of peo ple were surprise d by the results. 4 People who say their year was "O K " are often right. , 5 Seven state men ts in the survey relate to hobbies and activities . 6 Four statements in the survey relate to relationships and socializing.

               U

               U

 / ( P )

( /  Q j f   / \ F J 

© F

C Now answer the survey for yourself.

    .

D                U                l                l

Take a class poll. Answer these questions.

Flow many people in the class did each thing on the survey ? 2   How many people had a great year? 3 How many peop le were surprised by the results? 1

    .

               A

Speaking of the past

unit

 10

101

4

a d je c t iv e s w it h - er f a n d

-ing

A Read these examp les. Answ er the questions. A: B:

Do you think this movie is interesting? No. It's boring.

A: B:

Are you interested in this movie? Not really. I'm kind of bored.

Which a djectives refer to the movie? What is the ending on the adjectives? 2  Which adjectives refer to the person who is watching the movie? What is the ending on the adjectives? 1

B Check that you know the meanings of the adjective pairs in the message. Then (circle)the correct options to complete the message.

Hi Rachel, We had a great weekend in New Orleans! It’s an (p(|mazing)/ amaze d city! We went to several jazz bars( and I loved them, but Sam isn’t very (2) interestin g /(interested in jazz. Poor Sam—he was (3) boring /(bored^ ut we also went on a boat on the Mississippi River, and that was really (4)(gxcitingy excited ! We walked all around the historical district, and it was very (5)(jntere sting y inte res ted . We were pretty (6) tiring/mred)on Sunday night, but it was fun. Love, Jodi P.S. Here’s a picture of New Orleans!

C ¡21 Work in pairs. Talk about the topics below. Use -ed   and -ing  adjectives. • the last movie you saw A: B:

• your last vacation

• the last sports event you saw

Last month I went to a baseball game. It was really exciting. Really? I watch ed a soc cer gam e on TV last night, b ut it was kind of boring.

5

WATCH OUT! The party was boring. ^   I was bored there!

was boring there!

s im p l e p a s t — q u e s tio n s a n d n e g a t iv e s t a t e m e n t s

A Egj 61 LANGUAGE IN CO NTEXT Listen to the conversation below. Did Gary and Monica have fun last weekend? Hey, Monica. How(was)your weekend? Monica: Itw asr m ver y good. ljWerrf)dandng with some friends on Saturday night, but Ic^fdn't fegfrwell. I ^ icln 'f hav^fun at all. K^jdn't dd a n ything on Sunday— it^asja boring day. What about you? What(^jd you Bg)this weekend? Gary: Oh , I ^Idn 'td g) m u ch . Let's see , on Friday night I staye d) home and (Jvatched)TV. l(ba dra )w ork on Saturday, but I (wenjout on Saturday night. Kristin and l(trieg)that new Italian restaurant on Fifth Street. Monica: Oh, yeah?<^jd~youJj^g)it? lt(was)OK— nothing special. Then on Sunday, I Gary: basketball. Monica: Oh,(was)it a good game? conversation No, it(^asnd) My team(fost) Gary: Say which verb you think each simple past Monica: Well, next weekend has to be better! tense form is, e.g. was —the verb b e. Gary:

(ffa

Lead-in

Ask the students to look briefly at the text about Ecuador in Section 1. Ask them to tell you what the Johnsons said about Quito. Elicit the sentence The mountains around  Quito were amazing. Then tell them to close their books. Ask them if they know any other adjectives like this to describe places (e.g. interesting, exciting, boring). Ask them to brainstorm words while you write them on the board.

Write the words interested/interesting and bored/boring on the board. Tell the students they are going to learn the difference between these similar words. Ask the students to read the conversations. Read the two questions and elicit the answers from the class.

Answers interesting, boring; -ing ending 2  interested, bored; -ed  ending 1

• Explain to the students that we use the -ing adjectives to describe something (e.g. The book is boring) and we use the -ed adjectives to describe the way someone feels (e.g. I am bored). • Check the students' understanding of the different kinds of adjectives by putting some sentences on the board and asking them to decide which sentence is correct (e.g. The movie was fascinating/fascinated; I am exciting/excited about meeting my friends). • Highlight that the adjectives with -ed endings follow the same pronunciation rules as the regular simple past verbs with -ed endings (e.g. bored   ends in a /d/ sound, but excited   ends in an /id/ sound). Refer the students to Section 2.

• Direct the students' attention to the model conversation and have them repeat after you, both chorally and individually. • Put the students in pairs to complete the exercise. Encourage them to use the -ed and -ing adjectives in their discussion. • When the pairs have finished, elicit some examples from the class.

Lead-in

• Ask the students to look at the picture of the two people (Gary and Monica). Ask them to work in pairs and discuss where they think they are, how they think they are feeling, and what they are talking about. Listen to their ideas and prompt further speculation with your questions. • Direct the students to the title of this section and explain that they will hear a conversation in which simple past questions and negative statements will be used.

A

.H

61

See the Student's Book for the audio script. • Read the instructions to the class. Check that the students understand have fun (have a good time). • Play the audio once or twice, and ask the students to listen for whether Gary and Monica had fun. • Check the answer with the class.

No, they didn't.

B Ask the students to look at the picture of the boat on the Mississippi and to tell you anything they know about New Orleans. Ask the students to repeat the adjectives in green in the message after you, first chorally and then individually. Go over the meanings of any unfamiliar words. Check in particular that the students understand tiring/tired. Give the students time to complete the message with the adjectives. Circulate and monitor, assisting where needed. Check the answers with the class.

Before you ask the students to work in pairs, focus on the Watch out! box. Tell them that It is possible to say I was boring, but that this means that everyone was bored because of me! Read the instructions and the list of topics to the class. Give the students a couple of minutes to think of ideas and make some notes.

NOTICE! • Ask the students to find and circle all the simple past verbs in the conversation and then to write the base form of each verb. • Point out that there are a total of 20 examples of the simple past in the conversation. • Check the answers as a class. Point out that lost  is the irregular simple past form of lose.

Answers was (be), wasn't (be), went (go), didn't feel (feel), didn't have (have), didn't do (do), was (be), did you do (do), didn't do (do), stayed (stay), watched (watch), had to (have to), went (go), tried (try), Did you like (like), was (be), played (play), was (be), wasn't (be), lost (lose)

Speaking of the past

unit

 10

T102

B Form

• Tell the students to use the conversation in Ex. A to help them complete the sentences in the grammar table. • Check the answers with the class. Read the rule below the grammar table, and elicit the answer from the class. • Focus on the simple past form of be (was/were and wasn't/weren't). Emphasize that we do not use did/  didn't  to form questions and negatives with be. • High light that the main verb is always in the base form I didn't go; D id you go?,  and not *Did you went? 

• Refer the students to the Watch out! box. Highlight that the verb do (as in do an activity) needs the auxiliary did/didn't  in negative statements and questions. The confusion for the students may be the fact that do appears twice—once as a main verb (do) and once as a simple past auxiliary (did). • Check that the students understand that they have to complete the questions and then match them to the answers. • Ask the students to work individually to complete the exercise. • When the students have finished, ask them to compare their answers in pairs, discussing any differences.

E x t r a : g r a m m a r p r a c tic e Make questions from these prompts using the simple past. 1 you / go out / on Friday night? 2 where / you / go? 3 what / you / do / on Saturday? 4 the game / good? Answers

Did you go out on Friday night? 2 Where did you go? 3 What did you do on Saturday? 4 Was the game good? 1

6 L i s t e n i n g : understanding the m a in id e a Lead-in

Read the information in the skills panel. Emphasize that it's not important to understand every word. Remind the class to listen for key words and repeated words. A 62

Give the students time to look at the answer choices. Be ready to pre-teach or explain some of the vocabulary from the audio (e.g. vacation, terrible, festival.) Play the audio once, and check progress. Play it again, if necessary.

A u d i o s c ri p t 1

W = Woman, E = Eric W: Oh, hi, Eric! How was your vacation?

It was terrible! W: Oh, no! Why? E: We went on a tour of Hawaii, but it wasn't fun. The tour guide wasn't very friendly, and he didn't give us much information about the Hawaiian Islands. W: Oh, it's too bad the guide wasn't good. E: Yeah, he was terrible. I complained to the tour company. W: I'm sorry you didn't have fun. E:

2

M = Man, K = Karen

How was your weekend, Karen? K: It was fantastic! M: Oh, good! What did you do? K: ' Well, my boyfriend took me to dinner on Friday night. We went to a really nice French restaurant, and the food was excellent. On Saturday my friend and I went to a neighborhood festival, and it was really fun. On Sunday my boyfriend and I saw a really good movie. So it was a fun weekend. M: Good. You were really tired on Friday, so I'm glad you had a good weekend. K: Thanks. M:

B

D

• Direct the students' attention to the model conversation and have them repeat after you both chorally and individually. • Give the students a couple of minutes to think about what they did over the weekend and to make some notes. Refer them to Ex. C, and encourage them to use some of those questions to find out about their partner's weekend. • Put the students in pairs to complete the exercise . Circulate and monitor, assisting where needed, asking more questions to encourage them to give details. • When the pairs finish, elicit some ideas from the class. Correct any errors in the use of the simple past, including the pronunciation of the -ed endings.

W o r k b o o k p p. 5 9 - 6 0 , Se c tio n 3

• Give the students time to read the answer choices. Play the audio again and ask the students to circle the main idea. Check the answers with the class.

• Read the instructions to the class. Ask the students to tell you the words in each conversation that helped them understand the main idea (e.g. item 1: terrible, complained; item 2: fantastic, fun).

Answers 1 terrible, Oh (no), wa sn't / didn't have (fun), wasn't good / very friendly, didn't give much information / it's too bad, complained, I'm sorry 2 fantastic, good, really nice, exce llent, fun, a fun / good weekend, I'm glad

W o r k b o o k p . 6 0 , Se c tio n 4

B ANALYZ E Read the conversation in Exercise A again. Form Complete the table. Then choose the correct option to complete the sentence below. Be

Other verbs

Negative statements

It wasn't very good.

I (4) _

Yes/No questions

(1)

Short answers

Yes, it was. / No, (2)

Information questions

How (3) was your weekend?

Was

feel well. you like It?

it a good game? it wasn t 

Yes, we did. / No, we didn't. What (6) do

you this weekend?

In negative statements, questions, and short answers, use d id  or d i d n ' t  with . .. . a) be.

CbTothe r ve rb s? }

C PR AC TIC E Complete the questions 1-6. Then match them to the answers a-f.      k   —

    <      *

       t        I      oc

 , a) 1went to lunch at Whole Earth go out on Saturday night? - f- b) 1went to a club. you go? ------2   Where Was 3 v  j  it fun? Yes, 1did. you go w i t h ? ^ ^ \ y did  d) It was e xcellent! 4 Who did  you do on Sun dayn V r - e )  1went with my friends. 5 What was the food? -------------- ' ' f) Yes, it was. 6 How

D H

WATCH OUT!

I

^ What did you do last weekend? <8>What you did last weekend?

NOW YOU DO IT Work in pairs. Ask about your partner’s weekend.

A: D i d y o u g o o u t o n F r id a y ?   B:

No, I d i d n 't . I s t a y e d h o m e a n d w a t c h e d a D V D . W h a t a b o u t y o u ?  

6 L I S T E N I N G : u n d e r s t a n d in g t h e m a in id e a ....................... .....................................................................................................- - - - -

It isn't necessary to understand every word of a conversation to understand the topic and the main idea. Listen for key words and repeated words.

^¡]62 Listen to these conversations. (^ircl§)the topic of each one. i<^Ta"va ca ti o n } 2 aTal estiv al

b) work b) a trip

c)

the man's wife wee kend ^}

B Listen again.(^ircl§)the main idea of each conversation.   a) This person had a good time. 2 b) This person had a bad time. 1

C What key words or repeated words did you hear? Listen again if  necessary.

I f Speaking of the past

UN IT 10

103

o

7

R U I N G ; s e q u e n c in g a n d c o n n e c t in g id e a s

When we write or talk about an event, we usually tell the story in chronological order. We use specific words and phrases to indicate sequence. A

Read this blog entry. Answer the questions below.

SUPER COOL PETS wo months ago, I found a dog in the street. First, I asked my neighbors if it was their dog, but it wasn't. Then, I made posters and put them around the neighborhood. Nobody called me. After that, I put an ad in the newspaper. A week later, a man called, but it wasn't his dog. Finally, I dec ided to keep the dog. His name is Joe y, and he's great!

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Email

Which wo rds indicate the order of events in the story? 2   What punctuation do we usually use after sequencing words or phrases at the beginning of a sentence? 1

B Number the sentences in a logical order to form a story. There is more than one correct order! m - i had an a maz in g day! [6] She had tickets for a conc ert to see m y favorite band that night! The concert was amazing. QD she real ly sur pris ed me! |2l It was my birthday, and my girlfriend picked me up at my house in the m orning. ... we went home at about midnight. It was really an incredible birthday! we went shopping. She bought me some CDs and a jacket. 4 3 - she took me to a really nice restaurant for lunch. m

C

Write the story in your notebook. Add the sequencing words and time expre ssions in the box below. Afte r that

Finally

First

Then

Two months ago

D Q Work in pairs. Read your stories. Are they exactly the same? If not, are they both logical?

^5

c

Lead-in

• Write three events on the board. These should be events that occur in a specific order (e.g. I walked to the store. I bought some groceries. I cooked dinner, etc.). Write them in random order, and ask the students to put them in the correct order. Then ask them if they know any words they could use to indicate the order of the events. They may know finally, for example, and they encountered first   in an earlier unit. Tell the students that we use words like these to indicate a sequence, (i.e., the order in which events happen in a story). • Read the information in the skills panel to the class. • Explain that we can use a number of sequencing words and phrases to help us tell a story chronologically.

Extra: reading for the main idea Ask the students to read the story in Ex. A quickly and tell you what the main topic/idea is (a girl found a dog and kept it). Give the students time to read the blog entry. Answer any questions about unfamiliar vocabulary. Focus the students' attention on the questions below the blog. Ask them to discuss their answers in pairs. Then check the answers with the class. To wrap up, ask the class to reconstruct the events of the story in their own words. Alternatively, ask the class if anyone has a similar story about a lost pet, and encourage the students to tell their stories.

Answers 1 Two months ago, First, Then, After that, A week later, 2

Finally a comma (,)

• Tell the students they are going to write the story. Explain that they should use sequencing words they listed in Ex. A to complete the exercise (the places indicated with ... in the sentences), and they should begin Two months ago, ... • Give the students time to complete the exercise individually. Circulate and monitor, assisting where needed, and check that they use commas after the sequencing words. • When the students finish writing, take the opportunity to encourage peer-correction by having the students hand their story to the person next to them to correct. • Remind the students that it would also be logical to go shopping after going to the restaurant. is m

m

im

r .

Two months ago, I had an amazing day! It was my birthday, and my girlfriend picked me up at my house in the morning. First, we went shopping. She bought me some CDs and a jacket. Then she took me to a really nice restaurant for lunch. After that, she really surprised me! She had tickets for a concert to see my favorite band that night! The concert was amazing. Finally, we went home at about midnight. It was really an incredible birthday! D

• Read the instructions to the class. • Put the students in pairs to read their stories. • When the pairs finish, have a brief class discussion about any differences in the stories.

• Ex tra : h o m e w o r k Ask the students to describe an interesting day or an interesting trip to another city, using the simple past tense and the sequencing words and time expressions they learned in this section.

W o rk b o o k

B

Read the instructions to the class. Give the students time to read the sentences. Ask them to complete the exercise individually. Encourage the students to work in pencil so that they can change their order, if necessary. Point out that there is more than one possible order. When the students finish, ask for volunteers to read the lines of the story in their chosen order. Point out that the last two lines could logically be the other way around.

Speaking of the past

UNIT 10

T104

«V •HIS B#B B H mora b le experiences Lead-in

Ask the students to keep their books closed. Begin by writing on the board a true sentence about yourself (e.g. In 2009, I had an amazing experience.).  In order to create interest and to carry on with the theme of reading for the main idea, write a few key words from the story so that they have further clues about what happened (e.g. soccer, famous, behind, shook hands).  Don't tell the students what happened. Tell them to ask questions to find out, but they cannot simply ask What hap pen ed? You  can only answer questions with yes or no (e.g. Was it a soccer game? Did   you mee t a famous person?).  Continue until the students find out exactly what happened. A

• Check that the students understand the exercise. Ask them to match the verbs to the noun phrases. • Have the students complete the exercise individually and then compare their answers in pairs. B

• Ask the students to look at the pictures and match them to the phrases in Ex. A (e.g.  ge t a fantastic gift  to the first picture). Then give the class one or two examples that are true for you (e.g. Once, I took an amazing trip. I went to Russia; Once, I  saw a fantastic concert. I saw  Elbow in Los Angeles.). • Ask the students to work individually to write their own true sentences. Highlight the use of the time expressions used with the simple past at the beginning of each sentence. • Encourage them to write one sentence for each of the six experiences and to recycle adjectives with -ed and -ing endings. • Circulate and monitor, assisting where needed.

A

See the Student's Book for the audio script. 63 • Ask the students to keep their books closed. Tell them they are going to listen to a conversation between two friends in which one of them describes an experience they had. They should listen and tell you if the experience was good or bad. • Play the audio once, and check the answer with the class. Elicit key words that helped them understand the answer ( Wow!, won, amazing). • Highlight the irregular simple past form won, and ask the students to find the base form in the text (win). Tell them that you win a competition or a prize.  You can also win money, but only in a lottery or a competition (to talk about the money you receive for working, use the regular verb earn). • Ask the class to tell you what the experience was (winning $2,000 on a TV show). Play the audio again, if necessary. • Ask the students to open their books, and then put them in pairs to practice the conversation.

B

• Read the instructions aloud. Explain that the students can use the time expressions in Section 8, Ex. B as well as sequence words from Section 7. • Give the students time to write their notes individually, and be prepared to help, as needed. If some students cannot think of an experience, encourage them to invent one. c

c

• Before you ask the students to work in groups, have them look at the model conversation. • Remind the students that we use words like Really?  and Wow! to show interest. Ask them to repeat the words after you, focusing on natural intonation. • Put the students in groups of three or four to complete the exercise. • When the students finish comparing their experiences, listen to responses from the class. Find out who has had amazing experiences, and remind the students to use expressions that show interest and surprise with the correct intonation.

►

W o rk b o o k p . 6 1 , S e c tio n 6

• Elicit some questions the students can ask their group members to find out more about their past experiences (e.g. Where were you? ; When did it happen? ; What  happened next?).  Refer them to the questions in Section 5 if they need additional ideas. • Put the students in groups of three or four to complete the exercise. Circulate and monitor, assisting where needed. Make notes of any errors to address later. • When the groups have finished, listen to a few examples from the class.

Workbook p. 62, Read and write p . 6 3 , D o w n tim e

m

m

8

m e m o r a b le e x p e r ie n c e s

A Match the verbs and noun phrases to make collocations for memorable experiences. a picture of ... a famous person a fantastic gift a special letter an amazing concert a trip to ...

B Write sentences that are true for you using the ideas in Exercise A and  your own ideas. Add more information. A year / A week / Six months ago, Once, Last week/month/year, In March/2011,

saw took got

C ES Work in groups. Compare your sentences. A: B:

Once, I saw a famous perso n. I saw G eor ge Cloon ey at the airport. Really? Wow!

9

t a l k i n g a b o u t a p a s t e x p e r ie n c e

A Bf%63 Listen to the conversation below. Did Sally have a good experience or a bad experience? Sally: Anna: Sally: Anna: Sally: Anna:

I was on TV three months ago. Really? What show were you on? My boyfriend and I were on Dance Craze. Wow! Did you win? Yes, we did! We won $2,000! Really? That's amazing!

B Think of an experience that happened to you. Write notes. The experience: When it happened: Where it happened: ___ _____________________________  _ Other information:

C S3 Work in groups. Talk about your experience. Answer any questions from people in your group.

S e ak in of the a st

io

105

                l                 l

               V

               V

T A K IN G N O T E S O N A T E X T • Read the text to understand the main idea. Don't take notes. • Read the text again. Underline the important information. • Write key words and phrases in your notebook. Don't copy complete sentences. • Reread your notes. Are they logical? Do they help you remember what you read? A Read this mag azine article. Wh y is the culture of New Orleans different from the culture in other parts of the U.S.?

T

he biggest cultural influence in the U.S. is from Mexico and Great Britain, but one exception to that is in New Orleans, on the Mississippi River. In the 17thCentury, the French explorer LaSalle claimed the river for France, and in 1718, the French founded New Orleans. The city became a favorite port for pirates! In 1762, France ceded New Orleans to Spain, but in 1800, Spain returned the city to France. Finally, in 1803, France sold the territory, including New Orleans, to the U.S. Many Americans went to live in New Orleans, but French speakers continued to dominate in the 19th and early 20 thC enturies. They did not come only from France, but also from Haiti (a former French possession) and from Canada. The French-speaking Canadian immigrants were Acadians (called Cajuns). The French, the Cajun, and the Haitian cultures joined together to create the unique architecture, cuisine, and music that are famous in New Orleans today.

Thek istory of Pr endi speakers i n New Orleans

B Read the text again. Underline information that relates to this question: What is the history of French speakers in New Orleans? C Read these notes. Compare the information in the notes with the information you underlined. Is it the same?

Ctntuy — I * ^ j d è M i d i à iì a à s ^ K u w fr frame,

1718 — prend ifounded New Orleans  1762— Pren di yaw New Orleam to Spain  1800— Spain return ed New Orleans to fran se 

1803— Prance sold New Orleans to th e U.S. 10^  & ea rly 2.0th C en turies:

Prendi

speakers fro m ,

Prance, H aiti, Canada, (Ca jun s) dom ina nt 

Step 1 Read the text to understand the main idea. Don't take notes. (Ex. A, Ex. D) Ste p 2 Read the text again. Underline the important information. (Ex. B, Ex. E) Ste p 3 Write key words and phrases in your notebook. Don't copy complete sentences. (Ex. C, Ex. F) Step 4 Reread your notes. Are they logical? Do they help you remember what you read? (Ex. C, Ex. F) Lead-in

• Ask the students when they need to take notes for the purposes of Study and Learning. Elicit suggestions from the class and make a list on the board. Possible examples include when listening to lectures, when reading and summarizing articles or books, when recording key vocabulary and expressions. • Write N.Y.C. and L.A. on the board. Ask the students what the abbreviations stand for (New York City  and Los  Ange les).  Tell them that using abbreviations like these when we take notes helps us save time. Elicit any other abbreviations the students may know.

A • Ask the students to read the title of the text and then tell you what type of information they normally find in this type of text (dates, major events, important people or groups of people). Go over the meaning of some of the unfamiliar words. Encourage the students to figure out the meanings of any cognates by themselves, but you may need to help with early  in this context (at the beginning of a period of time). • Emphasize that the students should focus on understanding the main idea of the text and answering the question, not on understanding every word. • Ask the students to read the text individually, and then check the answer with the class.

• Read the instructions to the class. Emphasize that this time, the students are looking at the text only to underline information that will help them answer the question. • Ask the students to complete this exercise individually and then to compare their answers in pairs. • Do not check answers since this is the purpose of Ex. C (see the notepad there for the information the students should have underlined). c

• Read the instructions to the class. Ask the students to compare the information they underlined in the text with the notes on the notepad. • Briefly find out what some of the differences were. • Highlight that we do not normally use the articles the, a/an in notes, but that we need to use them when we are doing other forms of writing.

Extra: our country Ask the students what important dates there are in their country's history, and write them on the board in chronological order. Ask the students to use these dates to tell you the history of their country. Alternatively, ask them to do this as homework.

Answer Because it has culltural influences from France, Haiti, and Canada.

Speaking of the past

UNIT 10

T106

D

G

• Ask the students to look at the pictures, and elicit any information they know about the two places. • Put the students in pairs, and ask them to decide who is Student A and who is Student B. Tell them to cover their partner's text with a piece of paper so they cannot see it (Student A reads about Dubai, so they should cover up the text about Hong Kong).

Draw the students' attention to the example conversation as a model for the exercise. • Ask the students to close their books when they talk about their texts. • Make sure the students use their notes and have their books closed. • Working with the same partner from Ex. D, ask the students to listen carefully to their partner while they talk about their text and to write down key information that they hear. When they finish, prompt them to read their partner's text in Ex. D and check that the information their partner gave them was correct.

Answers Student A: Because it was an important port, and because oil was discovered there in 1966. Student B: Great Britain took possession of Hong Kong from China in 1842. It was a colony from then until 1997, when it was returned to China.

E • Read the instructions to the class. • Emphasize that this time, the students are reading the text only to underline information that will help them answer the question above their text. • Check the answers with the individual As and Bs.

F • Ask the students to use the information they underlined in Ex. E to write notes about their text. • Encourage the students to use the example notes in Ex. C as a model. Tell them that they will need to make their notes clear so that they will be able to understand them later. • Circulate and monitor, assisting where needed.

&

REFLECT

• Ask the students to read the Reflect question. • Give them some time to think about different situations in the domains of Self and Society and Work and Career where the skill of Taking notes on a text would be useful. • Elicit the following ideas: to remember information you want to look into further or you want to cross check, to remember to discuss something with a friend; to use key information as part of a presentation at work or in order to support your views in a meeting, etc.

D

Work in pairs. Student A, read the question and the text about Dubai. Student B, read the question and the text about Hong Kong. Student A How did Dubai become a wealthy city? Dubai, on the Arabian Gulf, is an important international center of finance and tourism. Many people think that Dubai's success is only because of its petroleum, but petroleum is only one factor. In the 19thCentury, Dubai became a major port and center of commerce on shipping routes from India. It also had an enormous international market for its pearls. Dubai was already a wealthy city, and the discovery of oil in 1966 made it much, much wealthier. Sheikh Rashid, Dubai's leader since 1958, used oil money to modernize the infrastructure of Dubai. He made Dubai a free port, and it became the major business center for the region. Rashid also promoted Dubai as a tourist destination. In the 1970s, Dubai joined with six other emirates to form the United Arab Emirates. The UAE is now one of the richest nations in the world.

Student B What was the role of Great Britain in the history of Hong Kong? Before the 19th Century, the island of Hong Kong had a very small population. The residents wer e Chinese fishermen (and a number of pirates!). In 1842, Britain defeated China in a war and took possession of the island of Hong Kong. (The island gets its name from the abundance of flowers that grow there. "Hong Kong" means "fragrant harbor.") In a second war, Britain took Kowloon, across the harbor from Hong Kong. Finally, in 1898, a large area next to Kowloon also became British property. This annexation gave the British more space to expand the colony. Britain established a major port in Hong Kong, and the city became famous for shipping, banking, and insurance. Many people immigrated to Hong Kong from China in the 20th Century. In 1984, Britain agreed to return Hong Kong to China in 1997. On July 1,

E

Read your text again and underline information that relates to the question.

F

Use the underlined information in your text to write notes in your notebook. Then reread your notes to check that you can understand them. G Close your book. Use your notes to tell your partner about the text you read: A: B: A: B:

What was your question?  My question was: "Ho w did Dubai becom e a wealthy city?" So what did you find out?  Well, Duba i initially bec am e w ealthy in the 19th Cen tury as ...

REFLECT... How can the skill of taking notes be useful to you in Self and Society and Work and Career?

Speaking of the past

u n it

10

107

Languagewra 1 V O C A B U L A R Y Complete these sentences with phrases in the box. Then(girclg)the correct option. (10 points) got a fantastic gift

got a special letter

met a famous person

saw a concert

took a trip

1 I had a ter rible w ee ke nd . My friend and I ( 1) iook a tnP to the mountains, but it rained and we stayed inside all day. It was really ( 2) bored Adoring) 2 It was my birthday yesterday. Ij3 )  _9° ta J ^ tastlc from my pare n^-s Th ey g av e me a digital camera. I was really  jA'C^x cite ^y ^e xciting . 3 My husband (5) 3 0 t ^ pecia in the mail yesterd ay. It was an invitation to meet the President. He was really (6(jm az ed )/ amazing. 4 I had a gre at week en d. I (7) sa wa concert   on Saturday night. Manu Chao played in Detroit. The trip was pretty (8) tired /(tirinq)  but it was a fantastic night! r v----- . , met a Famous . . . ^ 5 I (9) once. He is a famous movie director. He sat next to me on a flight to  person New York. We talked a lot about movies. He was very (10) interested (interesting^ 8-10 correct: I can talk about memorable experiences and use adjectives with -ed  and -ing endings. 0-7 correct: Look again at Sections 4 and 8 on pages 102 and 105. SCORE:

2

/10

C

A R  

Complete this postcard with the simple past form of the verbs in parentheses. (10 points)

Hi JaMMMie, Here I am in New York. It ’sgreat. The hote l U excellent,

JSf' I s ..

li.liil

the airpo rt,  airport, 1 (2)

iiii

I k   the

fliii

fissl ll f 

III

saw

(see) the Statue o f 

Liberty from, the plane. I t wax am azin g! From, the 

i ll

« ” ■lil

Mid the people are really friendly. When I a rrived a t 

took

a. ta xi to tha ho te l 

went afternoon. 1(3, ( j ° ) * » * * tot ° f ™ Empire State Building. The views (4) were (  )

speAaoular! In. the evening, 1(5)

met

(moot) 

■myfrie n d Amy fo r d in n er We :« a.pizza.

—

Jaxmlne Brown. 255 M ain Street  Amarillo, T X 79119 

t wax really deuriows. I 

(n o t stay) ou t too late, though.. /(8)

was

(**) 

' really tired. An d how are you ? Wha t (9) m do (do) to celebrate y o u r birthday? 

Sorry i m   

wasn'f

(be) there! 

Louisa.

8-10 correct: I can use the simple past to talk about past events and to ask questions about past events. 0-7 correct: Look again at Sections 1 and 5 on pages 100 and 102. SCORE: /10

Language wrap-up

1 Vocabulary

Students can do the Language wrap-up exercises in class or for homework. If you give them for homework, remember to check the exercises at the beginning of the next class, or collect a few to grade and identify any typical errors.

Encourage the students to read each sentences carefully before they complete it with the correct phrase in the box and by circling the correct option.

If you decide to do the exercises in class, you can approach the wrap-up as a two-step reviewing procedure. First, ask the students to do the Vocabulary section individually. When ready, encourage the students to check their answers carefully, and then put them in pairs to compare answers and discuss any differences. Self- and peer-correction are two excellent ways of developing learner independence and creating a cooperative learning environment. After completing the Vocabulary section, you can apply the same procedure to the Grammar section.

2 Grammar • Before the students do this exercise, ask them questions about what people do or go to see when they visit New York. • Highlight that take can collocate with a number of different nouns (e.g. a taxi and a  picture). Refer to the Communicative wrap-ups on pp. 138139 of the Student's Book for more activities.

At the end of each section, make sure that the students write their score out often. If they have a score lower than eight, direct them to the appropriate sections of the unit, and encourage them to read those sections again for homework. After that, ask the students to complete the exercise(s) again at home.

Unit 10

Competence developed

CEF Reference (A1)

1 Grammar

can form affirmative statements in the simple past

Table 1; Table 2; Sections 5.2 .1.2; 6.4.77; 6.47.8

2 Pronunciation 3 Reading 4 Vocabulary

can correctly pronounce the simple past of regular verbs Section 5 .2.1.4 can understand a short survey

Table 2; Section 4.4.2.2

can understand and use - e d  and -ing   adjectives

Table 1; Table 2; Section 4.4.1.1 ; Section 4.4.3.1; Section 5.2.1.1

5 Grammar

can form questions and negative statements in the sim ple past

Table 1; Table 2; Sections 5.2 .1.2; 6 .4 .7 7 ; 6 .4 7 .8

6 Listening 7 Writing

can understand the main idea of a simple conversation

Table 1; Table 2; Section 4.4.2.1

can order and connect simple ideas

Table 2; Section 4 .4 .1 .2 ; Section 4.4.3.4; Section 5.2.1.6

8 Vocabulary

can use set phrases to talk about past experiences

Table 1; Table 2; Section 4.4.1.1 ; Section 4.4.3.1; Section 5.2.1.1

9 Speaking

can describe a past experience

Table 1; Table 2; Section 4 .4 .3 .1; Section 5.2.3.2

Speaking of the past

UNIT io

T108

UNITI! The expression  great lives  refers to the lives of great people—people famous for their

accomplishments and contributions to the world.

Unit pi Unit opener (p. 109) 10 min. • Optional downloadable unit opener 10 min. 1 Vocabulary: life events (p. 110) 25 min. 2 Listening: to a life story (p. 110) 30 min. 3 Grammar: simple past with (p. 111)40 min. when clauses 4 Reading: scanning for specific (p. 112) 30 min. information /Q 5 Vocabulary: historical events (p. 112) 25 min. 6 Speaking: taking time to think (p. 113) 20 min. 7 Grammar: direct and indirect objects (p. 114) 40 min. 8 Pronunciation: object pronouns (p. 115) 15 min. 9 Writing: a short biography (p. 115) 20 min. • Optional downloadable Writing 20 min. workshop: a short biography lifeSkills: brainstorming in a group (p. 116) 45 min. (Study and Learning) • Optional downloadable lifeSkills 45 min. lesson (Work and Career) • Optional downloadable lifeSkills 45 min. lesson (Self and Society) Language wrap-up (p. 118) 15 min. Video and downloadable video worksheet 45 min.

Ask the students to keep their books closed. Tell them to think about "great" people from around the world who are no longer living. Explain that in this sense,  great person means someone who achieved great things in politics, art, sports, etc. Elicit names and write them on the board, as well as each person's occupation or accomplishments. Refer the students to the lifeSkills panel. Tell them that the topic of this unit's lifeSkills section is Brainstorming in a group. Ask them what brainstorming is (a way of developing new ideas through a discussion, in which several people make a lot of suggestions and the best ones are chosen). Ask them why this skill is useful.

A • Ask the students to look at the pictures, and ask for volunteers to read the names aloud. • Put the students in pairs or groups to discuss the people they recognize and their professions. • Elicit some ideas from the class. Write the professions on the board.

Gianni Versace—fashion designer Indira Gandhi—former Prime Minister of India Luciano Pavarotti—opera singer John F. Kennedy—former President of the U.S. Cleopatra—Egyptian queen Coco Chanel—fashion designer Martin Luther King Jr.—American civil rights leader

B

Lead-in Direct the students' attention to the objectives in the unit menu and go through the information with them. Explain that this unit focuses on language to talk about events in the past, and on the following skills which will help them do this: Reading: scanning for specific information Ask the students what a biographical text   is. Elicit that it is the story o f someone's life. Ask what facts we often want to find quickly when we read a biographical text (e.g. date and place of birth, nationality, why they were famous, etc.). Speaking: taking time to think  Ask the students why we sometimes need to think when we are having a conversation. Elicit possible answers. Listening: to a life story Ask the students if they have ever watched a movie or listened to a story about famous people. Writing: a short biography Elicit from the students what kinds of information were included in the biographical movies they have seen.

• Read the instructions to the class, and ask the students to look at the model conversation. Draw attention to the fact that Chanel and Versace are in a group because they were both involved in fashion design; Kennedy and King could be in a group because they were both American. • If necessary, prompt the students with categories (e.g. politics, nationality, profession, male/female). Encourage the students to be as creative as possible when thinking of the different combinations. • Put the students in pairs to complete the exercise. Circulate and monitor, assisting where needed. • When the pairs finish, elicit some ideas from the class.

P o ss i b l e a n s w e r s Gandhi, Cleopatra, and Kennedy were heads of state. Pavarotti and Versace were both from Italy. Pavarotti, Versace, and Chanel were all from Europe. Kennedy, Cleopatra, Luther King and Versace all died young. Kennedy, Gandhi, Luther King and Versace were all assassinated, and they and Cleopatra all died unnatural deaths. Gandhi, Kennedy, Luther King, and Versace were all born and all died in the 20thCentury.

IN THIS UNIT YOU 0

learn language to talk about people and events in the past

%

read about the life of a famous person—scanning for specific information

%

learn phr&ses when thinking about answers to a quiz—taking time to think

Q

listen to biographical information about the life of a famous person

0

write a short biography

A How many of these people do you recognize? What were their professions?

watch a video about the lives of famous people

B Q| Work in pairs. Put the people in Exercise A in different groups or pairs according to their similarities. Think of as many combinations as possible. A: W h a t d o C o c o C h a n e l a n d G ia n n i V e r s a c e h a v e in c o m m o n ?   B: T h e y w e r e b o t h f a s h io n d e s i g n e r s .

LIFE SKILLS

Learn to use brainstorming in a group to think of ideas

STUDY & LEARNING G r e a t l iv e s

UNIT 11

109

1 \

f : lif e e v e n t s

A Write the phrases in the box under the pictures. get a job

gradu ate

have children

retire

B Work in pairs. Tell your partner about a family mem ber’s life. Use the simple past form of as many of the expressions in Exercise A as you can. My  gra nd fa th er wa s bo rn in 1940 . He gre w up in a small to wn . He gra du ate d from hig h sc hool in 1958 .. .

2

, t o a lif e s t o r y

A E^ 64 Look at these notes and think about what information  you need to listen for. Then listen to the life story. Do not try to complete the notes yet. • • •

§ • •%

• « » S i

• • •

 Audrey Hepburn Date of birth:   (1) _

May 4, 1929

Place of birth: Brussels, Belgium Profession: (2)

actress

Her age when she moved to New York: (3) Year she won her first Oscar: (4)

^2 ^

Her last movie: "Always'', with director Steven Spielberg, 1989 Type o f work in her later life: Working with U N IC E F to help children Date she died: (5)

 Ja n u a ry 20 , 1993

B Liste n again and complete the notes in Exercise A. C ¡¡Jf What other information did you learn about the life of Audrey Hepburn?

1 Vo cab ular y: life events Lead-in Ask the students to keep their books closed. Ask them to think of important or memorable events in their own lives or in people's lives in general. Try to elicit as many of the events from Ex. A as you can.

• Tell the students that they will hear Audrey Hepburn's life story, and they need to follow the notes and listen for the missing information. Tell them not to write anything at this stage, but to compare the information with their predictions. • Before you play the audio, elicit that writing down the numbers we hear helps with understanding. Remind the students to repeat the number back to make sure that it sounds the same.

A u d i o sc ri p t _ _ _ _ _ Ask the students to look at the pictures and tell you what's happening in each one. Read the instructions to the class. Then ask the students to repeat the phrases in the box and under Pictures 1,2, 5, and 8, first chorally and then individually. Ask the students to do this exercise individually and then to compare their answers in pairs.

B Tell the students they are going to talk about the life of someone in their family. Encourage them to choose someone they think has led an interesting life—it may be someone who is still living, or who has already died. Point out the model sentences. Give the students a few minutes to write what they know about the person's life. Encourage them to use as much of the vocabulary from Ex. A as possible. Put the students in pairs to complete the task. When the pairs finish, invite individual students to share their stories with the class. Correct any errors in the use of the simple past, and prompt the students to describe what they learned about other people's relatives.

W o r k b o o k p p. 6 5 - 6 6 , S e ctio n 3

T3

2 Listening: to a life story Lead-in Review the skill of listening for numerical information, since students will have to write missing numbers in Ex. A. Prepare a few years and dates (e.g. 1984; May 13, 1999; Septem ber 2003, etc.). Read them aloud and ask the students to write them down. Check that they have written them correctly by asking them to read the dates aloud.

64

Ask the students to look at the picture, and elicit any information they know about Audrey Hepburn. If she is completely unknown to them, ask them what  job they think she did. Elicit that she was an actress. Give the students time to read the notes silently. Then ask them to work in pairs and predict what information could go in each blank (e.g. Profession—model). Encourage them to look at the picture because it may provide some additional clues.

_

__ _

Audrey Hepburn was born on May 4th, 1929, in Brussels, Belgium. Her career as an actress began in London in 1948, but she moved to New York when she was only 22 to become a Broadway actress. Soon after that, Hepburn began acting in Hollywood movies, and she quickly became very, very famous. She won her first Oscar® in 1954 when she was only 24 years old, and she won many more awards during her career. Hepburn's last movie was Always, directed by Steven Spielberg, in 1989. She decided to end her acting career because she wanted to help children around the world. She worked with UNICEF and traveled to many countries in Asia, Africa, and Latin America. She died at her home in Switzerland on January 20th, 1993. Audrey Hepburn was a great actress and a great humanitarian.

B • Before you play the audio again, ask the students to work in pairs to discuss any details they remember about Audrey Hepburn's life story. • Explain that this time, the students should listen to the story and try to complete the notes. Remind them to write only key words and phrases, and to use abbreviations where possible. • Play the audio once or twice, and ask the students to complete the exercise. • To check answers, ask for volunteers to write their answers on the board.

c • Read the instructions to the class. • Ask the students to do this exercise in pairs, and then elicit ideas from the class. If they do not have any more information about Audrey Hepburn, play the audio again and ask them to listen for one or two more facts. If necessary, play the audio a third time. • Chec k the answers with the class, and stimulate discussion by asking if they remember her or if they've heard about her. Prompt them to talk about famous actresses from their country.

Answer Her career began in London, in 1948; she won many awards during her career; she traveled with UNICEF to countries in Asia, Africa, and Latin America; she lived in Switzerland during the last part of her life.

C u lt u r e n o te Audrey Hepburn starred in a number of well-known films, including Breakfast at Tiffany's, My Fair Lady, and Wait Until Dark.  She won an Academy Award (Oscar) for best actress for her role in Roman Holiday.

G r e a t l iv e s

unit

 11 T i l 0

3 G r a m m a r : simple past with when clauses Lead-in Write a sentence about a true experience on the board (e.g. When I was 22, I had a lucky escape.). Prompt the students to ask you yes/no questions in the simple past tense. Their aim is to find out what happened to you. Getting the students to ask you yes/no questions in this way can be a very effective way of giving them practice in question formation using different tenses.

A • First, focus on the picture. Ask the students if they know who the man in the picture is (Steve Irwin) and what animal they see (a crocodile). • Read the instructions to the class. Emphasize that the students should focus on the question Why do people remember Steve I rwin?  Tell them that there are several possible answers. • Give the students a few minutes to read the article. • Briefly focus on some of the vocabulary in the text (e.g. conservationist: someone who works to protect the environment from damage or destruction—pronounced  /konsar'veijanist/, wildlife park: an area where wild animals live and tourists can visit, and cardiac arrest: when the heart stops; a heart attack). • Highlight the irregular verb sting — stung,  and ask the students to record it in their notebooks.

• Ask the students when a comma is used in the sentences (when the when clause comes first in the sentence). • Ask the students to read the statements a-e and check  the correct ones. Check the answers with the class. • Ask the students to look at the four examples in the Watch out!  box. Elicit why the first and third sentences are correct (they follow the punctuation rules for when clauses) and why the second and fourth sentences are incorrect (they don't follow the punctuation rules for when clauses).

• Ask the students to read through all the sentences (including item 1) and tell you how many of them have a comma (four). Elicit from them why these sentences have a comma (because they start with the when clause). Remind them to use commas when they rewrite the sentences that do not begin with when clauses. • Highlight that if the sentence contains a noun and a pronoun referring to that noun, the noun should come first in the sentence. For example, they will need to switch the noun and pronoun in item 2. Explain that in order to use a pronoun, we need to know who or what it's referring to first, which is why we need the noun to come first. • Ask the students to do the exercise individually and then compare their answers in pairs. • Invite volunteers to write their sentences on the board. Ask the class to check that all of the sentences are punctuated correctly, with commas where needed.

Answer

E x t r a : g r a m m a r p r a c tic e

He did excellent work conserving endangered species. He was a famous conservationist and TV show host. He died young and unexpectedly when a stingray stung him.

Two of these sentences have incorrect punctuation. Find and correct them. 1 When I heard the news I was very angry. 2 When I was in the park, I saw our teacher. 3 I called my friends when I finished school. 4 She was surprised, when she got the present.

NOTICE! • Briefly remind the students what a clause is (a part of a sentence that contains a subject and a verb). • Have the students look at the sentence in bold in the article and then choose the correct answer to complete the statement.

B • Read the instructions to the class. Then ask a student to read the sentence in bold in the text in Ex. A aloud.

Function • Explain to the students that they should consider the meaning of the statement in bold in the text, and then complete the sentence with the correct option. • When the students have finished the task, prompt them to compare their answers in pairs.

Form • Ask the students to underline three more sentences with when in the text (... he got a python for his bir thday 

when he was six years old; When Steve was older, he learned to work with crocodiles; ... when Steve went to the Great Barrier R eef ..., a stingray stung him.).

Answers 1 When I heard the news, I was very angry. 4 She was surprised when she got the present.

• Read the instructions and the example sentences to the class. • Give the students a couple of minutes to make some notes in preparation for the group speaking exercise. Circulate and monitor, assisting where needed. • Put the students in groups to complete the exercise. • When they finish discussing their ideas, elicit some examples from the class. Correct any errors in the use of  when clauses and the simple past, and encourage the students to express themselves in complete sentences.

W o r k b o o k p . 6 5 , S e c tio n 2

3

Gfte  A

A

LAN GUAGE IN CON TEXT Read this article.

s im p l e p a s t w it h

w h e n   c la u s e s

W hy do people remem ber Steve Irwin?

The Real

Crocodile Huntei

Steve Irwin was a famous conservationist and TV show host. He was born in Australia in 1962, and he grew up in his parents’ wildlife park: Steve loved reptiles, and he got a python for his birthday when he was six years old! When Steve was older, he learned to work with crocodiles. In 1996, Irwin started his TV show, T h e C r o co d i l e H u n t e r ,  and it became popular in many countries. On September 4, 2006, when Steve went to the Great Barrier Reef to film ocean animals, a stingray stung him. He died that day of cardiac arrest. People all over the world were sad w he n Steve Irwin died. Many people still remember his excellent work in the conservation of endangered species.

W A TC H O U T !

NOTICE!

0

1

When Steve was six years old, he got a python.

(£) When Steve was six years old he got a python. 0

Steve got a python when he was six years old.

(£) Steve got a python, when he was six years old. ■I m K i m m m

B

iw m m m

i pp «*

Look back at the sentence in

2 Which action happened first? a) People were sad. CTjpSteve Irwin diedl^b

*-

ANALYZE Read the sentence in b o l d in the text in Exercise A.

Function Complete the sentence below with the correct option. The action in the when  clause happens ... the other event.in the sentence. C^ fat th e sam e time or before> b) after

Form Look back at the text and underline the sentences with when. Which statements are true? Check (/) those which are correct. a) Q When clauses always go at the beginning of a sentence. b) Q When clauses always go at the end of a sentence. c) [3 When  clauses can go at the beginning or at the end of a sentence. d) [2 We always use a comm a if a when clause comes at the beginning of a sentence. e) D We never use a comma with when  clauses.

C 1

2

PRACTICE Rewrite these sentences, changing the position of the when clause. When my friend told me the news, I was surprised. I mi s swrpvtieA* wh en my fr i end told When Sally got a new car, she was happy. Sally was happy when she g ot a new car.

3 I got a puppy when I was ten. 4 When I was little, I loved going to the movies. 5 Peo ple were surprised when my dad got a new job.

news.

When I was ten, I got a puppy. I loved going to the movies when I was little. When my dad got  a new job, people were surpri sed.

6 When I went shopping, I saw my teacher.

I saw my teacher when I went shopping.

7 When our friends arrived, my roommate was asleep.

 My roommate was asleep when our fri ends arri ved.

D

NOW YOU DO IT Work in groups. Tell your group about something:

• that happened when you were young • you loved when you were little • that hap pen ed the last time you went out

W hen I was young , I brok e my arm. I had to g o to the hospital. Great lives

u n it

l l

111

4 READING: s c a n n in g f o r s p e c i f ic in f o r m a t io n

page 95

When you come across a slightly more difficult text, try to focus only on the information you need to find out.

A Work in pairs. Student A, scan the first paragraph and complete sentences 1-5. Student B, scan the second paragraph and complete sentences 6-10.

T

he story of the American automobile industry began on July 30, 1863 , when Henry Ford was born on a farm in Michigan. As a boy, Ford did not like school or farm work, but he was interested in mechanical things. In 1879, when Ford was 16, he left home and moved to the city of Detroit. He worked as a machinist there for three years and then returned to his family’s farm. On the farm, he operated and repaired steam engines in farm machines. In 1891, he returned to Detroit and got a  job as an engineer. He began experimenting with internal com bust ion engines, and in 1896, he invented a vehicle called the Quadricycle. He experimented with different vehicles for several more years, and in 1903, he started the Ford Motor Company. Many people think H enry Ford invented the automobile, but he didn’t. Go ttlieb Daimler and Karl Benz invented vehicles powered by gasoline engines in 1885— 1886. Henry Ford actually became famous because he invented the assembly line, in 191 3. A t the new Ford automobile plant in Highland Park, Michigan, workers did not move around the factory. The cars moved, but the workers stayed in one place. This system was fast and efficient, and cars became less expensive. Ford sold more than 15 million Model T cars from 1 908 to 1927!

Student A

he invented the

Student B

1

Henry Ford was born in (place)  Michig an

6 Henry Ford became famous because (reason) assem^!y l'ne

2

Ford was born on (date)3uly 30' \863

7 n e invented the assembly line in (year)

3 Ford got a job as an engineer in (year)

 39 ' .

,999 -n/gh/and Park 

8 The new Ford automobile plant was in (place) „Michigan

4 In 1896, he invented (name o f invention) Q uarj riCyCie 9 Ford sold more than (number of cars)'5 milllon Model T cars. 5 In 1903, Ford started (name o f company) Ford Motor 10  Ford stopped production of Model Ts in (year) Company 

'999 .

B Q f Ask your partner questions to complete the sentences for the other paragra ph. A:

Where was Henry Ford born? 

B:

He was born in ... Why did Henry Ford become famous? 

C Read both parag raphs more carefully. Check all your sentences for mistakes. D Q j What other “great lives” do you know about? Give as much information about their lives as you can.

• L A R Y : h is to r ic a l e v e n t s A Complete the sentences about historical events with the words from   The U.S.A.

1

2 Marco Polo 3  Gustave

Eiffel _

won explored 

China for the first time in 1271.

built  invented 

4

  The Egyptians

5

  Anton van Leeuwenhoek

6 Cervantes

wrote 

7 Napoleon

 fought 

8 Georges Bizet

its inde pen den ce from Great Britain in 1783. the Eiffel Tower in 1889.

, ... built composed discovered explored

cos metics in 4000 B.C .

fought

discovered 

invented

bacteria in 1683.

Don Quix ote in  1605. the Battle of Waterloo in 1815.

composed  

the Qpera Carmen   in 1875.

B

Write a history question using one of the verbs in Exercise A. Ask your cla ssmates the question. A:

Who wrote  Hamlet?

B:  Shak espear e.

WATCH ^ Who i (g)Whoc

|: scanning for ormation -q Lead-in • Ask the students to look at the picture, and ask them if  they know anything about the history of the car industry and, in particular, Ford. • Invite a student to read the information in the skills panel aloud for the class. Explain that this text will be slightly more difficult, but that they should try to look  only for the information they need and not to worry about the difficulty of the text as they scan. Remind the students that they practiced scanning for specific information on p. 95. A

• Read the instructions to the class. • Remind the students that they do not need to understand every word, but they need to find the information as quickly as possible. Also remind them to look for key words and numbers (depending on the information they are looking for). • Put the class in pairs, and ask them to decide who is Student A and who is Student B in each pair. Check  that the students understand which part of the text they should read and which sentences they should complete. Since this is a fill-in activity, it will work best if the students cannot see their partner's text. Ask them to cover up the text they are not reading with a piece of paper. • Ask the students to read their assigned sentences, and give them time to ask questions about any unfamiliar vocabulary or expressions. Be ready to explain potentially challenging vocabulary such as steam (water vapor), and assembly line  (a system for making products in a factory in which each worker or machine is responsible for adding or checking a particular part). • Give the students time to complete the task individually. Do not check answers at this stage, as the students will compare their answers in Ex. B.

D

• Read the instructions to the class, and give the students two to three minutes to write down the names of any human or animal heroes they know, and what they did. • Put the students in groups to share their information and to think of any facts they know about the heroes on their list. • When the groups finish, elicit some ideas from the class. Ask some questions to encourage further discussion (e.g. Where was he/she born ? What did he/she d o?  When did he/she die?,  etc.).

W o r k b o o k p . 6 4 , S e c tio n 1

O

5 Vocabulary: historical events • Direct the students' attention to the picture and ask them who they think the person is. (Napoleon Bonaparte, Emperor of France from 1804-1815.) • Ask the students to read through the sentences and tell you the names or places they recognize. Elicit a few facts the students know about the historical references. • Go over some of the more challenging vocabulary (e.g. win independence: become a free country; cosmetics: make up; bacteria: tiny organisms that can cause illness; germs). • Elicit from the class the base forms for each of the verbs: build — built, compose — composed, discover—  discovered, explore — explored, fight —fought, invent — invented, win— won, write— wrote. • Ask the students to work individually or in pairs to complete the exercise. • Check the answers with the class. Point out the difference between invent  (make something completely new) and discover  (find something that already exists). Also point out that compose  means to write music. B •

• Elicit the question words the students will need here, and write them on the board: What, When, Where, Why, How  many. • Point out the connection between the question Where was Henry Ford bom ?   in the model conversation, and the sentence prompt for Student A, Henry Ford  was born in (place). • Draw the students' attention to the fact that they should use the simple past in their questions and answers. • Give the students time to think individually of all the questions they need to ask. Then ask the pairs to complete the exercise. • Do not check the answers yet, since the students will read the text more carefully and check answers in Ex. C.

Read the instructions to the class. Elicit the wh- question words the students will need (Who, When, What). • Ask the students to look at the Watch out!  box. Highlight that when Who is the subject of a question in the simple past, the auxiliary did  is not used. Compare: Who saw you? Jo e saw me. / Who did you see? I saw  Sam. • Give the students time to write their question. Guide them to correct any errors in their question formation. • Put the students in groups of four or five to ask and answer their questions. • Ask each group to select two or three questions to ask  to the class.

W o r k b o o k p . 6 7 , S e ct io n 6

c • When the pairs have finished Ex. B, prompt them to check their answers by looking at the text again and reading all of it in detail. • Check the answers with the class.

Great lives

e

s

s

e

Speaking: taking to think  6

time

A lt e r n a ti v e Make the quiz a competition in which each group competes against the rest of the class. Ask the questions, and tell the students to discuss the answers in their group. Encourage them to use the expressions from Ex. A if they need time to think of an answer. At the end of the quiz, have the groups exchange papers so that each group marks another group's answers. The group with the most correct answers is the winner.

Lead-in • Draw the students' attention to the information in the skills panel. Read the text aloud. • Prompt the students to think about what they do in their language if they cannot answer a question immediately. Are there any sounds, words, or phrases they use while they are thinking of an answer?

A • P| 65

See the Student's Book for the audio script, • Read the instructions to the class. Tell the students that when they hear the audio, they should underline the words the speakers use when they need to take time to think. • Play the audio once or twice, and check the answers with the class. • To wrap up, ask the students to repeat the lines of the conversation one by one, focusing on the intonation in the sentences with the thinking expressions. Then ask  the students to practice the conversation in pairs.

c

• Ask the students to check their answers against the answers upside down at the bottom of the quiz, and ask  them to add up their scores. Have each group tell the class their scores to find out which group is the winner.

B • Focus the students' attention on the quiz. • Ask the students to read the quiz questions. Tell them not to look at the answers at the bottom of the quiz. • Explain any unfamiliar vocabulary, such as tenor  (a male singer with a higher-range voice). • Put the students in groups of three or four to complete the exercise. Encourage the students to use the expressions from Ex. A if they need time to think of an answer. Circulate and monitor, assisting where needed.

A lt er n ativ e Tell groups to choose one person to be the "quizmaster" (the person who asks the questions and writes down the answers). The other members of the group must answer the questions. Make sure that the quizmaster is the only person in each group whose book is open.

►

W o r k b o o k p . 6 6 , S e ctio n 4

Sometimes we need time to think of the answer to a question, or we need to think about the language to use. We use certain words and phrases to give us time to think.

A ||^65 Listen to the conversatio n below. Underline the word s and phrases the speakers use to take time to think. Alison: Jenny: Chris:

Alison: Jenny:

Chris: Alison:

What were the names of all The Beatles? Uh. I can't remember. Let me think. Oh, yeah. Their names were John, Paul, George, and Ringo. That's right. And when did George die? Just a secon d. I'm not sure, but I think he died in 2001. Did your parents like The Beatles? Well, my dad did, but my mom didn't like them very much.

B Wo rk in groups. Do the quiz together. Take time to think before answer ing if necessary.

TWo points per correct answer Q

Wh at famous tenor died in 2007?

Q

W ho wa s the male star in the movie Titanic ?

Q

Wh ere w as Coco Chanel born?

Q

W ho was Christian Bale’s character in The Dark K night Ri ses?

Q

In wha t city did John Lennon die?

 @ 0

W ha t famous book did Mary Shelley write? Who was the “King of Pop”?

^

Wh ere did the character Harry Potter go to school?

Q

W ho was the first CEO of Apple®?

Hill

What nationality^vas Indira Gandhi?

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c

Check your answers and calculate your score. Which group is the winner? Great lives

u n it

n

113

d i re c t a n d in d ir e c t o b je c t s

7 A

LAN GUAGE IN CON TEXT Read this text. How many

Nobel Prizes did Marie Curie win? A young woman, Maria Sklodowska, went from Poland to Paris in 1891 to study at the Sorbonne. Pierre Curie was a lab director at the university. Maria (people now called her Marie) met Pierre there and they fell in love. She married him in 1895 and they began to work together. In 1898, they discovered polonium and radium, and in 1903, the Swedish Academy gave them a Nobel Prize. They gave it to them for their discovery < of radioactivity. When Pierre Curie died, Marie continued their work. The Academy gave her a second Nobel Prize in 1911. They gave it to her for her work in chemistry.

NOTICE!

1 Look at the words in bold. Who or what do they refer to?

B

ANA LYZE: OB JECT PRONOUNS Look at the text in Exercise A again. Function(^irde)the correct option to com plete the sentence. A pronoun replaces(^n ouny a verb.

2 Look at the underlined words. Which are subjects and which are objects?

Form Complete the table.

.WWMMNM

Subject pronouns

I

you  you

he

Obje ct pronouns

me

 you

(1 )

she

him

( 2)

we

her 

(3)

it 

J

 you

they

 you

(4)

them

ANALYZE: DIRECT AND I NDIR ECT OB JECTS Read the text in Exercise A again. Form Complete the tables with more examples, subject

+ verb

+ person or thing (object)

Maria

met

him there.

They

discovered

polonium.

She married him in 1895. / Mari e continued their work.

a

subject

+ verb

+ person (indirect object)

+ thing (direct object)

The Swedish Academy

gave

them

a Nobel Prize.

The Academy gave her a second N obel Prize. subject

+ verb

+ thing (direct object)

+ preposition

+ person (indirect object)

They

gave

it

to

them

for their discovery of radioactivity.

They gave it to her for her work in chemistry. Note: Verbs like repeat and explain always follow this structure. Function (circ ie)the correct o ptions to com plete the rules. 1 When a verb takes two objects, the direct object is usually (a^thin^y a person  and the indirect object is usually a thing /(gjaers on^ 2 Pronouns always com e before /(afteha verb or a preposition.

C

W A TC H O U T ! 0 She met him. (^) She met to him.

PRACTICE Look back through the unit. Answer the questions.

Replace the underlined word or words with the correct object pronoun.   Who wrote Frankenstein? M ary Shelley wroter it. 2 Who gave the Curies a Nobe l Prize? 1

The Swedish Academy gave it to them. 3 What company sold Model T cars? Ford sold them. The Academy gave it to her in 1954. 4 When did the Academy give Audrey Hepburn her first Oscar?  Steven Spielberg dir ected her in it. 5 Who directed Audrey Hepburn in the movie  A lways ? D

NOW YOU DO IT Wo rk in groups. Ask and answer these questions.

Who is your best friend? When did you meet him/her? 2   What was the last present someone gave you? Did you like it? Why or why not? 1

7 Grammar: direct and indirect objects Lead-in Elicit what a Nobel Prize is and what it is awarded for (an international prize for achievements in science, literature, economics, and peace). Ask them if they know any famous Nobel Prize winners (e.g. Gabriel García Márquez, Nelson Mandela, the European Union).

Culture note’ The Nobel Prize has been awarded since 1901. It was established by the Swedish chemist Alfred Nobel in his will in 1895. Each prize consists of a medal, a personal diploma, and a cash award, and is awarded every year on December 10, the anniversary of Nobel's death.

Form (object pronouns) • Read the instructions to the class. Ask the students to work individually to complete the grammar table. Remind them to look back at the text in Ex. A if they need help. • Ask the students to compare their answers in pairs. Then check the answers with the class. • Ask the class which object pronouns are different from their corresponding subject pronouns (me, him, her, us, them) and which are the same (you, it).

Form (direct and indirect objects) • Ask the students to look at the grammar table. Ask them to look at the text in Ex. A and find another example for each of the three sentence types (1-3). Check the answers with the class. • Highlight that in item 2, we would not say *The Swedish  Academy gave them it.  In this pattern, it is incorrect to use a direct object pronoun immediately after an indirect object pronoun. In this situation, the direct object must be a noun.

A

Function (direct and indirect objects)

• Ask the students if they know anything about the woman in the picture, Marie Curie. What can they guess from the picture? (She was a scientist. She lived a long time ago.) • Explain that students should read specifically for the answer to the question How many Nobel Prizes did  Marie Curie win? 

• Ask the students to use the examples to help them complete the two rules. Elicit the answers. • Ask the students to look at the Watch out!  box. Point out that we do not use the preposition to before direct objects. We do not usually use an indirect pronoun and a direct pronoun together (e.g. we say  She g ave it to me and not *She gave me it.). c

N O T IC E ! • Write these sentences on the board: Lucy saw   Jam es yesterday. She gave him the message. Ask  the students what the word him refers to. Elicit that it refers to Jam es  and that we use it to replace the word Jam es  so we do not need to use it twice. • Ask the students which word in the first sentence is the subject (Lucy) and which is the object (James). To reinforce the point, ask the students to analyze the second sentence in the same way (subject: She; object: the message). • Ask the students to look at the text and decide what the words in bold refer to. • Then ask them to decide which of the underlined words are subjects and which are objects.

Answers 1

her-Marie, him-Pierre, them-Marie and Pierre, it-the Nobel Prize, them-Marie and Pierre, her-Marie, it-the second Nobel Prize, her-Marie 2 Subjects: Maria, She, they, the Swedish Academy, The Academy Objects: him, polonium, them, a Nobel Prize, it, them, her, a second Nobel Prize, it, her

B

• Explain that the students will use information provided earlier in the unit to answer the questions. • Do the first example with the whole class  (Mary Shelley  wrote it). Highlight the use of the object pronoun. • Have the students compare their answers in pairs. *

E x t r a : grammar practice Replace the underlined words with an object pronoun. 1 They wrote the magazine article. 2 Who gave the present to Rosie? 3 What did you tell Peter and Jane? 4 Did you give Anne the message? 5 What did you tell James?

Answers 1

it

2

it

3

them

4

her

5

him

D • Give the students time to read the questions and to make some’notes to prepare for this exercise. • Ask the students to work in groups of three or four. Encourage them to use object pronouns in their answers. Circulate and monitor, assisting where needed. • When the groups have finished, elicit some examples from the class. Correct any errors with object pronouns.

^

W o r k b o o k p p . 6 6 - 6 7 , S e ctio n 5

Function (object pronouns) • Ask the students to look at the text in Ex. A again, and to decide on the correct option. • Check the answer with the class. Great lives

unit

n Til4

8 Pronunciation: object pronouns A 6 6 See the Student's Book for the audio script. • Ask the students to read the sentences silently and to Identify the object pronouns in each one (item 1: them; item 2: him). • Ask the students to listen to the sentences and notice that the object pronouns are stressed or unstressed. • Play the audio once. • Point out that the stressed words are: / met them at  a  party : I saw him at the mall.

B • Read the instructions to the class, and choose students to read the notes about Tim Berners-Lee. • Check that the students understand the word achievement   (something successful that someone has done). • Tell the students to use the text in Ex. A as a model for this writing task. The aim of this exercise is to expand the notes to create a similar biography. • Help the students to get started by eliciting the first sentence from the class (Tim Berners-Lee invented one of the most important things in the comp uter world — the World Wide Web).  Circulate and monitor, assisting where needed.

P o s si b l e a n s w e r 67 See  the Student's Book for the audio script, Direct the students' attention to the sentences. Ask the students to read the sentences as you play the audio. • Put the students in pairs. Explain that they should take turns reading each of the sentences several times. Remind them not to stress the object pronouns. • Play the audio again for the students to compare. The sentences will normally be stressed like this: 1 My dad loved   them. 2 I gave her an MP3 player. 3 Cervantes wrote it in 1605.

A • Tell the students they are going to read about an important inventor. • Ask them to read the text about Ray Tomlinson and find out what he invented (email).

Extra: reading for detail Ask the students to look at the text again and figure out how old Ray was when he did these things: graduated with a Master's degree (24); got a job at a technology company (26); wrote a program to send email between different computers (30).

Tim Berners-Lee invented one of the most important things in the computer world—the World Wide Web. He was born in London, England, on June 8, 1955. He graduated from Oxford University in 1976. The same  year, he got a job as a computer programmer at a telecommunications company. He invented the World Wide Web in 1990, and in 1991 the Web started on the internet. c

• Explain the task and put the students in groups of three or four. • Encourage the students to use some of the verbs from Section 5 when describing what each person did. • Ask the groups to share their lists with the class, and correct any errors.

8 P R O N U N C I A T I O N : o b je c t p r o n o u n s 66 Listen to these sentences. Notice that object pronouns are not usually stressed.

A 1

q^

I met David and Lisa at a party. I met them at a party.

2

I saw my teache r at the mall. I saw him at the mall.

B P I fiffj67 Wo rk in pairs. Listen to these sentences. Practice saying them. Then listen again and check. 1

9

My dad loved Fleetwood Mac. My dad loved them.

2

  I gave my sister an MP3 player. I gave her an MP3 player.

3 Cerv ante s wrote Don Quixote in 1605. Cer vantes wrote it in 1605.

T I N G : a s h o r t b io g ra p h y

A Read this biogra phical information about Ray Tomlinson and underlin e the facts and important information.

Modern inventors Ray Tomlinson Ray Tomlinson invented  one of the most important things in the modern world— electronic mail, or em ai l. Tomlinson was born in Amsterdam,  New York, in 1 94 1. He graduated from the  Massachusetts Institute of Technology with a Master's Degree in electrical engineering in 1965. Two years later, he got a job at a technolo gy co mp an y. In 1971, Tomlinson wrote a pro gram to send electronic mail between different computers. Tomlinson used the symbol @ to separate the user from the computer, and we  still use that symbol today. We express the symbol as at.

B Use the fact file on the right to write a similar bio graphy of Tim Berners-Lee. C Wo rk in groups. Make a list of ten people in history. Read your list to the class and sa y what each person did. William Sh akespeare wrote many famous plays.

i

'r e ■ e

e < ■ *

""

'

«

Tim Berners-Lee Achievement: invented the World Wide Web Born: London, England, June 8 ,1 9 5 5 College: graduated from Oxford University in 1976 First job: at a telecommunications company, as a programmer (19 76 ) Year he invented the World Wide Web: 1990 Year the Web started on the internet: 1991

Great lives

UNIT 11 115

B R A I N S T O R M I N G IN A G R O U P • Brainstorm (think of ideas) by yourself. • Brainstorm with other people. Combine your ideas. • Choose and develop the best idea or ideas. A Read the description of the project and the tips for brainstorming. Then brainstorm ideas by yourself. In your notebook, write as many names in each category of the table below as you can.

Lere /spourpr oject  % k m to doose one  perso, to/ M LoLow tf/esc pu/defit'nes.

« a weésite aèoutpreat dires.

• 7~le person shoufidieJrontpour countrp. • Lie perso, con ke afire or oleacl,

■rU p w ,, ik s iU m siA s ttm . i f

U /U if . l

u

t

o

Cjreat Lures 

Politics

Pop cu ltur e

The ar ts

B R A IN S T O R M IN G T IP S 1 • Think of ideas as fast as you can. • Do not stop to analyze an idea. • Do not reject any idea at this time.

B [J§ Wor k in groups. Make a combin ed list of great lives. W ha t do you notice about the combined list compared to your pe rsona l list?

B R A I N S T O R M IN G T IP S 2 When you brainstorm in a group, ask one person to be the moderator. That person sets a time limit and checks that everyone is contributing ideas. Another person in the group can write down the ideas.

s:

brainstorming

in a

Step 1 Brainstorm (think of ideas) by yourself. (Ex. A) Step 2 Brainstorm with other people. Combine your ideas. (Ex. B) Step 3 Choose and develop the best idea or ideas. (Ex. C, Ex. D, Ex. E)

Lead-in • Ask the students to read the title of this lifeSkills section, brainstorming in a group. Elicit what they understand by brainstorming (to think of, and write down a lot of ideas before choosing the best ones). • Ask them when they have used brainstorming in this course (to make lists of words, to write down names, to remember items from previous sections, etc.). • Remind them that when brainstorming, we want to make a note only of all the ideas that come to mind, so they should write every idea they think of. It is during the stage after brainstorming that we analyze, categorize, amend, add, and discard. • Explain that in this section the students will have a chance to brainstorm in groups, an effective way to accomplish a job.

Culture note The English proverb Two heads are better than one means that we can usually perform tasks more quickly and effectively if we do them in collaboration with other people. Ask the students if there is an equivalent expression in their language.

• Read the instructions for this activity to the class. Direct the students to the project description and make sure the class understands it. • Remind the students of the meaning of the word achievement   (an important success), and point out that the people they list in the table should have a minimum of one major achievement. • Direct the students to the first brainstorming tips box. Invite a volunteer to read the tips. Explain that students should remember these tips as they do this exercise.

Check that the students understand what they will brainstorm for. Explain that po p culture means popu lar  culture. Briefly check what kinds of things are covered by the word pop culture (TV shows, movies, pop music, sports), and what things are covered by the arts (literature, the theater, dance, classical music, painting). Set a time limit of five minutes for this exercise. Tell the students to work individually and to write a minimum of  three names for each column in their notebooks. If they have problems thinking of people, prompt them to look  back through the unit at the famous people from other countries as this may give them some ideas. Emphasize that the purpose of a brainstorming exercise is to write as many ideas down as quickly as possible and that it doesn't matter at this stage if not all of their ideas are good ones.

• Divide the class into groups of four or five students. Direct them to the second brainstorming tips box and ask a student to read the information aloud for the class.. Point out that groups should choose a moderator to make sure everyone is contributing ideas. They should also choose a secretary to write down the group's ideas. Emphasize that if the students think of other ideas at this point, they should add them, too. Remind the students to write down everyone's ideas, and emphasize that they should not be evaluating ideas at this stage. • Read the instructions to the class, and remind the students that they are still brainstorming ideas for the project outlined in Ex. A. Explain that the members of the groups will put their ideas together to make a combined list of great lives. • Give the groups about ten minutes to make their .combined list. Circulate and monitor, assisting where needed. • When the groups finish, ask them what was different about their combined lists compared to the students' personal lists. • Survey the class to find out which group has the longest list for each category.

Great lives n g r e x n

m

f l

• Before you ask the students to do this exercise in groups, draw their attention to the H ow to say it  box. Point out the difference between What are his/her  achievements? (He's/she's still living) and What were his/  her achievements?  (He's/She's no longer alive). Ask the students to repeat the expressions chorally. Encourage them to use these expressions when they discuss who to choose in their groups. • Remind the students that they will have to write a short biography about the person they choose, so they need to know several interesting facts about them. • When the groups have decided, ask a few groups to share with the class the person they chose and the reasons why. D

• Read the instructions to the class. • Briefly explain to the students the main advantages of  taking notes in word web form as opposed to list form (e.g. word webs appeal to visual learners; they make It  easier to organize your ideas into a logical order; the use of color and highlighting can emphasize important  facts and connections between different parts o f the word web, etc.). • Explain that the students don't have to complete the whole word web, but they should try to provide as much information as possible. Tell them that they can add more areas if they want to. • Give the groups time to complete the task. Circulate and monitor, assisting where needed. E

• Point out that this is a collaborative writing exercise— the students should work as a team and not individually. • Ask each group to choose one person to write the biography. Tell the others to actively help by providing ideas. • You might like to give the students some time to go to the library or use the internet to check facts, or to do further research at home in preparation for this exercise. • Tell the students to write five to eight sentences in their biography. • They should also check the writing for accurate spelling and grammar.

• Have the groups choose someone to read aloud their biographies. The reader should not be the same person as the writer. • When students are reading their texts, ask the rest of  the class to listen for errors. • To practice note-taking, you could ask the listening students to write down one or two key facts they find interesting to share with the class when the speaker has finished.

Alternative If reading all of the biographies aloud to the whole class is too time-consuming, ask the students to display their biographies on the wall. Ask the whole class to circulate and read the other groups' texts. If  this is not possible, ask each group to pass their paper to the group next to them. Repeat this process until everyone has read all of the biographies.

REFLECT • Ask the students to read the Reflect  question. • Give them some time to think about different situations in the domains of Self and Society and Work and Career where the skill of Brainstorming in a group would be useful. • Elicit the following ideas: solving a problem/resolving a situation, deciding on a new strategy, etc.

ety

C |5f With you r group, look at your c ombined list from Exercise B. Choose one person from the list to describe in a web entry. HO W TO SAY IT Discussing people with interesting lives I think ... is good because (s)he is/was a very famous Do you know a lot about him/her?  What are/were his/her achievements?  I prefer ... because ... ■mmmmtmmmmmmmmmmmmmmmmrmmmmmmmmmmmimmmsmim 

With your group, complete as much o f the word we b as you can.

r

n Place

L

r

Place of birth

L

J

First job /  achievement 

n J

r

Date of birth

L

r L

Died

r

Year

L

i J

n J

n J Later life

r L

'

Other  achievements

1

Retired

J

E [5£ Write a short biography of the person you chose. Choose one person in the group to write the text. The others help w ith information, grammar, and spelling.

F ¡ U Choose one person in the group to read

REFLECT ... How can the skill of brainstorming in a group be useful to you in Self and Society and Work and Career?

the biography to your classmates.

Great lives

U N IT 11

117

Complete the sentences with the words or phrases in the box. (10 points) built

composed

discovered

explored

got married

graduated

grew up

had

retired

wrote

wrote 1 Leo Tolstoy was a Russian novelist. He _ War and P eace discovered  penicillin. 2   Alexander Fleming was a Scottish bacteriologist. He 3 The actor Tommy Lee Jones  g radu ated  fr0m Harvard University in 1969. His roommate was Al Gor e. 9ot married _ ¡n Apr¡| 2011 in London. 4 Prince William of Great Britain and Catherine Middleton 5 Pelé was one of the world's greatest soccer players. He finally rPtirec^ 6 Mozart composed A lleg ro in C   when he was only five years old. 7 Maria Sharapova was born in Russia, but she grew up ¡n the U.S. 8 Christopher Columbus the world in the 15th Century. explored  11 children. 9  The actor and comedian, Charlie Chaplin, ^ac^ The emperor Shah Jahan the Taj Mahal in the 17th Century. 10 hüilí.

from the game in 1977.

. .

...

t* ■ "

8-10 correct : I can talk about life events and historical events. 0-7 correct: Look again at Sections 1 and 5 on pages 110 and 112. SCORE:

710

2 A Rewrite the second sentence in each pair. Replace the underlin ed wor ds wit h object pronoun s. (6 points) 1

The Olym pic Com mitte e gave me dals to the athletes. The athletes thanked the members of the Olympic Committee.

The athletes thanked them. 2

 The judges gave the gold medal to Usain Bolt yesterday. He won the gold medal in the 100-meter race.

He won it in the 100-meter race. 3 I know that you and John like this magazine. I saved this magazine for you and Joh n.

I saved it for you. 4 I'm interested in the life of Eleanor Roosevelt. I wrote a short biography about Elean or Roose velt.

I wrote a short biography about her. 5 Oh, this article is about John Lennon! I like to read about John Lennon .

I like to read about him. B Rewrite the sentences usin g a when clause. Use a comma if necessary. (4 points) 1

2

My girlfriend sent me a postcard from Paris. I was very happy. I was verV  happy when my girlfriend sent me a postcard from Paris.   Joanna and Marcus invited us over for dinner. We were really surprised.  yye were really surprised when Joanna and Marcus invited us over for dinner.

3 The teach er gave Geo rge an A on his history exam. He was really excited. When tether gave Georg e an A on his history exam, he was really excited. 4 Anna's husband gave her a nice gift. She hugged him. When  Anna's husband gave her a nice gift, she hug g ed him. 8-1 0 correct: I can use simple past when clauses and object pronouns to link ideas in a sentence. 0-7 correct: Look again at Sections 3 and 7 on pages 111 and 114. SCORE:

BD

710

Language wrap-up

1 Vocabulary

Students can do the Language wrap-up exercises in class or for homework. If you give them for homework, remember to check the exercises at the beginning of the next class, or collect a few to grade and identify any typical errors.

• Tell the students they have to use each word or phrase once only. When checking the answers in open class, note that wrote could also be the answer to item 6, but composed   cannot be used in item 1. • Highlight that write is a verb that can collocate with many nouns: write a book, write a letter, write a poem, write a piece of music, write a song,   but compose is only normally used with music.

If you decide to do the exercises in class, you can approach the wrap-up as a two-step reviewing procedure. First, ask the students to do the Vocabulary section individually. When ready, encourage the students to check  their answers carefully, and then put them in pairs to compare answers and discuss any differences. Self- and peer-correction are two excellent ways of developing learner independence and creating a cooperative learning environment. After completing the Vocabulary section, you can apply the same procedure to the Grammar section. At the end of each section, make sure that the students write their score out often. If they have a score lower than eight, direct them to the appropriate sections of the unit, and encourage them to read those sections again for homework. After that, ask the students to complete the exercise(s) again at home.

 2  Grammar A

Before the students do the exercise, remind them that object pronouns are used to replace nouns. B

• Remind the students that you can use a when clause at the beginning of the sentence or at the end. Tell them to read each sentence carefully and think about which action happened first before they do the exercise. • Make sure the students check that they have used the correct punctuation.

r o p e Ia n F r a m e w o r k : u n it Unit 11 1 Vocabulary 2 Listen in g 3 Grammar 4 5 6 7

Reading Vocabulary Speaking Grammar

8 Pronunciation 9 Writing

Competence developed

CEF Reference (A1)

can talk about major life events can understand a short m onologue can understand and produce sentences with simple when  clauses can scan a simple text for specific information can name historical events can use set phrases to buy time to think  can understand and correctly use object pronouns and direct and indirect objects can use correct stress on object pronouns can write a short biography following a model

Table 1; Table 2; Section 4.4.3.1 Table 1; Table 2; Section 4.4.2.1 Table 1; Table 2; Sections 5.2.1.2; Ó.4.7.7; 6.4.7.8 Table 2; Section 4.4.2.2 Table 1; Table 2; Section 4.4.3.1 Table 1; Table 2; Section 4.4.3.1 Table 1; Table 2; Sections 5.2.1.2; Ó.4.7.7; 6.4.7.8 Section 5.2.1.4 Table 2; Section 4.4.1.2; Section 4.4.3.4

Great lives

UNIT l l

T118

The expression in the nea r future means i n t h e n e x t f e w w e e k s , rather than next year or some later time in the future. It is the opposite of in the distant future.

Unit plan Unit opener • Optional downloadable unit opener Grammar: present progressive as

119) 10 min. 10 min. 120) 40 min.

future Pronunciation: verbs ending in -y+-ing

121) 15 min.

Listening: understanding the main

121) 30 min.

idea Vocabulary: phrases with  go

122) 25 min.

Grammar:  going to

122) 40 min.

Speaking: talking about plans

124) 20 min.

• Optional downloadable Speaking

Refer the students to the li f eS k i lls   panel. Tell them that the topic of this unit's lifeSkills section is  Analyzing strengths and weaknesses. Ask them why we need to understand what our strengths and weaknesses are. Listen to their ideas as a class.

20 min.

A

workshop: talking about intentions 7 Vocabulary : intentions

124) 25 min.

8 Writing: sequencing and connecting

124) 30 min.

ideas ^5 9 Readin g: a blog

125) 30 min.

lifeSkills: analyzing strengths and

126) 45 min.

weaknesse s (Study and Learning) • Optional downloadable lifeSkills

Ask the students what their plans for the near future are (e.g. for this evening or next weekend). Ask them to work in pairs and make a list of the things they plan to do. Don't expect them to produce any future forms here (present progressive or  going to). If they write things like dinner  with friends on Friday night, that is sufficient at this point. As a class, find out wha t different students plan to do. Write some examples on the board (e.g.  go to the movies,  play tennis, etc.).

45 min.

• Read the instructions to the class. • Choo se students to read the three statements aloud. Check that the students understand the meaning of major (important). • Ask the students to work individually to check the statement that best describes them. Do not ask them to compare their choices, since they will do this in Ex. B.

lesson (Work and Career) • Optional downloadable lifeSkills

45 min.

lesson (Self and Society) Language wrap-up

128) 15 min.

Commun icative wrap-up Units 11-12

140) 20 min.

Video and downloadable video worksheet

45 min.

Unit opener Lead-in Direct the students' attention to the objectives in the unit menu and go through the information with them. Explain that this unit focuses on language to talk about plans and intentions, and on the following skills which will help them do this:

Listening: understanding the main idea

• Ask the students to look at the model co nversation, and then work in groups of four or five to discuss the statements in Ex. A. Tell them to find out how many people chose each statement. • Elicit some ideas from the class. • Encou rage them to talk about their attitudes towards life's even ts. Do the y like to plan a head , or do they react spontaneously?

Alternative Designate one area of the classroom for each of the statements in Ex. A, and tell the students to stand in the area that matches the statement they chose. When the stude nts are all standing in their place s, it will be interesting to point out which attitude is the most prevalent, and what students have in common with their classmates.

Elicit examples of key words the students would expect to hear in a conversation about a vacation. Make a list on the board.

Writing: sequencing and connecting ideas Ask the stud ents to look quickly at the Writing section on p. 124. What ideas are connected?

Speaking: talking about plans Ask the stud ents to work in pairs and discuss how they feel about making plans. Listen to their ideas as a class.

Reading: a blog Ask the stud ents if they post things on the internet. If so, do they ever post their plans and where they'll take place? Ask them to look quickly through the unit and find what people are posting about.

Extra: people I know Ask the students to look at the statements again and think about members of their family or their friends. A sk them to work in pairs and talk about their family and friends in this way: My sister always plans

everything very carefully, but my friends don't make  plans.

71 n n

U N I T 1 2 IN T H E N E A R   FUTURE IN THIS UNIT YO U

O

learn language to talk about plans and intentions

%

listen to a conversation about vacation plans— understanding the main idea

%

write about plans for changes in your life—sequencing and connecting ideas

o o

talk about New Year's resolutions

►

watch a video about future plans

read online posts about people's plans

A How much do you plan your life? Check (/) the statement that describes you. □ I plan my life carefully. I don't like surprises! □ I plan major things, but not everything. □ I don't make many plans. I like surprises!

Compare with your classmates. How many people chose each statement? Say what types of things you like to plan and w hat you d on’t like to plan. To do: yo to the bastie 

buy breads mlilc> choose ■make desvtilt ayp^isvtmestt  clean car 

■wr ite ew uul to Sosti  call Mom

A:

B:

A:

So, how do you feel about  making plan s?  Well, planning makes me feel organized so I plan everything carefully. I don 't like surprises! What about you?  I'm the same.

Learn to analyze strengths and weaknesses to set goals

STUDY & LEARNING In the near future

UNIT 12

1 G RA M M A R

p r e s e n t p r o g re s s iv e a s f u tu re

Erfl68 LANGUA GE IN CON TEX T Listen to the conversation below. (^irclg)the time Victor is free to meet h is friend. A

Victor: Hello? Amy:

HI, Victor. It's Amy.

Victor: Oh, hi, Amy.

Do you have any plans for this evening? victor: I'm staying ho me . I have to study. Amy: Amy:

Oh, OK. That's too bad! What about tomorrow afternoon?

victor: Let's see ... No, I'm not doing anything. Why don't we have lunch together?

Let's go to Green s. I love that place. OK. Hey, I'm having a party on Friday. Do you want to come? victor: O h, I can't! I'm goin g out of town on Friday. Amy: Amy:

Too bad. Anyway, see you tomorrow afternoon,

victor: Yeah, sure. See you tomorrow!

____________________

Victor is free ...

a) this even ing. CSTtom orrow afternoq nT> c) Friday evening. B

ANALYZE

Read the conversation in Exercise A again.

Function(Grcle)the correct option to complete the statements below. 1  The conversation is about t h e p r e s e n t  / ( m e future?)  2   Victor's plans are(^ efini tey possible but not defini te. Form(^ircie)the correct option. Victor uses the s i m p l e p r e s e n t / (p r e s e n t p r o g r e s s iv e )to talk about his plans.

NOTICE! Is the conversation about activities the people are doing right now or activities in the future? Underline the sentences that refer to plans.

mm

Complete these sentences w ith the verb in parentheses in the correct form. C

PRACTICE

1 I can't see you tomorrow. I 2 3

W hat We are visiting

4 Lorena and Ali

am going

[go) to a movie with James.

you (do) tomo rrow night? (vis/t) my gran dpa rents this we eke nd. are com'n9

(come) for dinner on Friday.

5 I am not d ° m9 (not do) anything tomorrow. Do you want to have lunch? working 6 Simon (wory next week?

W A TC H O U T ! 0

I'm staying home tonight.

« > ' staying home tonight. (§?) I stay home tonight.

Check (/) or complete the activities you are definitely planning for the weekend. Then discu ss your plans in pairs. NOW YOU DO IT

|~1 working □ s tu dy in g |~1 going to a movie □ g o in g s h op p in g □

g o in g o ut

[~| visiting family [~~1 go ing sw im m ing □ o th er : ______________________

_____

What are you doing this weekend?  B: Well, on Saturday I'm not working. I' m g oin g to a movie with some  fr iends, and then we' re g oi ng dancing. On Sunday ...

A:

Lead-in • On the board, draw a simple weekly calendar, with the headings of the days from Sunday  through Saturday. Write today on today's day. If your class is on a Thursday or a Friday, be sure to include two weeks on the calendar. Write tomorrow   on the next day in the calendar. Ask the students to tell you other time expressions that relate to the future (e.g. tomorrow  afternoon, this weekend, next week, etc.). Emphasize that we say this evening/morning/afternoon and not *today evening/morning/afternoon. • Fill in some of the activities you plan to do tomorrow, as well as over the next few days. Tell the students about your plans using the present progressive, and write the sentences on the board (e.g. Tomorrow, I'm having dinner with a friend.).

6 8 See the Student's Book for the audio script. Read the instructions to the class. Emphasize that the students will hear two friends making plans together. Tell them that they should listen specifically for when Victor is free. Ask the students to read the partial sentence and the answer choices. Play the audio once or twice, and check progress. Then elicit the answer from the class.

N O T IC E ! • Ask the class the question and elicit the answer. • Ask the students to find and underline four sentences that refer to future plans.

• Ask the students to read the conversation in Ex. A again and choose the correct options. • Ask them to compare their answers in pairs. Then check the answers with the class. • Emphasize that we use the present progressive for the future to talk about plans that are definite.

Form • Choose a present progressive sentence from the conversation in Ex. A, and write it on the board (e.g. I'm staying home). Elicit the same sentence using different pronouns (e.g. He's staying home, They're staying home, etc.). Focus on the contractions of the verb be. • Have the students look back at Victor's plans again. Ask them whether he uses the simple present or the present progressive when he talks about his plans. Have them circle the correct option. Highlight that the present progressive can be used to talk about future plans as well as present continuing actions.

• Ask the students to work individually to complete the exercise and then instruct them to compare their answers in pairs. • When the students have finished, check the answers with the class. Encourage the students to answer in complete sentences.

Extra: grammar practice Make sentences from the prompts using the present progressive. T What / you / do / tomorrow evening? 2 I / go / to the movies 3 you / stay home / this evening? 4 Yes. I / have dinner / with my family

Answer Answers

The conversation is about activities in the future.

• Ask the students to look at the examples in the Watch out! box. Highlight that the second example is incorrect because it is in the present progressive, but the form of be (am/'m) is not included. Remind the students that this was covered in Unit 6 when it was used for actions happening as we speak; here it is used for future arrangements. Explain that the third example is in the simple present, and the simple present is used for facts and habitual present actions. This sentence talks about a plan, so the simple present is not appropriate here.

E x t r a : i n v i t a t io n s Ask the students to look at the conversation and elicit the expressions Victor and Amy use to invite each other to do something (Do you have any plans for ...?; What about..?; Why don't we ...?; Do you want to ...?). Encourage the students to write them in their notebooks, as they are useful for inviting people to places and making plans.

1 2 3 4

What are you doing tomorrow evening? I'm going to the movies. Are you staying home this evening? Yes. I'm having dinner with my family.

D

• Read the instructions to the class. Ask the students to repeat the activities chorally. • Give the students time to think about the activities they are (or are not) doing this weekend. Then have them check or complete the activities they are definitely planning. Encourage them to complete the other  category and think of different activities that are not included in the list. • Put the students in pairs and direct their attention to the example conversation. Encourage them to use the model to help them as they discuss their plans. • When the students have finished discussing their plans, elicit some responses from the class. Correct any errors in the use of the present progressive.

Workbook p. 70, Section In the near future

12 T 1 2 0

2 Pronunciation: verbs ending in -/ + -ing

. E | 6 9 See the Student's Book for the audio script, • Direct the students to the instructions and explain that there is a difference in pronunciation between -ing verbs that end in -y after a consonant and those that end in -y after a vowel. Point out that when the -ing verb ends in consonant -f -y, there is an extra syllable—the -y is clearly pronounced. When the -ing verb ends in vowel + -y, the -y is not pronounced separately. • Have the students listen for the extra syllable in the first column. • Play the audio once for the students to listen. Then play it again for the students to listen and repeat. Remind them to try to copy the pronunciation exactly as they hear it. B

7 0 See the Student's Book for the audio script. • Put the students in pairs to practice saying the sentences. • Ask which of the -ing verbs in the sentences have an extra syllable (studying, marrying). Suggest that the students practice these words carefully with the correct pronunciation before they practice the sentences. • Play the audio for the students to listen and check. Play it again for the students to repeat each sentence chorally and individually.

3 Listening: understanding the main idea 'o Lead-in Remind the students that they practiced understanding the main idea on p. 103. A

• If T i 71 Ask the students to look at the picture. Ask some questions to set the scene (e.g. Where are the  pe opl e ? (on a college campus); How old are they?  (in their late teens / early twenties); Is the situation formal or informal?   (informal—they look very relaxed). • Tell the students that they will hear a conversation between the two people in the picture and that some words in the conversation will be repeated. They need to write these words as they listen. • You may need to pre-teach a number of key words (e.g. ruins, tour, beaches, ancient).  It's best to teach the plural forms as well as the singular, as these are the ones which are heard in the audio. Check the meaning and pronunciation of each word, chorally and individually. • Play the audio once, and check progress. Play it again, if necessary. Check the answers with the class.

 Audio script R = Rick, C = Charlie R:

So where are you going on your vacation, Charlie?

C:

Mexico, Guatemala, and then down to Peru.

R: C:

Wow! Cool! Yeah, I know, Rick. It's a ruins tour.

R:

A what?!

C:

You know, ruins? I'm going to see the ancient cities of the

R:

Mayans and the Incas. Oh, well, that's cool. Those Mayan ruins are in the Yucatán,

C:

Uh, yeah, I guess so. I'm not really going to beaches

right? Some of the best beaches in the world.

R:

though. Not going to beaches? Why not?

C:

Well, I don't have much time, and I want to see the Mayan

R:

and Inca cities. Wow, well, whatever. Have an awesome time in those ruins.

B

• Explain the task and give the students time to read the questions and answer choices. Remind them to use their notes from Ex. A to help them. • Ask the students to complete the exercise individually or in pairs. • When the students finish, play the audio again so that they can check their answers.

c • Ask the students to read the questions carefully first. • Play the audio. Check progress and, if necessary, play the audio again. • Ask the students to compare their answers in pairs and then check the answers with the class. D

• Ask the class to brainstorm popular vacation destinations in their country. List the destinations on the board, and lead a brief class discussion about the places. Ask whether any students have been to the places, what visitors can do there, the best time to go, etc. • Read the instructions to the class. • Give the students two or three minutes to think about their favorite vacation destinations in their country and why they like them. Ask them to make some notes in preparation for the speaking exercise. • Discuss the question as a whole class exercise (making sure everyone says something), or have students work in pairs or small groups, and then elicit some examples from the class. • Stimulate discussion by asking further questions about the students' opinions about the places, recommendations, etc.

Workbook p. 71, Section 2

2

v e r b s e n d i n g in - y - r in g

69 Listen to these words. Notice that there is an extra syllable when -y comes after a consonant. Consonant + -y +ing

Vowel + -y +ing

worrying

: playing

marrying

staying

studying

paying

0 ^ 7 0 Work in pairs. Practice saying these sentences. Listen and check. B

I'm playing in the so cce r final on Saturday. 2 I'm staying home and studying on Sunday. 3 My sister is marrying her fiancé next Saturday. 1

3

u n d e r s t a n d in g t h e m a i n id e a page 103 t Q t

Listen to this conversation. Write down any key w ords you hear that are repeated.

A

ruins Mayan/s Inca/s beaches cities

Look at your list of key words and answer these questions. Then listen again to check. _________________________ 1 What is the topic of the conversation? B

a) History of the Mayans

b) Rick's favorite beachesC^ cTCharlie's va catio n pl an^>

Wh at is Cha rlie's main interest? a) beache s
3 Does Rick think Charlie 's vacation sou nds excitin g? Why or why not?

C

No, because he isn't going to the beaches.

Listen again. Ans we r the questions.

1

What is Charlie doing in Mexico, Guatemala, and Peru?

2

Is Charlie visiting many beach es in Mexico?

visiting ruins

no

D (5§ W hat are your favorite vacation destinations in your country? A: My favorite place fora vacation is ... because I'm interested in history. B: Really? I pre fer ... becau se I love nature.

In the near future

UNIT 12 121

4 A

p h r a s e s w it h  g o  j H 2 H I 72

Listen and repeat the phra ses. Say whic h activities in the pictures you do.

I sometimes g o running. I never go swimming.

B ^ Work in groups. Talk about whic h of the things in Exercise A you are doing in the near future. I'm g oing swimming tomorrow. B: W here?  A: A t my g ym. C: How often do you g o swimming ?  A: Three times a week. A:

 5

g o i n g to

A 73 LANGU AGE IN CO NT EXT Listen to the conversation below, W hy is Jorge un happ y? Jorge:

Matt: Jorge: Matt: Jorge: Matt:

Jorge:

Matt:

Jorge: Matt:

Jorge:

Matt: Jorge:

Oh, no! Look at this grade! That's it. I'm going to improve my English! How? What are you going to do? Well, first, I'm going to study every day. Oh, sure! I am! And I'm going to get a sum mer job in the U.S. Oh, yeah? And are you going to get an American girlfriend, too ... ? Yes, I am! So I'm not going to speak Spanish at all. Only English. They sound like good ideas. Don't worry about it now, anyway. I'm going out with some friends tonight. Do you want to go? Sure, that sounds fun. What time are you going? Well, we're going to a Chinese restaurant for dinner first, so we're meeting at Lenny's at 7:30. OK, great. Listen, I have to go. I'm going swimming with Julio. OK, have fun. Thanks. See you at Lenny's!

N O T IC E! Look at the u can you repla

4 Vocabulary: phrases with go I 5 Grammar:  g o in g to A

7 2 See the Student's Book for the audio script. Read the instructions to the class. Play the audio once, and ask the students to just listen and follow along with the words on the page. Play the audio again, pausing after each expression and asking the students to repeat each one chorally and individually. Choose one of the activities, and tell the students how often you do it (e.g. I go swimming twice a week.). Write the sentence on the board, and elicit another word that we can use instead of twice a week  (e.g. often—/ often  go swimming.). Encourage the students to name any other adverbs of frequency that they can remember (never, rarely, sometimes, often, usually, always).  Write them on the board. Give the students time to discuss in pairs which of these activities they do, and how often. Listen to some examples from the class, correcting any errors with  go  + gerund. B

• Read the instructions, and ask the students to read the model conversation. • Focus on the use of Where?  and How often?  to ask for specific details. Remind the students that they should talk about definite plans in the near future (tomorrow, this weekend, next week, next month, etc.). • Before the students discuss their plans in groups, give them a few minutes to make some notes individually. Encourage them to use some of the activities in Ex. A. • Put the students in groups of three or four to complete the exercise. • When the groups have finished, elicit some examples from the class.

Workbook p. 71, Section 3

5 5 a

. | | 7 3 See the Student's Book for the audio script • Ask the students to keep their books closed. Tell them they are going to hear a conversation between Jorge and Matt. Explain that they will listen to find out why Jorge is unhappy. • Play the audio once. Check the answer with the class. Make sure they understand the word  grad e in this context (a score on a test or examination, or overall at the end of a course). • Put the students in pairs and ask them to practice reading the conversation, changing roles and partners several times.

NOTICE! • Have the students look at the three underlined phrases in the text. Ask them which of the phrases can be replaced with  plan. • Elicit the answer from the class. Answer

I'm going to study—I plan to study.

Extra: listening p r a c tic e Ask the students to listen to the audio again and tell you if Matt feels the same way as Jorge, and what grade he got on his English course. Answer

Matt is not worried about his grade. He doesn't say what grade he got on the course.

In the near future

UNIT 12

T122

B

Function • Read the instructions to the class. Choose a student to read the rules. • Ask the students to look at the conversation in Ex. A again to complete the rules with the correct options. • Ask the students to compare answers in pairs before you check the answers with the class.

Form • Ask the students to look at the conversation in Ex. A to find out what form of the verb is used after  going to. • Have the students circle the correct option to complete the statement. • Refer the students to the grammar table, and point out the future form with  going to. Elicit that it is always preceded by the simple present form of be and followed by the base form of the verb. • Ask the students to complete the grammar table with the correct forms of be going to. • Check the answers with the class. •  Highlight that we do not use the words going to in short answers. We use the appropriate form of the verb be. • Review the short answer forms by asking several students additional questions (e.g.  Are you g oing to study this weekend?; Are your friends going to come to  you r house tonight?; Is your English teach er going to  give a test tomorrow?). •  Highlight the difference between the present progressive and  going to when talking about future plans. Emphasize that we use the present progressive when the plans are definite, i.e., we have made all the arrangements for something (e.g. made a reservation at a hotel, bought movie tickets, invited friends for dinner, etc.). In these cases, we can say I'm staying a t ...,  We're  going to a movie tonight, and John and Susan are coming for dinner. Emphasize that we use the  going to form to express plans in the form of intentions (things that we strongly want to do). So Jorge says I'm going to improve my English. •  Highlight that in casual spoken English,  going to  is usually pronounced gonna /'gana/. • Direct the students' attention to the language box and highlight that we usually avoid  going to go.

c • Ask the students to look at the pictures, and elicit some of the actions people are doing (e.g.  putting a DVD in the DVD player, looking at travel information, looking at  a cookbook). Tell the students to think about why these people are doing these things. Ask What are they going to do? 

• Read the instructions to the class, and give the students time to write a sentence about the people's intentions or future plans using  going to. • Ask the students to compare their answers in pairs. Then check the answers with the class. Accept any answers that are logical and grammatically correct.

Extra: grammar practice Write sentences from the prompts using  going to. 1 What / you / study / in college? 2 We / buy / a new car. 3  She / learn / Russian. 4 I / do / more exercise. 5 He / lose weight. Answers 1 2 3 4 5

What are you going to study in college? We're going to buy a new car. She's going to learn Russian. I'm going to do more exercise. He's going to lose weight.

• Point out the Watch out! box, and elicit why the second sentence is incorrect (the verb be is necessary in this structure). • Give the students two or three minutes to think about some of their future plans and intentions, and to write a few notes. Tell them to look at Ex. A and Ex. C for ideas. • Put the students in groups to discuss their intentions. Encourage them to use the example conversation to help them in their discussions. • When the groups have finished, elicit some ideas from the class. Correct any errors in the use of going to.

B ANALYZE Read the conversation in Exercise A again. Function(6ircle)the correct option to complete the rules. 1  We use  g oi ng to / R ep r e s e n t pr og r es si v i to talk about definite plans and arrangem ents. 2   We us edg in g t ty the present progressive to talk about less definite plans and intentions. Form(^lirdg)the correct option to complete the sentence. Then complete the table. With  g oi ng to,  we use the verb in the<^ aseforr rp/ -ing form.

be + g oing to + verb Affirmative statements

I (1)

Negative statements

I (2) ...... !H.!J.9l.9.9.!I19 to

Questions and answers

(3) _ Yes, (4) What (5)

improve my English.

m 9 ° ' n 9 to

^re

speak Spanish. you

1am-

are

9 o m 9 t0

get an American girlfriend?

 / No, I'm not. . you

do to improve your English?

With  go  + gerund, we usually do not include  going to: We're going to go dancing. = We're going dancing.

C

PRACTICE Look at these picture s. Write about wh at e ach pe rson is going to do.

1 He's g o in g to w at ch  a DVD.

3 H e s g o i n g  to learn to cook.  / He's g o in g to co o k.

4 S h e 's g o i n g t o r e a d so m e b o o k s  / stu d y/ write an essay.

5 They're g oing to bu y a car.

6 He's going to learn to play the guitar.

D Q!| NOW YOU DO IT Work in groups. Tell your group

about some of your intentions. I'm going to study harder in math. B:  A nd I' m g oi ng to vi sit my g r andpar ents more often. C: Well, I' m g oin g to travel to a foreig n country next year.

A:

WATCH OUT!  j / He's going to call me tonight.

|

(£?) He going to call me tonight.

In the near future

U N IT 1 2

12 3

6 A

t a lk i n g a b o u t p l a n s 5!

Work in pairs. Read the conversation about people’s plans. Then answer the questions below.

It's almost summer vacation! What are you guys going to do over the summer? Michael: I'm not going to have a lot of free time this summer because I'm volunteering at an animal shelter. I'm starting in two weeks , as soon as clas ses finish. I love animals, and I'm probably going to adopt a dog and a cat from the shelter. I'm really excited! Georgia: My cousin is arriving from Australia next week, and she's staying for a month. I'm excited because I'm going to meet her in person for the first time! We're having a big family reunion in July, and other family members are coming from all over the world. It's going to be lots of fun.  jenny: I love bike riding, so I'm going to join the South Florida Bike Club. They're having a 50-mile ride around Fort Lauderdale next month, and I'm going to do that. I need to get in shape for it! Jenny:

  Why isn't Michael going to have a lot of free time during the summer? 2 What is he probably going to do ? 1

B C

I

3 Why is Georgia excited? 4 Wha t is her family going to do in July? 5 Why doe s Jenny need to get in shap e?

Make some notes about what you are going to do on your next vacation. Work in sm all groups. Tell your group about your vacation plans. h a v e t w o b i g p l a n s f o r s u m m e r v a c a t i o n . I' m g oi n g t o . . . I' m p r o b a b l y g o i n g t o . . . T h e n I' m g o i n g t o . . . in C a n a d a .

f f 'K j ij fedhéAidy

RY:

i n t e n t io n s

A

Look at the pictures and check (/) the good habits.

B

In your notebook, write six sentences that are true for you using p hrase s from Ex ercise A.

I'm going to start exercising. I'm going to stop ... I want to stop ...

Work in pairs. Read the sentences you wrote in Exercise responses to your partner’s sentences. C

B

and make appropriate

A: I ' m g o i n g t o s t o p e a t i n g f a s t f o o d .

B: M e , t o o ! A n d I w a n t t o s ta r t e x e r c i s in g . A: G o o d id ea .

A

Check (/) five things that you want to change in your life.

□ exercise □ stop eating fast food □ do more fun things

Q study more □ stop smoking Q organize my time d lose weight f j spen d more time with friends q   |earn

□ think positively [I change my appearance

B

Write the five things in the order that you’re going to do them.

C

Write about the changes you are going to make. R emember to use sequencing w ords.

I 'm g o i n g t o m a k e s o m e c h a n g e s in m y li fe . F i r s t, I 'm g o i n g t o . . . T h e n I 'm g o i n g t o . . .

-------------------- 7 “ -------------------------------------------

•

B

Lead-in

Talk about your plans for the summer (e.g. I'm working this summer. We're going on vacation in July.).  Ask the students if they make plans for summer vacation and whether they have plans for next summer. A

• Give the students time to read the text and find the answers to the questions about the conversation. • When the students have finished, ask them to compare their answers in pairs. Then check the answers with the class. • Make sure the students understand all the vocabulary in the conversation, in particular animal sh elter (a  place where pets that have no owners are kept until a new home is found for them).

• Tell the students to think about their own good and bad habits. What do they want to stop doing and what do they want to start doing? • Ask the students to work individually to complete the exercise. Explain that they can use habits other than the ones in Ex. A if they like. • Do not elicit ideas at this stage.

c • Explain the task and have the students read the model conversation. Focus on the expressions Me, too! and Good idea.  Encourage the students to use expressions like these to show interest in what their partner says. • Elicit other examples of expressions to show interest (e.g. Wow! Really? That's amazing.). • Have students complete the exercise in pairs.

 A n s w e r s

1 Because he's volunteering at an animal shelter. 2 He's probably going to adopt a dog and a cat from

the shelter. 3 Because she's going to meet her cousin in person for the first time. 4 They're going to have a big family reunion. 5 Because she's going to do a 50-mile bike ride around Fort Lauderdale next month. B

Give the students a couple of minutes to make some notes about their plans for their next vacation. Encourage the students to use some of the vocabulary from Ex. A as well as from Section 4.

Put the students in small groups to tell their classmates about their vacation plans. Direct the students' attention to the example phrases and encourage the students to use either the present progressive (for definite plans) or going to (for strong intentions). After groups finish the activity, invite volunteers to share their ideas with the class.

Lead-in

Ask the students to think of one or two bad habits they have. Encourage them to use frequency adverbs (always, never, etc.). Listen to their ideas as a class, and find out which bad habits are the most common in the class. A

• Ask the students to work in pairs and look at the pictures. Ask them to divide the pictures and the activities they show into two groups:  go od habits and bad habits. Ask them to check the good habits. Check the answers with the class.

Lead-in

• Read the information in the skills panel. Make sure the students remember the sequencing words and discuss why we use these words when writing. • Remind the students that they practiced sequencing and connecting ideas on p. 104.

• Explain the task and ask the students to repeat the phrases. Point out that they can add numerous different things to the learn to ...  option (e.g. learn to drive, learn to speak Japanese,  etc.). • Give the students time to complete the exercise individually. • Elicit a few examples from the class. B

• Tell the students to work individually and organize their five things in chronological order, starting with the one they are going to do first.

• Ask the students to look at the example. Point out the use of the sequencing words in the skills panel, which are followed by a comma (first, next, after that, and finally). • Give the students time to write their paragraphs. • When the students have finished the exercise, ask them to compare their writing in pairs and discuss similarities and differences. • To wrap up, ask for volunteers to read their paragraphs to the class.

Workbook p. 73, Section

In the near future

UNIT 12 T 1 2 4

9 Reading: a blog Lead-in

Write the phrase New Year's resolution on the board, and explain or elicit the meaning (a decision we make on January 1st about something we are going to do or stop doing during the new year). Elicit one or two examples using goin g to and some of the vocabulary from Section 7 (e.g. I'm going to start exercising, I'm going to sto p worrying.). Ask the students Do you usually make New  Year's resolutions? Are you good at keeping them? Why  do people make "New Year's resolutions? Why do so many   pe op le fail to kee p them? 

c • Tell the students they are going to add a comment to the blog about their New Year's resolutions. Give the class a model by telling them a few of your own New Year's resolutions. • Encourage the students to use goin g to  (for their intentions) in their posts. Also, encourage them to use some of the vocabulary from Section 4 (phrases with  go). • Give the students some time to think about what they are going to do and to make some notes. • Ask the students to work individually to write their comments. They should write them on a separate piece of paper. Circulate and monitor, assisting where needed.

A • Tell the students they are going to read a blog about people's New Year's resolutions around the world. Ask the students if they know what a blog is (a public online diary). Ask the students if they read blogs regularly or if they have ever read a blog. • Give the students time to read the text and answer the three questions. Tell the students not to read the comments section yet because they will read that section in the next activity. • When the students have finished, ask them to compare their answers in pairs. Then check the answers with the class.  A n s w e r s

1 As a symbol for change and a new beginning. 2 It depends on their traditional calendar. 3 People make New Year's resolutions about changes they are going to make in their lives.

B • Direct the students' attention to the comments section. Explain that a common feature of blogs is that there is an opportunity for readers to comment on a blog post (an individual entry in the blog). Ask the students if any of them have ever commented on a blog post. • Make sure the students understand all the vocabulary in the resolutions (especially lose weight). • Have the students read the comments on this blog post and circle T (true) or F (false) for each statement. • Chec k the answers with the class.

• Put the students in groups. Explain that they are going to read their comments to the other members of their groups. Instruct them to choose one person in the group to write their comments on a single piece of paper. • When the groups finish, ask them to post their comments on the wall.

• Ask the students to circulate, reading all of their classmates' comments. • Guide the class as they discuss the questions about the comments. You could take a class vote to find out the most interesting or unusual resolutions.

A l t e r n a t iv e If it is not possible for the students to post their papers on the wall, ask them to exchange their comments with another group, and then read the other group's comments. Repeat this procedure until they have read all the posts.

Workbook p. 74, Read and write p. 75, Down time

 _______________ 

Read the blog and answer the questions.

A

Why do peo ple celeb rate the end of one year and the beginning of another year? 2 Why don't all countries celebrate New Year on Dece mb er 31 ? 3 What do New Year's celebrations have in common? 1

« t ’s

People all over the world celebrate the beginning of a new year as a symbol for change and new beginnings. Different cultures celebrate New Year at different times, depending on their traditional calendar. In most Western countries, the last day o f the year (New Year’s Eve) is December 31, but the dates o f Chinese New Year and Islamic New Year are different every year. However, most New Year’s celebrations have one thing in common. In many countries, people make New Year’s resolutions about changes they are going to make in their lives and things they are going to do in the coming year. Of course, most of us forget about our New Year’s resolutions very soon after New Year and go back to our old bad habits!

r e .< f „ .

      V

We want to know if New Year’s resolutions are similar in different cultures and countries. We’re asking you to leave a comment and tell us some of your resolutions. So tell us, what are your N ew Year’s resolutions this year?

      V       V       V

Friday, 09:14

Cathy, Australia:

      V

I w a n t t o be h ea l th i e r . I ’m g o i n g t o stop e a t i n g f a s t f o od . D e f i n i t e l y .

      V

Dhom, Thailand:

Y

      V

?I -SaCS

'

i r

Fridayl2:36

I'm v e r y   busy with m y j o b, b u t I ’ m g o i n g t o t r y t o s p en d m o r e t i m e w i t h my family.

*

Friday, 14:40

Abdul, Algeria:

      V

I'm going toTtrork h a r d e r b e c a u s e I h o p e  to get a p r o m o t i o n  this year.       V

Sigi, Germ any:

Friday,19:21

I ’ m f i n a l l y g o i n g  to stop  s mo k i ng . M y f a m i ly  is.going to help me.  This t i m e

      I

I 'm not going to gi ve up!        V

Alicia , Colo mb ia:

Friday, 23:57

I ’m  going to lose weight. I ’m g o i n g t o j o i n a g y m a n d a w a l k i n g c l u b.

      \

Leo, Me xico:

Saturday02:46

I’m going to  s ta r t ex er ci s i ng .  That’s a c o m m o n r e s o l u t i on , b u t I ’m r e a ll y   going to do it! 

      M       V

Read the comments section and choose T (true) or F (false).

B 1

2 3 4 5 6

Cathy wants to eat less fast food. Dhom wants to see more of his family. Abdul is going to study less. This is the first time Sigi is trying to stop smoking. Alicia is happy with her weight. Leo wants to exercise more.

C Add a comm ent to the blog. W rite the resolu tions that you are going to make on the nex t New Year’s Day. Q 3  Work in groups. Read all your comments in your group. One person writes the comm ents down. Then “post” your com ments on the wall. D

E

• • • •

g i Walk around and read all of the comments. Then d iscuss these questions as a class. A re many of the resolutions similar to each other? Are they also similar to the resolutions in the blog in Exerc ise A? What are the most common resolutions? Why do you think New Year's resolutions tend to be similar?

In the near future

UNIT 12

125

A N A L Y Z IN G S T R E N G T H S A N D W E A K N E S S E S • • • •

Determine the areas where you want to evaluate yourself. Evaluate your strengths and weaknesses. Identify ways to improve your weaknesses. Set realistic goals.

A You are going to evaluate your abilities in Eng lish. Look at the areas of Eng lish in the table below and think of two more to complete the list. B Evaluate your abilities in these areas of English. What things do you find easy and what do you find difficult? Check (/) the appropriate column in the table. Then look at the table as a whole. Which areas are strengths for you? Which are weaknesses?

C

Complete the table below to help you identify activities to improve your English .

• Ch eck (/) Column 1 for activities that are easy to do in your town, city, or country. • Ch eck (/) Column 2 for activities that you enjoy. • In Column 3, write the letter of the skill that the activity helps you imp rove. Write L (listening), S (speaking), R  (reading),

W(writing), G (grammar), V  (vocabulary), P (pronunciation). • Many of the activities give practice in several areas, so Colum n 3 can have more than one answer. Things that can help your English Reading magazines in English Watching DVDs without subtitles Watching TV without subtitles Talking to people from other countries Forming a conversation group Traveling to other countries Listening to radio stations in English Listening to songs / the radio in English Reading articles in English on the internet Chatting online with international friends Writing emails in English

Easy to do in your area?

Enjoyable ?

Skill(s) it improves

Step 1 Determine the areas where you want to evaluate yourself. (Ex. A) Step 2 Evaluate your strengths and weaknesses. (Ex. B) Step 3 Identify ways to improve your weaknesses. (Ex. C, Ex. D) Step 4 Set realistic goals. (Ex. E, Ex. F)

Lead-in • Ask the studepts to keep their books closed. Elicit from them what different skills they have practiced while using this book. Elicit speaking, reading, listening,  and writing. • Ask them which of these skills is the easiest and which is the most difficult, and why. Then ask them what general areas of language they have practiced. Elicit  grammar, vocabulary, and  pronunciation. • Ask them which of these they think is the most important, and why. Finally, ask them to say which skills and areas of language they like the most/least, and why. • Tell the students that now that the course is ending, it will be important for them to continue learning on their own. Tell them that this section will give them some ideas for how to make a personalized learning plan that they can use to keep improving their English skills.

Ask the students to look at the headings in the table. Check that they understand average (it is OK, but could be better). Point out that there are two blanks in the left column. Tell them to think of the two missing areas of English and add them to the table. Then compare their answers in pairs. Check the answers with the class.

• Explain to the students that they need to reflect on their performance in the different areas of their English language learning in order to identify their strengths and weaknesses. Th ey can think about active participation in the class, their grades on different exercises, confidence in using the language, etc. • Have the students check the appropriate column for each area.

c • Before you do this exercise, ask the students to work in pairs or small groups to discuss different ways in which they can improve their English outside the classroom. Make sure they keep their books closed during this exercise. • Elicit some ideas from the class, and list the students' suggestions on the board. • Tell the students to open their books and compare the list on the board with the one in the table. Find out how many of the suggestions are the same. Find out which extra ones there are in the table in the book.

Extra: vocabulary building You could also check a couple of items of vocabulary at this stage (e.g. subtitles  (the words at the bottom of the screen in a movie), and chatting  (talking informally to friends). • Before the students complete the table individually, make sure they understand the instructions above the table. In particular, be sure that they understand what they have to write in the third column (i.e., the letter L if the exercise helps improve listening, S if it helps improve speaking, etc.). Emphasize that they can write more than one letter in the third column (e.g. they could write both W  and V for Writing emails in English).

In t h e n e a r f u t u r e

unit

 12

T126

D

• Before you ask the students to do this exercise, draw ' their attention to the How to say it   box. Make sure that they understand the phrases, and encourage them to use them while working in groups. • Put the students in groups of four or five, and ask them to compare their completed tables in Ex. C. • Tell them that they can add to or change their answers in Ex. C depending on what other members of the group say (e.g. Listening to song s in English . can improve listening skills, but it can also improve  pronunciation and vocabulary.). E

• Read the instructions to the class. Make sure the students understand that they need to create their own action plan. • Draw the students' attention to the example of an action plan. Point out the different sections in the action plan. Ask them what other areas could go in the first column (e.g. speaking, grammar, etc.) and what other expressions could go in the How often column (e.g. twice a week, every day). • Focus on the advice in the box on the right. Tell the students to choose only the most important goals for their action plan and to be realistic. • Encourage the students to use ideas from Ex. C and/or their own ideas. • Give the students plenty of time to complete the action plan individually. Circulate and monitor, assisting where needed.

• Read the instructions to the class. Plave the students repeat the example sentences chorally and individually. • Ask the students to look at and repeat the expressions in the How to say it  box. Encourage the students to use some of these expressions to ask questions or make suggestions about their group members' action plans. • Divide the class into groups of three or four students for this exercise. • When the students finish their discussion, listen to a few examples as a class. Find out which activities are most popular for improving the students' English.

REFLECT • Ask the students to read the Reflect  question. • Give them some time to think about different situations in the domains of Self and Society and Work and Career where the skill of Analyzing strengths and  weaknesses would be useful. • Elicit the following ideas: giving friendly advice, being a good listener; leading successful work meetings, saying no, etc.

[Jjj Work in groups. Compare your answ ers in Ex ercise C. If necessary, change your a nswers. D

. Talking about activities I think ... is easy to do. Which things are easy in our area?  What do you like doing?  Chatting online can improve your  speaking.

. i f 

¡3§j

Look back at your evaluation in Exercise B. Use the ideas for activities in Exercise C as well as your own ideas to make an action plan for improving the weak areas of your English. E

Goals for improving my English Are as I want to improve Listening

Things I'm going to do W a tch

 D l/Dr w

ith ou t su btitles

How often Onc& cr week 

When you make a plan, don't try to plan too much. It's better to start with a few goals and then increase your goals little by little

Work in groups. Explain your plan. Your group can ask questions or make suggestions. F

I want to im prove my listening and my speaki ng . I' m goi ng to watch D VD s without subtitles at least once a week. I' m also g oing to ...

Complete these sentences with words in the box. (5 points)

A

bike riding

. dancing

running

swimming

walking

blke ridin9 I really should go more. I neve r use my bicyc le. swimming 2 I wa nt to go again . There's an amazing pool near my apartm ent. 3   I'm goin g E ! E ! 2 next w ee k. I w an t to learn sam ba. running 4 I should go ¡n the park. | just need to buy some sneake rs. 5 I wan t to go more. There are a lot of nice places to explore near here. walking 1

Complete these sentences with start or stop  and words in the box. (5 points)

B

eating fast food

exercisin g

going out

studying

worrying

I'm goin g to _ start stu dy in.9 more. I wan t to improve my grad es. ^ast ■All these burgers and fries are not good for me. 2   I'm goin g to stop 3 I'm goin g to start exercising every week. There's a really good gym on the next block. 4 I'm going to stop worry,n9 abou t the future so much. Life is too short. start 9oin9 o ut  w jth my friend s more. I stay at home too often. 5 I really wan t to 1

8- 1 0 correct: I can use expressions with  go, start,  and stop  to talk about intentions.

0-7 correct: Look again at Sections 4 and 7 on pages 122 and 124. SCORE:

2

710

G R A M M A R  

A Use Max’s datebook to complete these sentence s u sing the present progressive. (5 points) 1 Max ...is having ..... |u nch with Mr. Austin at 12:30 p.m. 2  He and Mr. Austin ___ —

3 Max

is working

f i L the office at 2 p.m. ¡n ^¡s 0ffjc e a || afte rno on.

4 He  J l meetin9____Emma for dinner at 7:30 p.m. 5 Max and Emm a are having dinn er at Le Bistro.

B Complete the conversation between Max and Jim with  goin g  to and the verb in parentheses. (5 points) Jim:

Hey, I hear you're going to the beach next week. Wh at d) are you 9om9 to do (do) while you're there?

 Max: Well, I(2) £HLt0 (relax). I( .

3

Day

\ Time

F ri

1 JM -

4

 2 :0 0

Description

3:006:00 7:30 8:30

( not think)

t0 (read) a good abo ut work for a week . I (4) am book, play tennis, and lie on the beach. Emma (5) ,s t0 (take) surfing lessons. She doesn't like too much relaxation.

8-10 correct: I can use the present progressive to talk about plans and arrangements and  going to  to talk about plans and intentions. 0-7 correct: Look again at Sections 1 and 5 on pages 120 and 122. SCORE:

/10

Language wrap-up

1 Vocabulary

Students can do the Language wrap-up exercises in class or for homework. If you give them for homework, remember to check the exercises at the beginning of the next class, or collect a few to grade and identify any typical errors.

Encourage the students to read the sentences in both these exercises carefully before they choose their answers. Remind the students to add start  and stop  before the words and phrases they choose in Ex. B.

If you decide to do the exercises in class, you can approach the wrap-up as a two-step reviewing procedure. First, ask the students to do the Vocabulary section individually. When ready, encourage the students to check their answers carefully, and then put them in pairs to compare answers and discuss any differences. Self- and peer-correction are two excellent ways of developing learner independence and creating a cooperative learning environment. After completing the Vocabulary section, you can apply the same procedure to the Grammar section.

A

At the end of each section, make sure that the students write their score out of ten. If they have a score lower than eight, direct them to the appropriate sections of the unit, and encourage them to read those sections again for homework. After that, ask the students to complete the exercise(s) again at home.

2 Grammar Focus students attention on the datebook. Tell students that they need to use the information in it to complete the sentences. B

Tell students to read the conversation carefully before they do the exercise. Remind them that they must use  going to and the word in parentheses to complete the sentences. Refer to the Communicative wrap-ups on pp. 140-141 of the Student's Book for more activities.

C o m m o n E u r o p e a n F r a m e w o r k : u n it m a p Unit 12

Competence developed

CEF Reference (A1)

1 Gramm ar

can understand and use the present progressive with future meaning

Table 1; Table 2; Sections 5.2.1.2; 6.4.7.7; 6.47.8

2 Pronunciation

can correctly pronounce verbs ending in -y +ing

Section 5.2.1.4

3 Listening

can understand the main idea of a short conversation

Table 1; Table 2; Section 4.4.2.1

4 Vocabulary

can use phrases with  g o

Table 1; Table 2; Section 4.4.1.1 ; Section 4.4.3.1; Section 5.2.1.1

5 Grammar

can use  g oi ng to  to talk about intentions

Table 1; Table 2; Sections 5.2.1.2; 6.4.77; 6.47.8

6 Speaking

can talk about plans

Table 1; Table 2; Section 4.4.3.1; Section 5.2.3.2; Section 5.2.1.6

7 Vocabulary

can use phrases with start and  stop to talk about intentions Table 1; Table 2; Section 4.4.1.1; Section 4.4.3.1; Section 5.2.1.1

8 Writing

can order and connect simple ideas

Table 2; Section 4.4.1.2; Section 4.4.3.4

9 Reading

can read a short blog entry and comments

Table 2; Section 4.4.2.2

In the near future

UNIT 12

T128

C o m m u n i c a tiv e w r a p - u p

Bl Work in pairs. Look at this famous person’s family tree. Ask and answer questions

U m ts 1 - 2

about the people and the ir connections to each other.

A E§ Work in pairs. Student A, you want to register with an agency to help you find friends. Student B,you work at the agency. Interview Student A and com plete the form.  Then switch roles.

Friends EXPRESS Agency  mD f D

Telephonenumber: Country Nationality. Date of birth: Occupation:

B 0 Work as a class. You are at a Friends Express meeting. You meet each person for two minutes and try to find ou t as much as you can about him or her. Use the ideas below to help you. When you hear the signal, change partners.

NAME

Age?

Family?

B l Work in pairs. Student A, you are a famous person. You can only say yes or no. Student B, ask questions to find out about the famous pers on.You can ask up to 20 questions.  Then guess who StudentA is

 Are you a singer? 

,W

O c c u p a t io n ?  

,

W

A: Tell me about your family. B-. M y brother' s name is Julian. a : What does he do?  B: He's a mechanic. A: And your parents?  B: Their  names are ...

; Yes. Is your si ster an actor? 

i

Yes.  Are you Beyoncé?  Yes! 

SCOREYOURSELF! Score 1-5 for the items below. Score 5 for things that are t Ican introduce myself. I can exchange personal information. I can talkabout occupations, ftan talk about family members. If yougive yourself 1or 2 for anyof the statements, looka Communicative wrap-up

Units 1-2 These fun, communicative activities closely mirror reallife tasks and situations. They are designed to help the students consolidate the strategies, skills, and language items learned in the units. The focus is on fluent communication, through speaking and collaborative listening, with the main goal of achieving the task at hand. At the end of the activities, ask the students to evaluate themselves in terms of what they can do, say, and talk about. The intended outcome is a sense of progress and applicability to the real world. In this Communicative wrap-up, the students practice the following activities: • Completing a registration form (Section 1) • Talking about a family tree (Section 2) • Guessing the name of a famous person (Section 3)

1 What about you? Activity: complete a form; find out about people

Lead-in Show the students the registration form in the Student's Book. Elicit what key information people need to write in a registration form (e.g. name, address, telephone number, email address, nationality, sex, date of birth, passport number, occupation, etc.). Write the words Friends Express  Ag enc y  on the board. Ask the students what this agency could be for (to find new friends).

(^ )

UNITS 1-2

131

A

• Tell the students they are going to complete a registration form. • Read the instructions to the class. • Elicit the questions the students will need to complete the exercise (e.g. What is your ...?). • Make sure the students know that on the form, M stands for male and F stands for female. • Put the class into pairs, and clarify who is Student A (the caller) and who is Student B (the person who works at the agency). If possible, ask the pairs to sit back-to-back, as if making a phone call. • Circulate and monitor, assisting where needed. Make sure students are using English at all times and check that they are using the correct punctuation and spelling when completing the registration form. Note any important errors so that you can draw the students' attention to them at the end of the exercise. • When both Student A and Student B have completed the forms, invite a few students to read their partner's details aloud to the class. • On the board, write some common errors you heard, and invite the students to correct them. Give each student a marker, and ask them to write the corrections on the board. • Remind the students that they achieved the goal—to find out about someone and complete a registration form. With this ability, they can buy things on the internet, apply for jobs, join clubs, etc.

B

3 20 questions

• Explain or elicit the concept of speed dating (see the Culture note). • Read the instructions to the class. Explain that they'll meet each person for two minutes only. Tell the students how you will indicate that the two minutes have finished (e.g. clap your hands, shout "OK," ring a bell, etc.). At this point, students should find a different partner. • Ask students to read the model conversation. Encourage the students to ask and answer questions similarly, using the ideas given. • Check that the students remember the question How  old are you?  • Ask the students to circulate to do the activity two or three times, so they have the chance to practice the exercise with several classmates. • Allow students to talk even when you hear mistakes. • Ask a few students to report back on the people they have spoken to, but ask them not to include the name (e.g. He has two sisters.). The class guesses who it is. • Give positive feedback to the students. Remind them of the importance of asking questions when they meet people for the first time.

Activity: guess the famous person

C u lt u r e n o t e Speed dating began in Los Angeles in 1998. It became very popular in the U.S. Speed dating works on the principle that first impressions are very important, and the idea that people can usually decide if they like someone or not after just a few minutes.

2 Family act

Lead-in Ask the students to keep their books closed. In pairs, students write the names of three famous movie stars, three sports personalities, and three singers. The first pair to finish wins the game. • Tell students they are going to talk about famous people. • Ask the students to open their books. Read the instructions to the class. Ask students to read the model conversation. Elicit the different types of questions they can ask (man/woman; nationality; oc cupation; family). • Divide the class into pairs. Make sure that they understand their roles. Student A needs to think of a famous person and can only say yes or no. Student B has to find out who it is by asking yes/no questions. • Demonstrate the exercise as a class. You take the role of Student A. Think of the name of a famous person (e.g. Barack Obama). Tell the students who are Student B that you are a famous person, and invite them to ask you questions to find out who you are. You can only answer yes or no (e.g. B: Are you a man? A: Yes. B: Are you an actor? A: No, etc.). While the students are asking you questions, keep a tally of the number of questions they ask. Remind them they can only ask you 20 questions. • Ask each student to think of a famous person and write it in a secret place (so that their partner cannot see it). • Ask the students to write down the number of questions their partner asks them. If their partner cannot guess who the person is after 20 questions, they should tell them the answer. Then they change roles. • When the students finish asking and answering in pairs, ask them as a class who the famous people were.

Activity: talk about a family tree

Lead-in Ask students to look at the picture of Ben Stiller. Ask What do you know about him? What does he do ?  Elicit or explain the word comedian (someone whose job is to make people laugh by telling jokes). Explain that comic can be used also. • Tell students they are going to discuss Ben Stiller and his family. • Ask students to read the model conversation. • Elicit two more sentences about Anne Meara to demonstrate to the class that they can make more than one sentence about each person in the family tree (e.g. She is Jerry Stiller's wife; She is Ben Stiller's mom.). • Ask the students to do the exercise in pairs. Circulate and monitor, assisting where needed. Make sure they are using English at all times, and check that they are using the possessive 'sand the indefinite article before the different jobs. Make notes of correct language you hear. • To wrap up, point out some examples of correct language you heard.

Score yourself! When the students finish doing all the exercises in the Communicative wrap-up, ask them to complete the evaluation table. Alternatively, you can ask them to score themselves as they complete the corresponding task, rather than waiting until the end of the wrap-up. Ask the students to circle 5 if something is easy and 1 if something is difficult. Tell any students who have scored 2 or 1 for any of the questions to look again at the relevant material and exercises in Units 1 and 2. It is common for students who lack confidence to underestimate their abilities. Since this is their first attempt at self-evaluation, encourage them not to be too hard on themselves. Ask, for example, if they were able to exchange information and complete the registration form in the first activity, despite some small errors. If the answer is yes, you could suggest they raise their first score.

Communicative wrap-up

C o m m u n ic a t iv e w r a p - u p I Work in pairs. Look at this 24-hour clock of one person’s typical weekday. Ask your partner about their typical weekday and complete the other clock. Compare your clocks. Are your typical weekdays similar?

 _ 

I Work as a class. Find someone who likes each of the free-tii Find out how often he or she does that activity.

e activities below.

 My partner's typicalday 

goingto parties, playings ports. A: How often do you play them?  B: Oh, I rarely play videogames. I don't have time. B H Work in pairs. Tell your partner about any interesting facts that you found out ir Exercise'A.

A: Ana likes going to themovies. She goes everySaturday night. B: Really? Helen likes going to the movies, but she rarely has time  to go! 

IT'S

What timedo you g et up?  k / usually get up at seven-thirty. A nd you?  v: I g et up at six o'clock on weekdays.

A HABIT!

B j Work in groups. Take turns rolling a die. When you land on a square, answer the question. The rest of the group can ask more questions if they like. The winner is the first person to reach the end.

ONE WORD Work in pairs. Choose one of the words bel ow to describe each person and explain why.

• shy

• sociable

• confident

• considerate

• funny • loyal

• popular

A: Which word describes your best fri end?  B: Uh ... funny, because he lik es telling jokes. Which word describes your mom?  A: Hmm ... considerate, because ... SCOREYOURSELF! Score 1-5 for the Items below. Score 5 for things that areeasy and 1 forthings that are diff  Icantalkaboutlilc«enddrslikes 1 2 3 Icantalkaboutroutines. 1 2 3 Icantalkaboutwhenandhowoftenthings happen. 1 2 3 Ican talkaboutwhat people are like. 12 3 Ifyou give yourself 1or 2 for any of the statements, lookat the material in Units 3 and 4 ag

Communicative wrap-up

Units

3 -4

In this Communicative wrap-up, the students practice the following activities: (Section 1) • Talking about likes and dislikes (Section 2) • Discussing habits (Section 3) • Comparing a typical day (Section 4) • Describing people

1 Find out! Activity: talk about likes and dislikes

Lead-in Ask the students to keep their books closed. Think of your three favorite free-time activities (e.g.  playing tennis, going shopping , and watching TV). Ask the students to find out what your three favorite free-time activities are by asking questions (e.g. Do you like playing sports ?; Do you like running?). Continue until they have found all three. A

• Tell the students they are going to talk about things they like and dislike. Ask the students to open their books and read the instructions. Then focus on the columns. Point to the first column. Explain that they are going to ask each other questions about these activities. Elicit the question forms the students will need to complete the exercise (e.g. Do you like ...?). Point to the second column. Explain to the students that if someone says yes to the question, they write the person's name. Finally, point to the third column and elicit some of the words we use to say how often we do things (every day, every  weekend, usually, often, rarely, never) as well as the question form (How often do you ...?).

• Ask students to read the model conversation. Encourage the students to ask and answer questions in a similar way, using the ideas in the table. • Model the exercise with two or three students, preferably sitting in different parts of the room. Use concept questions to check that the instructions are clear (e.g.  Joh n doesn 't like playing video g ames. Should I write his name in the Name column? No, only  write the person's name when they like doing that  activity; Peter likes playing video games. Do I write the word "yes" in the Name column? No, write his name; Should I ask him a follow-up question? Yes; Can I ask  him the next question or do I find someone else? Ask  someone else.). • Set a time limit of 15 minutes for this exercise. Students should circulate, asking and answering questions. • Circulate and monitor, assisting where needed. Note any errors in the use of frequency adverbs and simple present questions, without interrupting their discussions. At the end of the activity, write five or six of these errors on the board, and ask the students to correct them. • Where appropriate, give positive reinforcement to students for their achievements, reminding them that we often talk about likes and dislikes In the real world. B

• Ask the students to read the model conversation. • Ask students for an example of something they found interesting. Encourage them to talk to their partner in a similar way. • Ask the students to work In pairs and tell their partner about different people in the class, using interesting information they found out in Ex. A.

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2 It’s a habit! Activity: discuss your habits

Lead-in Ask the students to keep their books closed. To introduce the topic of habits, write three sentences on the board about yourself (use the simple present and frequency adverb in each sentence). Two should be true and one false. Ask the students to guess which one is false. Take a class vote. Tell them that they are going to talk about their habits. • Note that you will need one die per group of four or five students for this exercise. The students will also each need a game piece. They can choose something small and simple, like a coin, an earring, or a paper clip. • Show the class a die. Ask them what we do with a die (roll it). Pre-teach other useful vocabulary for playing games (e.g. It's your turn, Hurry up!, I won!). • Point out that if the students cannot answer a question, they should go back to the square they were on before they rolled the die. • Ask the students to look at the exercise. Tell the students to read the model conversation. Encourage them to ask follow-up questions in a similar way. • Divide the class into groups of four or five students for this activity. Give each group a die. Ask them to choose a game piece each and put it on the "START" square. • You can assign one person in each group to be the "English Monitor" (their role is to make sure people speak English at all times). Other roles that can be assigned are: "Secretary" (the person who reports back at the end), "Rule Observer" (the person who checks that no one is cheating!) and "Tally Person" (the person who makes a note each time someone asks a follow-up question). • When there is a winner in each group, ask them to report back on some of the answers from their group (e.g.  Anna never d oes homework on the weekend,  Alb erto prefers studying at night,  etc.).

3 24 hours Activity: talk about a typical day

Lead-in Ask the students to keep their books closed. Draw a circle on the board. Write the numbers 6, 12, 18, and 23 in the correct places as on a 24-hour clock. Then elicit the other numbers from the class. Only write numbers on the clock if the students say them correctly (e.g. sixteen,  not sixty). Highlight that when we talk about the time in the afternoon or evening using a 24-hour clock, we usually say at five o'clock  (in the afternoon) or at nine o'clock  (in the evening) and never at seventeen o'clock  or at twenty-one o'clock. • Tell the students they are going to discuss a typical day. • Ask students to open their books and read the model conversation. Encourage them to ask and answer questions in a similar way when they are working in pairs. • Elicit the question form the students will need to complete the exercise, and ask them to give you some examples (e.g. What time do you go home?). • To encourage discussion, ask the students to sit facing their partners, not next to them. • Students should do the exercise in pairs, writing their partner's answers in the empty clock diagram.

•

• Ask the students to compare their clocks. What similarities and differences are there? Then have them  join another pair. In groups of four, ask the students to tell each other the similarities and differences they found (e.g. Andrea gets up at  7, but I get up at 7:30, etc.).

Culture note Most countries use the 24-hour clock, but in some countries, e.g. the U.S. and Canada, it is not common, and is called 'military time' or 'astronomical time'.

4 One word Activity: describe a character

Lead-in Ask the students to keep their books closed. Write the seven adjectives on the board. Encourage students to guess the meaning of each word. Does the word look like a word they know in their own language? • Write the heading Vocabulary   on the board. Ask students to describe these types of people (e.g. a considerate person thinks about other people's feelings; a loyal person supports his or her friends; a shy person is nervous in the company of other people; a funny person tells jokes). Write any new vocabulary under the heading for the students to use later. • Ask the students to open their books. Read the instructions to the class. Give the students five minutes to write the word that best describes each of these people, and the reasons why. • Ask the students to read the model conversation. Encourage them to ask and answer questions in a similar way when they work in pairs. • When the students finish, ask them to continue working with the same partner. The students tell their partner how much they can remember from the discussion (e.g. Your best friend Simona is very sociable. She likes  going to parties. Your sister is popular. She has a lot of  friends.). The students earn one point for each correct fact. If the fact is wrong, their partner corrects them (e.g. No, her name isn't Simona. It's Mary!). • Circulate and monitor, assisting where needed. Remind students to use he/she/it  + -s without interrupting their discussions. Write the letter s on a large card. If students forget to use this, show them the card.

Score yourself! When the students have finished doing all the exercises in the Communicative wrap-up, ask them to complete the evaluation table. Alternatively, you can ask them to score themselves as they complete the corresponding task, rather than waiting until the end of the wrap-up. Ask the students to circle 5 if something is easy and 1 if something is difficult. Tell any students who have scored 2 or 1 for any of the questions to look again at the relevant material and exercises in Units 3 and 4. Use this opportunity to ask students why they find certain things difficult and how you can help.

C o m m u n ic a t iv e w r a p - u p

T132

U n i ts 5 - 6

13 Work in small groups. Read the rules below. • Each player puts a marker, such as a coin or an eraser on the "Start of the tour" square. • Players take turns rolling a die and moving that number of squares on the board. • Follow the instructionsthat appear on the squares. • When you land on a picture square, say what it is, who you can see, and what they are doing there, e.g. for Square 2: This is a movie theater. There are a lot of people. Th ey are watching a movie. • T he winner is the first person to reach the “End of the tour!" square.

I Work in pairs. Follow the steps below. • Look at the map. You are at the bus station. • Choose a p lace on the map and describe how to get there to your partner. • Your partnerguesses the place.

A: Turn right. Go straight ahead on this  street. Takethe first st reet onthe left. It' s on the right, opposite the B: Is i t the movie theater? 

Com m unicativewrap-up UNITS5-6 135

5 - 6  In this Communicative wrap-up, the students practice the following activities: • Discussing lifestyles (Section 1) • Giving directions (Section 2) • Talking about places in a city (Section 3)

• Put the students into groups of four to do the exercise. • Circulate and monitor, assisting where needed, noting any vocabulary problems you hear (e.g. make homework). Write these on the board at the end of the game, and ask the students to correct them. Teach any new vocabulary that you feel the students need.

Alternative

1 Lifestyle charades Activity: guess the lifestyle

Lead-in Prepare five or six slips of paper. Write a common daily activity on each one (e.g. watch TV, go shopping, play  video games, ride a bike, write an email,  etc). Hand them out to individual students, who take turns miming their activity for the class. The other students guess the activity (e.g. A: Are you writing a letter? B: No, I'm not. A : Ar e you writing an email? B: Yes, I am.). • Ask the students to open their books. Draw their attention to the lifestyle adjectives, and elicit the meaning of each one. • Ask the students to choose an adjective and think about four activities that are related to that kind of lifestyle (e.g.  green: recycling, turning of f lights, saving water, taking the bus). • Read the instructions to the class. Make sure that the students understand that the aim of the exercise is to guess the following: the activity; where, when, or how often the person does the activity; and the lifestyle adjective that is being mimed. • Ask the students to read the model conversation. Encourage the students to ask and answer questions in a similar way.

Before the students begin the guessing game, write some key expressions on the board which will serve as simple cues (e.g. Student A:  Are you ...- ing ?  Student B: No, I'm not. / Yes, I am. Student C: How often do you ...?  or Where do you ...?  Student D: Do you have a ... lifestyle?  Student B: Yes, I do. / No, I don't.). The students carry out the game as a whole class, rather than in groups.

Culture note Charades is' a popular party game in the U.S., especially at parties and family gatherings. In this game, you can use only actions or movements to help the other players to guess a word or a phrase. Charades is pronounced /Ja'reidz/.

2 Guess where Activity: give directions

Lead-in Ask the students to keep their books clos ed. In pairs or groups, have them write down as many places in the neighborhood as they can think of (e.g. bus station, stadium, bank, supermarket, park) on a piece of paper. Give them a time limit. Hand out one marker to each group, and ask them to write their ideas on the board. Then hand the markers out to other students, who each check a place which is near the school. Keep the activity quick, collaborative, and fun. Tell the students they are going to practice asking for and giving directions. Ask the students to open their books. Read the instructions to the class. Point out that they can choose one of the examples, one of the words on the board, or use their own ideas. Ask the students to read the model conversation. Encourage the students to give directions in a similar way. Tell them that they should give directions from the bus station to the place they have chosen. Write some useful expressions on the board (e.g. Sorry, I don't understand; Can you please say that again?) to facilitate the conversations. The students should do this exercise in pairs. Ask individual students to give their directions to the class. Ask the other students to guess what the place is. If appropriate, congratulate your class on completing the activity, reminding them that asking for and giving directions is very useful in real life.

The tourist trail Activity: talk about places in a city and what people are doing

Lead-in Elicit or explain the meaning of a tourist trail. Ask the students to suggest some places a tourist should see in their city (e.g. the zoo, a museum). Ask the students to open their books. Read the instructions to the class. Note that you will need one die per group of three or four students for this exercise. Use concept questions to make sure that students fully understand the rules, e.g. What should you do when you land on a picture square?  Say what kind of place it is (e.g. a zoo), say who they can see (e.g. a woman), and say what they are doing (e.g. she's taking a picture of some penguins). Tell the students that they must give these three pieces of information about the picture correctly. If the group decides the information about the picture is incorrect, then the player must go back to the square they were on before they rolled the die. You can assign one person in each group to be the "English Monitor" (whose role is to make sure people speak English at all times). Other roles that can be assigned are: "Secretary" (the person who reports back at the end), "Rule Observer" (the person who checks that no one is cheating!) and "Tally Person" (the person who makes notes each time someone asks a follow-up question).

• Give each group a die. Make sure the students have different game pieces to indicate their position on the board. They should place their game piece on the "Start of the tour" square. • Have the students do this activity in groups of three or four. • While the students are playing the game, circulate and be prepared to help them with vocabulary, grammar, or other questions they have.

A l t e r n a t iv e If you don't have a die available for each group, give each group six small pieces of paper. Ask them to write 1 to 6 on the sheets of paper, writing 1 on the first sheet, 2 on the second sheet, etc. Then ask them to fold the sheets of paper four times and mix them up on the desk in front of them. Instead of rolling a die, they should choose a piece of paper, unfold it, and read the number on it. When they have answered their question, they should re-fold the paper and mix it up again with the other pieces of paper.

Culture note A tourist trail is a route that tourists often follow and which passes a number of tourist attractions. In New York, for example, Central Park, Times Square, the Empire State Building, and the Statue of Liberty are all on the tourist trail.

Score yourself! When the students finish doing all the exercises in the Communicative wrap-up, ask them to complete the evaluation table. Alternatively, you can ask them to score themselves as they complete the corresponding activity, rather than waiting until the end of the wrap-up. Ask the students to circle 5 if something is easy and 1 if something is difficult. Tell any students who have scored 2 or 1 for any of the questions to look again at the relevant material and exercises in Units 5 and 6. The end of this wrap-up could be a good opportunity to discuss ways in which the students can help themselves with vocabulary. For example, review new words after class each day, make flashcards, make a flip chart, draw pictures next to new words in their notebooks, etc. Choose members of the class to say what they do to learn new vocabulary.

C o m m u n ic a t iv e w r a p - u p m

l

C o m m u n ic a t iv e w r a p - u p

Si Work in pairs to pla y this guessing game. Read the rules below.

U m ts 7 - 8

• Choose one person inyour class that you knowwell. Describe their personal qualities and talk about what they can and can't do. Your partner has to guess who you're describing. • If the studentwho is guessing gets the answer right withinthre e attempts, he orshe gains a point. • Ifthestudentwhois guessinggetsthe answerwrongthreetimes,you tellthemhim/hertheanswerandgaina point. • The winner is the person withthe most points after five minutes. Good luck!

Da Work in pairs. Take turns choosing a person from the pictures. Describe what he or she is wea ring and speculate on his or her personality. Your partner guesses the person. A: This person looks ... and is wearing . .. B: Is it Person I ... ?   A: That's right! 

A: This person is friendly. B: Is it Billy?   A: No, it isn't. Thisperson can sing. B: Is i t Paula? 

A: No, it isn't. This person can dance well. B: Is it Georgina? A: Yes, it is.

El Work in groups o f four. Read the descriptions of the three people below. Then read the information about the two phones. Choose the best phone for each person.

A gS Work as a class. You are going to find out your classmates’ talents and abilities. Ask each student to tell you what they can do well and complete the table. A: Jenny, whatcanyou do?  B: Well, I'm g ood at music, and I can sing well. I can't dance though.

B E l Work in pairs. Follow the steps below. • You are going to organize a talent show, based around a theme (e.g. musical show, dance show, comedy show, magic show). • Look at the things that your classmates are good at. • Decide what type of talent show to hold. • Select classmates to be inthe show.

A.- I think the Easytalker is for ... B: Yes, and the AP400 Smartphone is more powerful, so .. . SCOREYOURSELF! Score 1-5 for the items below. Score 5 for things that are e, Ica ntalk aboutdothes and personality. Ica ncompare gadgets. Ica ncompare people. Ican talk abouttalents and abilities. If yougive yourself 1or 2 for any of thes tatements, lookat

A: A lot of our classmates can dance salsa, so I think weshouldhave a dance show. B: Yes, that's a good idea. Let's choose Ann, Rita, Martha, and Mike. They can all dance salsa.  A: And David is good atjazz, so let's choosehim, too. C  E l Tell the rest of the class about your show.

©

In this Communicative wrap-up, the students practice the following activities: • Talking about clothes and personality (Section 1) • Discussing talents and abilities (Section 2) • Comparing people (Section 3) • Recommending gadgets for people (Section 4)

• Pre-teach expressions such as No, it's not; Try again!; Give me another duel,  etc. • The students should do this exercise in pairs, taking turns until they have talked about all the people in the pictures. • To wrap up, the students choose one adjective that best describes each person. Have a class vote on each picture.

2 Talent show 1 Guess who

Activity: talk about talents and abilities

Activity: guess which person someone is describing

Lead-in

Lead-in Ask the students to keep their books closed. Have the students work in pairs. Ask them to stand up, face their partners, and look at them very carefully for a few moments to see what they are wearing. Then ask the pairs to stand back-to-back with their partners and say what their partners are wearing (e.g. I think you are wearing a white shirt, black pants, and black shoes; I'm not sure, but I think you are wearing a black T-shirt, blue jeans, and white sneakers.). • Tell the students they are going to describe people. • Ask the students to open their books. Read the instructions to the class. Remind them to talk about what the people are wearing and what kind of people they are. • Elicit some useful words to describe personalities (e.g. friendly, generous, reliable, optimistic; etc.). Encourage the students to refer back to Unit 7 for more ideas. • Choose two students to read the model conversation aloud to the class. Encourage the students to ask and answer questions in a similar way.

(^

Ask the students to open their books. Point to the title. Elicit or explain the meaning of a talent show  (a competition in which people sing, dance, etc., to show their ability; competitors in a talent show are not   professionals). Ask the students to name examples of talent shows on television, (e.g.  American Idol) and tell you what kind of things people do in the shows (e.g. sing, dance, act). A

• Tell the'class that they are going to find out what people in their class can do. • Read the instructions to the class. Point to the first column of the table, and explain to students that they should write the names of their classmates. Point to the second column, and explain that they should write what people can do (e.g. play soccer, speak English, sing, etc.). • Ask the students to read the model conversation. Encourage the students to ask and answer in a similar way. • Model the activity by asking two students from different parts of the classroom about what they can do.

• Elicit the question forms they will need for this activity (e.g. What can you do? What are you good at?). • The students should do this exercise as a mingling activity. Ask them to circulate and complete the form. Set a time limit of ten minutes for this activity. B

• Read the instructions to the class. Use concept questions to ensure the students understand the steps in this activity. • Direct the students to the model conversation and encourage them to discuss their choices in a similar way. • Circulate and monitor, assisting where needed. Encourage students to keep the conversation going by giving prompts (e.g. Why don't you include a song?; Who can sing?, etc.).

c I

'

• Ask each pair to report back to the class (e.g. We are having a music show because Rita and Martha can sing well, Paula and Daniel play the piano, and John plays the guitar.).

3 Guess who Activity: guess who people are talking about

• Tell the class they are going to choose the best cell phone for these three people. • Ask the students to read the instructions and the information about the phones individually. Help the students with unfamiliar vocabulary (e.g. voice recognition, easy-to-use, caller ID).  If possible, use a real cell phone to point out some of the physical features (e.g. the keypad). • Ask the students to tell you which cell phone is the cheapest / the most compact / the heaviest / the most expensive / the most powerful, etc. • Focus on the model conversation, and explain that the students need to give reasons for their choices. • Put the students into pairs, and have them discuss which phone is best for each person. • Listen to the students' suggestions as a class. Ask them to say why each phone is best for each person. P o s s ib le A n s w e rs

Jane: L50 Easytalker, because it is the cheapest, the largest, and it has an easy-to-use keypad. Mark: AP400 Smartphone, because it is the most compact, it has the internet, and it has a camera. Alannah: AP400 Smartphone, because it has lots of useful features for a businessperson. It's the most powerful, and very modern.

Lead-in Ask the students to keep their books closed. Demonstrate this exercise to the class. Think of a person that all the students know well (preferably a colleague or a student in the class). Use examples (e.g. I'm younger than this  per son ; This person is taller than me; This person is better  at dancing than me.). Encourage the students to guess the name of the person. • Ask students to open their books and read the instructions and the model conversation. • Check that the students understand the rules for gaining points. Emphasize that they only have three attempts to guess the right answer. • Point out that only two people speak at one time. While they are talking, the other two people in the group should keep track of the points won/lost. • Students should work in pairs, taking turns being the speaker and the person guessing the answer. • Find out which student was the winner in each group.

4 The gadget review Activity: read about and select a gadget from a review

Lead-in Ask the students to open their books. Ask them to look at the pictures of the three people and cover the text. Elicit information about each picture (e.g. This woman is pretty  old. I think she is a grand mother; This man is pretty young. I think he likes traveling; This woman is a businesswoman. She probably travels a lot.). After a few minutes, have students uncover the descriptions and read the text under the pictures. Were their guesses correct?

E x t ra : te a m g a m e Ask the students to work in groups of four and discuss which of these cell phones they would and wouldn't choose for themselves, and why. Listen to their ideas as a class, making sure they give reasons for their choices (e.g. I don't like the secon d phon e becau se it's very heavy and you can't take pictures or videos with it; I like the first phone because it has internet, you can take pictures, and it's very light and compact.).

Score yourself! When the students finish doing all the exercises in the Communicative wrap-up, ask them to complete the evaluation table. Alternatively, you can ask them to score themselves as they complete the corresponding task, rather than waiting until the end of the wrap-up. Ask the students to circle 5 if something is easy and 1 if something is difficult. Tell any students who have scored 2 or 1 for any of the questions to look again at the relevant material and exercises in Units 7 and 8. Use this opportunity to talk about dictionaries and what they contain (e.g. spelling, grammar, pronunciation). If time allows, show students how to use a dictionary effectively.

Communicative wrap-up T136

C o m m u n ic a t iv e w r a p - u p A 5 1 Work in pairs. Use the pictures below. Number the pictures in the order you think the events happened. Then write one or two sentences to go with each picture. Include the words in the box. After that Finally First Last Friday On Tuesday Then

A  Think about a place you wen t to eat recently. Read the questions below and think about your answers. 1 Can you tell me about a place youwent to eat recently? 2 Where is 3 Why did you choose the place? 4 Was it expensive?

5 What did you order? a What things did youreally likeabout the place? 7 What, if anything, did you not like? 8 Do you recommend it?

I Tell your story to another pair. Are your stories the same?

| Work in pairs. Take turns asking and answering the questions. I Work in groups. Follow the instructions below to play the game. • Ch oose one player to answer questions. • The other players take turns asking questions. • All the questions must be about the past. • If you can't thinkof a question within five seconds when it'syour turn, you're “out" • The last player inthe game is the winner.

| Work as a class. Find a person for each of the statements below. Write his or her name in the “Name” column. Ask questions to find more information and take notes in the “Notes” column.

player1: Interviewee: player2: Interviewee:

Di d you do your homework last night?   Yes, I did. What v/asyour homework ?   Engli sh and math. 

Player3: Interviewee: Player4: Group:

What did you do after your homework?  / watched  TV Uh ... di d... uh ... You're out! 

SCOREYOURSELF! Score 1-5 for the items below.Score 5 for things tl I can order foodfroma menu. Ican describea restaurant Icanuse connectors to tell a story or anecdote 1 2 3 4 S Ican findoutabout otherpeople's activities andexperiences <2 3 4 5 or 2foranyofthe statements,lookat the material in Units 9 and 10again.

 Æ Alexandra, wouldyou liket< work in a restaurant?   A: Why?  I Work in pairs. Tell your partner what you found o ut about your classmates.

Communicative wrap-up 1

Units 9-10 In this Communicative wrap-up, the students practice the following activities: • Ordering from a menu (Section 1) • Describing a restaurant (Section 2) • Telling an anecdote (Section 3) • Finding out about other people's experiences (Section 4) • Talking about the past (Section 5)

1 Make a menu Activity: create and order from a menu A

• Tell the students they are going to create a menu. • Ask the students to open their books. Read the instructions to the class. • Elicit the meaning of the five categories in the box. Ask students to give you examples for each category. • The students should do the exercise in pairs. • Remind the students to put at least two food items in each category and to put a price for each item in the local currency. B

• Ask the students to read the model conversation. Encourage the students to discuss their menus in a similar way, making sure their menu is complete. • Ask each pair to join another pair to form groups of four. Set a time limit of five minutes for them to create a menu that the whole group agrees on.

• Circulate and monitor, assisting where needed. Make notes on pronunciation problems that hinder communication (e.g. dessert vs. desert, soup vs. soap, etc.). • Give feedback on pronunciation problems you heard. C

• Tell the students they are going to order food and drinks from their menus. • Ask the students to stay in their groups of four. Ask them to choose one person to be the server and to practice ordering meals from their group's menu. • Circulate and monitor, assisting where needed, without interrupting the role-play. When two people in each group have had a turn acting out the role of the server, listen to one or two groups as a class. • Point out some of the positive things you noticed, and congratulate students, where appropriate, for completing the activity successfully.

2 Do an interview Activity: interview someone about a restaurant

Lead-in Ask the students to keep their books closed. Elicit some examples of things that people like in restaurants ( go od  service, friendly servers, g oo d food , live music, fun or relaxing atmosphere) and things that people don't like (bad service, unfriendly servers, bad food, cold food, noisy  atmosphere).

A

A

• Tell the students they are going to talk about restaurants they know. • Ask the students to open their books. Read the instructions to the class. • Ask the students to read the questions. • Give the students sufficient time to make brief notes for their answers. Tell them that if they haven't eaten out recently, they can invent the information.

• Read the instructions to the class. Explain that there are two steps in this exercise. First, the students order the pictures in sequence, and then, using the words in the box, they write sentences about each picture. • Ask the students to look at the pictures and to tell you what they can see in each of them (e.g. a young man, his girlfriend, a pizza delivery, a dog). • Ask the students to work in pairs and number the pictures in order from 1 (the beginning) to 6   (the end). • Ask the students to write some brief notes about what happened in each picture. Remind them to use the simple past and the connectors in the box to highlight the sequence of events in the story.

B

• Put the students in pairs to ask and answer the questions. Remind the students to ask follow-up questions if possible. • Elicit some examples from the class. Have the students report back on their partners (e.g.  John went to a Chinese restaurant downtown last week. It was cheap and the foo d was delicious.).

3 Find out! Activity: ask questions to find out information about  your classmates A

• Tell the students they are going to learn more about their classmates. • Read the instructions to the class. • Ask the students to read the information in the Find a  pers on who ...  column. • Ask students to read the model conversation. • Elicit the other questions the students will need to ask:  Are you feeling tired right now?; Do you think cooking is boring?; Do you need to study this weekend?; Do you have to go to work after this class?; Are you interested in jazz?  • Tell the students that when they find someone who answers a question in the affirmative, they should write their name in the Name column. Also remind them to ask for a reason and then write it in the Notes column. • Ask the students to circulate and find a person for each question. B

• Ask the students to work in pairs and tell their partners some interesting information they found out about their classmates. • Get feedback by asking the class questions (e.g. Who is feeling tired right now?; Who thinks that cooking is boring? Why?; Who is interested in jazz? What are your  favorite bands?).

4 What’s the story? Activity: order the events in a story

Lead-in Ask the students to keep their books closed. On the board, write three things you did yesterday evening (e.g. I went to bed; I wrote an email; I had dinner.). Ask the students to put the three events in the order in which they think the events happened. Then elicit from the class the sequencing words they could use to make the sentences into a short story (e.g. First, I wrote an email. Then I had  dinner. Finally, I went to bed.).

B

• Ask each pair to join another pair to form groups of four. The students should take turns telling each other their stories and listening for differences. • Circulate and monitor, assisting where needed. Make notes of any common errors relating to the past tense or connectors. Write some of the errors on the board at the end of the activity, and ask students to correct them. • Congratulate the students, where appropriate, on managing to tell the story fluently.

5 The last word Activity: play a game with questions about the past • Read the instructions to the class, and nominate five students to read aloud the five rules of the game. Make sure they understand the rules of the game. • Choose students to read aloud the two example conversations, and emphasize that to win the game, they should have a question ready when their turn comes. Elicit the tense the students should be using to ask their questions, as well as some additional suggestions for topics. • Put the students in groups of four or five. Ask them to decide who will be answering the questions. • Play the game until only one player is left in each of the groups. Congratulate the winners.

Score yourself! When the students finish doing all the exercises in the Communicative wrap-up, ask them to complete the evaluation table. Alternatively, you can ask them to score themselves as they complete the corresponding activity, rather than waiting until the end of the wrap-up. Ask the students to circle 5 if something is easy and 1 if something is difficult. Tell any students who have scored  2 or 1 for any of the questions to look again at the relevant material and exercises in Units 9 and 10. Students who read a "simplified story" (reader) can greatly improve their grasp of all four skills, as well as their grammar, vocabulary, and pronunciation (if they use an audio CD). Given that the students now have sufficient English, suggest they try a reader. Discuss the benefits of using a reader and provide some tips on when/how to use one.

Communicative wrap-up T138

B3 Wo rk in sm all groups. Follow the instructions to play “Backward and Forward.”

• Roll a die. The person withthe highest number starts. • When it's your turn, roll the die and move the number of spaces indicated. • Follow the instructions on the square. Answer incomplete sentences. • If you answer the question, stay on your space. If you can't answer the question, move back to the I Work in pairs. Interview your partner and take notes of their answers.

 The

Past

© When andwhere were youbom?

 The

Future

Q What are youdoing this weekend?

B a c k w a rd a n d F o rw a rd

0 Where areyou going onyour next vacation?

0 Who gave it to you? © What was yourfavorite food when you wi  younger? 0When did you start listeni ng to pop music?

© How areyou going to improve your English? 0 What areyou going to stopdoing in the future? o What are you going to start doing?

© Who was your favorite group then?

B B l W ork with another pair. Tell them what you learned about your partner.

This weekend, Georg e is going to a concert with some friends. He's going  to see a pop band. He started listening to pop music when he was ...

A Think o f something you did that you are not going to do again, or that you are going tc do differently next time. Answer the questions. 1 What did you do?

What went wrong? Are you going to do it again? If not, why not? If so, what are you going to do differently?

| Work in small i groups. Talk about youi experiences. Ask for more information when necessary.

I

SCORE YOURSELF! Score 1- 5for the items below.Score 5 for things that aree asy and 1for things that are difficult. I cantalk about historicalevents. 1 2 3 4 5 I can talk about past events usingwhen. 1 2 3 4 5 I cantalkaboutplans andscheduled events 1 2 3 4 S If yougive yourself 1or 2 for anyof the statements, lookat the material inUnits 11and 12again.

Communicative wrap-up

Units 11-12 In this Communicative wrap-up, the students practice the following activities: • Talking about past events and future plans (Section 1) • Discussing past experiences (Section 2) • Talking about historical events and future plans (Section 3)

1 Tell me more! Activity: interview someone about past events and future plans

Lead-in Ask the students to keep their books closed. Think of your own answers to some of the questions in Ex. A, and write the answers on the board (e.g. 1975, Miami, spaghetti, take a vacation). Tell the students that two of the answers refer to the past and two to the future. Elicit from them possible questions for these answers (e.g. When were you born?; Where are you going on your next vacation?, etc.).

A • Tell the students they are going to talk about their lives, in the past and future. • Ask the students to open their books. Read the instructions to the class. • Ask them to read through the questions individually, and check that they understand all of them. Show how to ask a follow-up question and take notes.' • Pre-teach a few useful expressions (e.g. I'm sorry. What  did you say?). • Give the students a couple of minutes to think about their answers to the questions.

UNITS 11-3

• Ask the students to work in pairs. Student A should begin by asking Student B the questions and writing down the answers. Then Student B asks Student A the questions and writes down the answers. • Circulate and monitor, assisting where needed and note any significant errors. When they have completed the exercise, ask them to correct the errors.

• Ask the students to read the instructions and the model answer. Encourage them to report back in a similar way when talking about their partner's future plans. Remind them to use the simple past when talking about their partner's past life. • Ask each pair to join another pair to form groups of four students. Each student must tell the group some interesting information about their partner that they learned in Ex. A. • Listen to a few examples from the class. Correct any errors in the use of the simple past for the past events and the present progressive for future plans.

A l t e r n a t iv e Have the students prepare three sentences about the partner they interviewed. Two sentences are true, and one sentence is false. Allow students five minutes to prepare these sentences. Each pair joins another pair to form a group of four. Each student reads aloud three sentences and the other pair guesses which one is false.

---------------------------------------------------------------

2 Speaking Speaking of the p a s t ... Activity: talk about a past experience

Lead-in Ask the students to keep their books closed. Think of something bad that happened to you and tell the class about it (e.g. a bad vacation—the plane plane was delayed; the hotel was bad; I got sick; the weather was cold, etc.). cold,  etc.). Tell them what you are going to do differently next time (e.g. I'm not going to go there again, Next time I'm going to spend my vacation at the local beach.).

m

C u ltu r e n o te People who built famous buildings or structures include Frank Lloyd Wright (the Solomon R. Guggenheim Museum in New York City, 1959), Frédéric Bartholdi (the Statue of Liberty, 1886), and Gustave Eiffel (the Eiffel Tower, 1889). People who fought famous battles include Napoleon Bonaparte, Julius Caesar, Simón Bolívar, and George Washington. Some of the best-known best-known composers of classical music are Beethoven, Mozart, and Tchaikovsky.

 A

• Tell the students that they are going to tell a story about an experience they had. • Ask the students student s to open their books. Read the instructions to the class. Ask them to read through the questions and check that they understand them all, especially What went wrong? (What problem did you have?). • Ask the students to work individually, and give them four minutes to write their brief answers to the questions. • Circulate Circulat e and and monitor, monitor, assisting where needed. neede d. B

• Divide the class into groups of three or four students for this activity. • Ask the students to ask and answer the questions questi ons in Ex. A. They should take turns asking and answering the questions. • Encourage Encoura ge them to ask follow up questions to get more information. Elicit possible examples (e.g. What  happened?; What did you do?; How did you feel?).

3 Backwar Bac kward d and forward Activity: answer questions about the past and about future plans

Lead-in Ask the students to keep their books closed. Draw a slide and a ladder on the board. Ask the students if they know the game "Chutes and Ladders." Ask what happens in the game if you land on a square with a ladder (you go up or forwards) and if you land on a square with a chute (you go down or backwards). Tell the students that this game works in the same way.

A lt e r n a t iv e If you don't have a die available for each group, give each group six small pieces of paper. Ask them to write 1 to 6  on   on the sheets of paper, writing 1 on the first sheet,  2 on  2 on the second sheet, and so on. Then ask them to fold the sheets of paper and mix them up on the desk in front of them. Instead of rolling a die, they should choose a piece of paper, unfold it, and read the number on it. When they have answered their question, they should re-fold the paper and mix it up again with the other pieces of paper.

Score yourself! When the students finish doing all the exercises in the Communicative wrap-up, ask them to complete the evaluation table. Alternatively, you can ask them to score themselves as they complete the corresponding activity, activity, rather than waiting until the end of the wrap-up. Ask the students student s to circle 5 if something is easy and 1 if something is difficult. Tell any students who have scored 2 or 1for any of the questions to look at the relevant material again as well as the exercis exer cises es in Units 11 11 and 12. Discuss ways in which the students can practice their English outside the classroom (e.g. listening to song lyrics and podcasts, watching TV and DVDs, reading, playing  games, etc.).  games,  etc.).

• Read the instructions instructions to the class. Ask the students what happens if they answer the question correctly (they stay  on the space) and space)  and if they don't answer it correctly (they  ( they  move back to the space they were on before t hey rolled  the die). • Check that they understand understand all all the questions, especially Where did you gro w up ? (Where did you live when when you were a child?), and child?), and all the vocabulary in the questions (e.g. retire: retire: stop working working because you are too old; compose: write a piece of music; battle: a fight between two armies in a war). • Note that the composer compose r could could be a composer compo ser of classical music (see the Culture note) or a composer of pop music (e.g. Paul McCartney, Manu Chao,  Chao,  etc.). • Have the students work in groups of three or four. The first person in each group to reach the last square is the winner. Continue until there is a second winner.

Communicati unicative wrap-up wrap-up T140

The Grammar reference provides further consolidation of the grammar points covered in each unit. It can be found on pp. 142-15 14 2-159 9 of the Student's Book. For each grammar point, there are clear notes and tables outlining the form and function, as well as two exercises providing further practice. It is designed to be done on a unit-byunit basis and can either be covered as part of the unit, as a follow-up to each Grammar section, or at the end of the unit in a test format.

5 I go bowling with my friends after af ter I 1

1 My brother brother like like music music and he he downloads lots of songs, (likes) 2 Do Sarah have any interesting interes ting hobbies? (Does) girlfri end 3 I love this song, but my girlfriend don't like it at all! (doesn't) doe sn'tt buy many CDs, CDs , but I buy a 4 I doesn' lot of MP3s. (don't) 5 This sounds like a great song! Does you like it? (Do) he 6 Does Kyle plays the piano? Yes, he does, (play) 2

1 1 is 5 isn't 2 1

C

2 are 6 am

2 e

3 b

3 not 7 Is 4 d

4 aren't 8 Are

1 wakes up 2 has 3 leaves 4 works 5 opens 6 don't have 7 serve 8 Does; like 9 doesn't pay

10 doesn't have

5 a 1

1

1 is your name

2 Where Wher e

3 are they 5 Who

4 When 6 is your number

2

1 What is / What's What's your address? 2 How old are Richard and Mark? 3 When is / When's your birthday? 4 Who is / Who's your brother? 5 Where is / Where's our class?

1 / 2 stays (stay) 5 does (do)

3 /

4 V 

2

1 When does Will play golf? 2 Where do you work? 3  Why do Rafael and Mike arrive late every day? 4  Who does Leon look like? 5 What do I need for the meeting?

finish work. / After I finish work, I go bowling with my friends. 6 I go to the gym before I go to work.  / Before I go to work, work, I go to the gym. gym.

1

1 Are there 2 There is / There's 3 There aren't 4 There aren't 5 Are there 6 There isn't 2

1 many 2 several 4 some 5 any

3 a lot of

1

1 No get lost! lost! (Don't) (Don't) 2 Please Pl ease to sit down, (sit) 3 Turn you left at the traffic lights. (Turn) about the exam. 4 Doesn't worry about (Don't) 5 Please talk not during the movie, (don't talk) 2

Turn 2 be 3 Don't run Walk 5 don't watch 6 Make

1 4

1

  running

1

1

1 a; a article); The 3 - (no article); 5 a; an

2 the; th e; a 4 an; an

2

1 a

2a

3b

4b

5c

1 week 2 always 4 once 5 rarely

2 Laura's 5 Jason's

3 children's 6 parents'

2

1 Whose are the books? They're They'r e theirs. 2 Whose pen is this? It's his. 3  Are they Amy's video games? No, they're ours. brot her? No, he's mine. 4 Is he Paul's brother? 5 Whose jacket is this? It's hers.

1 b

having

7 worrying 8 seeing 9 sitting 10 visiting

2

2

3 often

1

1

1  books 4 Smiths'

1 is always 2 often often think 3 Do; always catch 4 are never 5 rarely show 6 am/'m sometimes

6

2  studying 3  giving 4   waiting 5  swimming

2a

3b

4a

5a

1 Are; going; going; they they are are 2 is; studying; studyi ng; is/'s studying studying 3 Is; working; isn't; is/'s working 4  Are; dating; I'm not is/'s talking 5 is; talking; is/'s

6b

2

1 I finish studying stud ying before b efore I call my friends. / Before I call my friends, I finish studying. 2 Olivia and Sara play tennis until they get tired and stop. / Until they get tired and stop, Olivia and Sara play tennis. 3 My wife washes the dishes after I cook. / After I cook, my wife washes the dishes. 4 The children play outside until it's time to eat. / Until it's time to eat, the children play outside.

1

1a

2b

3a

4b

5b

2

1 2 3 4 5 6

'm ma kin g; is /'s are; doing do; do 'm studying; working drive; are/'re riding understand; are/'re saying

r

1 My brother can paint very well. well. 2 Can you ride a motorcycle? 3 I can't play the guitar. 4   My sister and I’can'tcook. 5  She can speak French and German. 2 1 can 2 Yes, I can. 3 can't 4 can 5 No, I can't 6 can

2

1

1 do; want / would; would; like like 2 would wou ld like to / would love to / want to 3 want to 4  have to  / need to 5  Do; have to  / Do; need to 6 have to / need to 7 want to 8 Let's 9  Let's

1  her 4 We; it

1

1  good 4 bad

2 quickly 5 fast

3 well 6 happily

2 1 well 4 noisily

2 slowly 5 fast

3 quietly

2 it 3 them; to him 5 him; him; them

2

1 My parents parents gave me their their old car. car. / My parents gave their old car to me. 2 Sarah saw John in the supermarket. supermarket .  / Sarah saw him in the supermarket. 3 Our teacher explained object pronouns to us. / Our teacher explained them to us. brot her won a prize. prize . He won it in 4 My brother a spelling competition. 5 We bought him a present. / We bought a present for him.

Regular past tense verbs: 3 liked

1 carried 2 learned 4 stayed 5 studied 6 visited 7 watched

Irregular past tense verbs: 1 was/were 2 did 3 went 4 had 5 read 6 saw 7 took

2

1

1  that 4 this

2 these 5 that

1 went 2 was 3 learned (read/saw) 4 studied 5 saw 6 were 7 carried 8 read

3 those

2 1

these

2 This

3 that

4 Those 1

1

1 more/  re/  less beautiful 2 prettier 3  nicer 4  bigger

2 1 was; am/'m going 2 go; am/'m meeting 3  is/'s; opening; want 4 are giving 5  am/'m going; Do; want

5  more/ 

less practical 6  crazier 7  hotter 8 cooler

1  was 4 go

2 Did; did 5 wasn't

3 like

2 1 did; do 4 did; paint

2 stayed 3 was 5 didn't want

1

1 am/'m am/'m going to get get 2 is going to give 3 are; going to do 4 am/'m going to answer 5 isn't / 's not going to be 6 am/'m not going to complain 2

2

1 more more famous famous tha than n 2 more casual than 3 not as cool as 4 fatter than than 5 less expensive than

Count nouns: apple, bean, orange, potato, sandwich, strawberry strawberry fruit, Non-count nouns: bread, cheese, fruit, meat, soup, yogurt 2 1 some 2 some 3 much many/some6 5 4 3 2 1 4 any 5 any 6 many/some1 1

1 I'd love to see that movie. movie. 2 Would you like to go out to dinner tonight? 3 /  4  A: Would you like to go to the zoo?

1 cannot replace with present 

2

(Note that when clauses can be at the beginning or end of the sentence.) 1 When I woke up, I saw my birthday present. / I saw my birthday present when I woke up. 2 I got a surprise surpr ise email when I logged on. / When I logged on, I got a surprise email. 3 My sister got a job as an architect when she graduated from college.  / When my sister graduated from from college, she got a job as an architect. hap py when when I passed passe d my 4 I was happy exam. / When I passed my exam, I was happy. 5 .When my mother was born, her family moved to Chicago. / My mother's family moved to Chicago when she was born.

 progress  prog ressive ive 2 Peter Pete r loves photography. He's He's going shopping for a new camera tomorrow. with prese nt  3 cannot replace with  progress  prog ressive ive 4 My friend from Australia is visiting visiting next week. 5 I'm meeting my friends at the movie theater tonight.

B: Yes, I'd love to!

r

5 Let's meet at seven.

6 / 

G r a m m a r re r e fe f e re re n c e a n s w e r k e y

r

T142

W O R K BO O K A N SW ER K EY 1 Possible answers:

Words that should be circled: French, English, Spanish, computer science, video, music, sports, class Exercise B

3 f

4a

5b

6 e

Section 2 Exercise A

1 spell 5 mean

2 speak 6 help

3 say

4 repeat

Exercise B

1 Can you you spell spell that? that? 2 Can you repeat that, please? 3 What does that mean? 4   Can you speak more slowly? 5 How do you say that in English? 6 Can you help me? Section 3 Exercise A

1 is 2 Are 5 am 6 is

Exercise A

Where

2 What

3 How

3 isn't

4 Are

1 is 2 isn't 3 am/'m 4 are 5 Is; isn't 6 Are; are 7 Are; am 8 Are; aren't 9 is

She is 25 years old. Exercise C

1 'm 2 'm 3 's 4 'm 5 's 6 Are 7 'm not 8 'm 9 Is 10 isn't 11 's 12 Are 13 am 14 're

a: musician, singer, teacher an: actor, artist, engineer no article (-): lawyers, students, writers Exercise B

1 What is (What's (What's); ); Lucy 2 What is (What's) her last name?; Cheng 3 Where is (Where's) she from?; China 4 How old is she?; 20 5 What is (What's), (555) 841-0789

Exercise B

5 -; The

Exercise C

Exercise A

He is a musician.

First name: Kate Last name: Robinson Age: 19 Birthday: December 7th Email: [email protected]

Section 3 Exercise A

1 Clara 2 Bianca 3 Hector 4 Martin 5 Rita 6 Juan 7  Lisa 8 Sasha Exercise B

Exercise A

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Section 5 Exercise A

Exercise C

9th 2 1st 3 25th 4 31st 1 9th 5  17th 6 12th

English

3 You're

4 the

Watch out!

3 speak 7 spell Letters in circles: 1 i 2 g 5 I 6 n 7 s

2 please

3 -

Listen and write

Watch out!

[h.

1 Excuse me 2 please 3 Thank you/Thanks 4 Thanks Thanks / Thank you you 5 You're welcome

2 the

Where are you from?

V 

Exercise A

1 an

1 Are you you a teacher? teacher? 2 They are doctors in a hospital. brot her is a doctor. 3 My brother 4  Is Dave a lawyer? stude nt. 5 I am not a student. 6 My brother is a teach er in a school. The school is in Boston.

T Section 4

1 is 2 eighth 5 old 6 mean

1 grandma 2 parents 3 brother 4 sister 5 Martin 6 Lisa/Sasha 7 Lisa/Sasha 8 grandparents Section 4 Exercise A

1 c

2b

3d

4a

5 e

6 f

Exercise B

1 Jones 2 Seattle 3 8:30 a.m. 4 exciting 5 engineer 6 daughter Section 5 Exercise A

1 has; has; doesn't doesn't have have 2 doesn't have; has 3 don't have; have 4  have; don't have

4 help

Exercise B

3 e

1 sister's 2 children's 3 Tom's 4 mother's 5 grandparents’

4 h

6

parents'

Watch out!

My cat's name is Tippy. Exercise C

Exercise B

1 Her 2 mine 3 theirs 4 ours; yours 5 his 6 Her; his

1 ninth 2 first 3 twenty-fifth 4  thirty-first 5 seventeenth

 © 

Exercise A

Exercise C

 \C T (F  \EV  nh

Watch out!

Excuse me welcome

Section 2

First name: Lucy Last name: Cheng Country: China Age: 20 Telephone number: (555) 841-0789

Down time

Exercise B

1

4 When

Exercise B

Exercise A

2d

Exercise B

1 doctor 2 engineer 3 firefighter 4 police officer 5 taxi driver 6 writer

1

Section 1

1 c

Section 6

6 twelfth

Section 1

Exercise C

Exercise A

Exercise A

12 7th 7th 2 11th 3 13th 4 22nd 4th 6 30th 5 4th

1 doctor doc tor;; D 2 firefigh fire fighter ter;; B 3 taxi driver; A 4 engineer; F 5 police officer; C 6 writer; E

1 f; My birthday is in November.

Section 6

2 b; We are from Peru. 3 a; They study English.

4 g;

My sister and i are doctors. My teacher is Mr. Daniels. 6 h; |t is five o'clock. o'clock . 7   d; Antonia lives in Jexas. 8 e; Your class is on Wednesday.

Section 5 1 d; What do do

5 c;

Exercise B

1 My sister Alison is a write writer. r. 2 She writes short stories and books for children. 3 Her job is very interesting, inte resting, but it is also difficult. 4 She sometimes travels around the country and talks about her work. 5 Her books are very popular with children and adults. 6 She has two awards for best children's books of the year. Read and write

Exercise A

He's a sound engineer. Exercise B

1 33 2 Yes, he is, because he listens to great bands from all over the world, and he meets famous musicians. 3 No, it isn't. 4  Alan 5 She's a piano teacher. Exercise C

Name: Max Garcia Age: 33 Nationality: Nationality: American Lives in: London Languages: French, Spanish, English Job: sound engineer Opinion about job: loves it Family members: two brothers, one sister, mother, father Other information: He visits his family twice a year. Down time

Exercise A

9 Susan 1 Elea Eleanor nor 2 Richard 10 Tim 11 Andrew 3  Edward 12 Rick 4 Annette 13 Clare 5  Lauren 14 Sara/Sophie 6 Brenda 15 Sara/Sophie 7  Mike 16  Naomi 8 Sam Edward, Annette, Eleanor, and Richard are Emma's grandparents. Exercise B

singer, software engineer, lawyer, artist, firefighter, police officer, soldier, taxi driver, driver, architect, journalist, doctor Exercise C

well-paid; interesting work; good salary; hard-working; job security

you 2 c; How about abou t

Section 1

Section 6

Exercise A

1 list listen enss 2 doesn't watch; doesn't read 3  Does, play; No, doesn't 4 Do, buy; Yes, do 5  Does, read; No, doesn't

Exercise A

1 4

funny 2 shy 3 sociable considerate 5 loyal 6 popular

Exercise B

1 4 7

Exercise B

1 like likess 2 doesn't play 3  don't listen 4   buys

shy 2 confident 3 sociable funny 5 extrovert 6 loyal introvert 8 funny

Listen and write

Exercise A

their personality, personality, their daily activities, their free-time activities, t heir friends friends

Exercise C

1 Do you you listen listen 2 do you play 3 Do your parents listen 4 Do you buy buy 5 buy

Exercise B

1 A 2 J 3 J 4 J write new songs: J/A go bowling: A see friends: A/J go to parties: J watch a movie: A work out at the gym: J practice the guitar: A

Watch out!

Yes, he does. Section 2 Exercise A Possible answers:

Exercise C

mystery, puzzles, solution, detectives, fantasy, novels, characters, biographies, historical, real, fantasies, romantic, story

1 4

Exercise B

1 4

Leo 2 Danni, Monica 3 Leo Monica 5 Suzie; Danni

Section 3 Exercise A

1 b 7 c

2g 8 a

a; What's your 4 b; Do you

3

3e

4 f

5 h

6 d

Exercise B

sociable funny

2 5

confident 3 popular 6 sad shy

Down time

Exercise A

1 go online onli ne 2 go bowling 3  play tennis 4  play video games 5  listen to music 6 watch TV 7 go to the movies Exercise B

1 go to to the the movies movies 2 play sports 3 work out 4   go bowling 5 listen to music 6 watch TV

1 4 7

funny 2 sociable 3 confident shy 5 popular 6 friends extroverts 8 introverts

Section 4 Section 1

Exercise A

1

d

2e

3b

4

f 5c

6a

.

Exercise A

Exercise B

1 4

What 2 Why 3 When Who 5 Where

Exercise C

1 What does Lisa like to do in her her free time? .2 Who does Lisa/she play tennis with? 3  When does Lisa/she play tennis? 4  Where does Lisa/she play tennis? 5 Why does Lisa/she like to play tennis? Watch out!

What does she do in her free time?

Workbook answer key

T144

Exercise B 1 It's eight twenty. / It's twenty after eight. 2 It's nine o'clock. 3 It's a quarter after six. / It's six fifteen. 4 It's eleven forty-five. / It's a quarter to twelve. 5 It's five thirty. / It's half past five. 6 It's seven fifteen. / It's a quarter after seven.

Exercise C He gets up.; He takes a shower.; He eats breakfast.; He reads the newspaper.; He goes to work.; He goes to the park.; He reads the newspaper.; He goes to the store.; He goes back to the office.; He finishes work.; He goes home.; He watches the news.; He has dinner.; He reads a book.; He goes to bed. Section 5

Section 2

Exercise A

Exercise A . 1 always 2 usually 3 often 4 sometimes 5 rarely 6 never

1a

Exercise B 1 We are always at home In the evening. 2 Frank and Emilia have dinner in a restaurant once a week. 3 Yolanda rarely watches TV. 4 My brother Is often online in the morning. 5 Hector never has any free time. 6 Clare drives to work three times a week. Watch out! He is never late. Exercise C 1 Suzanna always takes the bus. 2 Frank and Liz often go to the movies. 3 Matt always goes swimming on his lunch break. 4 Marie rarely eats in a restaurant. 5 We usually drive to work. 6 Leona is sometimes absent. 7 Toby never gets up early on Sundays. Section 3

Exercise A 1 b 2d 3a

4c

5g

6f

7 e

Exercises B and C Hi. My name is Greg. I'm an architect (a businessman). On Mondays, I usually stay home and work on the computer. The rest of the week I work at home (in the office). I finish work at about three o'clock. On Tuesday nights, I stay home (work out in the gym). On Wednesday nights, I have dinner with a friend. On Thursday nights, I usually go swimming (stay home). On Friday nights, I go to the movies (shopping). On Saturdays, I go dancing (to the movies and see friends), and on Sundays, I go shopping (practice the guitar). Section 4

Exercise A on: the weekend, Wednesday,

weekdays at: four o'clock, midnight, night in: the afternoon, the evening, the morning Exercise B 1 on 2 in 3 at 4 in 5 on

6 on

2a

3b

4b

Watch out! He takes a shower after he has breakfast. Exercise B 1 We go to the movies after we go shopping. 2 Danny goes to the library before he goes to his English class. 3 My children watch TV until we have dinner. 4 I practice the piano until it is eight o'clock. 5 After Zach and Mina cook dinner, they watch TV. 6 Before Becky has lunch, she goes to the gym. Section 6

Exercise A ToshihikotftartsXvork at 7:30. 2 Jt@sunny and warm today. 3 Emil and Renatartigvto the gym on r Saturdays. 4 My brothertfia^a very interesting  job. He ©a travel writer. 5 We(6uy)music online. We rarely (gu^ CDs from a store. 6 jt£§)five o'clock. 1

Exercise B Adam usually finishes work at 5:30 p.m. After work, jne goes to his English class. His class finishes at 7 p.m. Before he goes home, he goes to a coffee shop with his friends. Adam gets home at around 8:30 p.m. After dinner, he does his homework until jt is time to go to sleep. Read and write

Exercise A I'm usually very busy, and I rarely have free time. I often work 12 hours a day. My day in the office always starts at 8 a.m. At 8:30 a.m. I have a staff meeting for an hour. Then I answer emails until 12 p.m. After that, I usually work on new projects. I eat lunch at 2 p.m. in my office. I sometimes have meetings with clients at 3 p.m. My work day never finishes before 8 p.m. I arrive home at 9:00 p.m., and I cook dinner. After that, I sometimes watch TV or read professional magazines.

Exercise B 8:00 - Phoebe starts work. 8:30 - She has a staff meeting. 9:30 - She answers emails. 12:00 - She works on new projects. 2:00 - She has lunch. 3:00 - She sometimes has meetings with clients. 8:00 - She finishes work. 9:00 - She arrives home. 10:00 - She sometimes watches TV or reads professional magazines. Down time

Exercise A 1 sociable 2 online 3 always 4 noon 5 boring 6 loyal 7 before 8 go for a walk 9 an 10 rarely Exercise B 1 Time waits for no man. 2 Time flies when you are having fun. 3 The early bird catches the worm.

Section 1

Exercise A 2 are 3 is 4 aren't 5 aren't

1 is

Exercise B 1 aren't 2 are 3 5 any 6 Are 7

Is 4 many several 8 are

Watch out! There are a lot of festivals. Section 2

Exercise A 1 movietheater 2 museum 3 shopping mall 4art gallery 5 park 6 zoo Exercise B Students should check the following: art gallery, park, café, museum Exercise C 1 shopping mall 3 chocolate factory

2 bus station 4 movie theater

Section 3

Exercise A Blog 1 c Blog 2 a

Blog 3 b

Exercise B 1 positive Words that can be underlined: Spend a day, awesome, amazing walking trails, unforgettable experience 2 positive Words that can be underlined: is a must, Enjoy, elegance, large, comfortable, Enjoy 3  negative Words that can be underlined: Don't go, isn't any air conditioning, aren't helpful, terrible, cold, no flavor, too expensive

Exercise A Rick:

Martina:

Rick: Martina:

Exercise A

Excuse me. How do I get to the subway station? Go straight ahead on this street for two blocks. Turn right on Fifth Avenue and go one block. Turn left on Ninth Street and walk for about 200 meters. Don't cross the street. The subway station is there on the left. Don't worry. It's easy to find! Thank you very much. You're welcome.

Exercise B

1 give 2 Visit 3  have 4 Eat 5  drink

Exercise C

Listen and write

Section 4

6 Don't forget 7  Don't stay 8  Take 9  Walk 10 Don't go

Watch out!

Don't forget your umbrella. Exercise C

1 Don't visit New York in the winter. 2 Go to some shows on Broadway. 3 Don't take a taxi—they're expensive! 4 Buy some designer clothes and shoes. 5 Don't spend too much money! 6 Take a ride around Central Park.

1  interesting 2 buildings 3  walking tour 4  10 p.m.

5 August 6 comedy 7 book a hotel 8 one million

Exercise B

1 interesting (Edinburgh), old (part of town), beautiful (buildings), historical (monuments), famous (places from the Harry Potter   movies), warm (clothes), famous international (arts events). 2 . .. because there you can learn about Scottish kings and queens and see the crown jewels. This way you can visit famous places ... because there are over one million visitors during that month; because, this way Down time

The boy is playing with a dog.

Exercise A

Exercise A

1 Red Square 2 San Diego Zoo 3  Trevi Fountain 4 Guggenheim Museum 5 Central Park

29 2  4:05 3  (555) 315-7082

Exercise B

Exercise B

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Section 5

Y

B

K

Q/

Exercise A

O

W

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F

police station Exercise B

Watch out!

Section 3

E

1 fountain 2 art gallery 3 bus station 4 park

1 In picture 1, the boy is playing with a dog, but in picture 2, he is eating ice cream. 2 In picture 1, the girl is using a tablet, but in picture 2, she is reading a magazine. 3 In picture 1, the man is listening to music, but in picture 2, he is playing the guitar. 4 In picture 1, the woman is feeding the birds, but in picture 2, she is playing with a dog. 5 In picture 1, the students are having a picnic, but in picture 2, they are eating ice cream.

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1949 04/17/1993

Name: Leonardo Oliveira Account number: 5421390426 ID :11488566 Amount on statement: $526 Problem: there's a $59 charge Telephone number: (555) 431-3237

A y 

B

(m

1

Section 4 2a

3 f

4b

5 d

6 c

Exercise B 1

reuse

4  save

share turn off

2 5

3 6

clean, up organic

Exercise C

Start at the zoo on River Street. Go over the bridge and straight ahead. Turn left and go straight ahead. Take the second street on the left. The café is on the left, on Park Avenue, across from the park. Section 6 Exercise A A:

B: A:

B: A:

Excuse me, how do I get to the library? First, turn left here and then take the first street on the right. Turn left. Then take the first street on the left. No, the first street on the right. Ah! First street on the right. OK, thanks.

Exercise B

1 You go straight ahead and take the second left. 2 You take the first right. Then go straight ahead. 3 Turn left here and then take the third right.

Section 5 Exercise A

Section 1 Exercise A 1 4

exciting unhealthy

2

stressful 5 boring

3 6

relaxing green

Exercise B

Exercise B 1 4

stressful exciting

2 5

relaxing unhealthy

3

green 6 boring

Section 2 Exercise A

Add -¡rig: happening, studying, talking, waiting Drop e and add -ing:  having, living, taking, writing Double final consonant and add -ing: planning, running, swimming, winning Exercise B

is reading 2  are talking 3 are drinking 1

1 do you do; write 2 is he going; is going 3 do they have 4 Does she like; don't know 1 I am studying now. I have an exam tomorrow. 2 Albert is working very hard on his project. He needs to finish it today. 3 Raul usually plays basketball three times a week. He wants to have a healthy lifestyle. 4 Kirsty doesn't know Ben. They aren't friends. Watch out!

I love you. Exercise C

4 5

is listening is standing

1 are, doing 2 am studying taking 4 Do, like 5 want 6  play 7 am working 8 like 3 am

Section 6 Exercise A

object

2

4  object

5

1

verb 3 subject subject 6 verb

Exercise B 1 4

verb verb

2 5

object subject

3 6

object verb

Workbook answer key

T146

Exercise C

Exercise D

walk 2 newspapers 3 energy use 5 neighbor 6 turn off 

Listen and w rite

Down time

1 Marisa and Julia can speak Italian. 2 Can your brother cook Indian food? 3 My best friend can sing and dance the tango. / My best friend can dance the tango and sing. 4 I can read music, but I can't play the piano. / I can play the piano, but I can't read music. 5 She can play tennis, but she can't swim. / She can swim, but she can't play tennis.

Exercise B

Watch out!

1 4

Read and write

Exercise A

planting trees, informing people about ecological problems, riding bikes, using public transportation, selling local food, cleaning up trash, save water, recycle bottles and paper

1  save 2  turn off 3  use

Ns

4 5 6

L

E

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N

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Exercise B

Section 4 Exercise A

K A

T)

T

A

E

S

V

Exercise B

Chloe:can play the piano, can sing opera and traditional songs Alicia: can do karate and play soccer, can dance salsa and merengue Tony: can speak Russian and German, can cook Russian food

s£> N e  J

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P O

c

AS

A

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I

They can play the guitar.

cook: Chinese food, dinner, traditional dishes play: chess, the guitar, the piano drive: a car, to school, to work

RS

O [ e (u F

P

share take clean up

Section 5 Exercise A

Section 1 Exercise A

1 generous 2 friendly 4 patient 5 optimistic 7  smart 8 honest

3 6

organized reliable

Section 2 Exercise A

c Exercise B

Social life 2 Money 3 Health Work 5 Family 6 Health 7 Work 8  Money

1 4

Section 3 1

can

2

can

Adjective

Adverb

slow easy beautiful noisy good bad fast quiet

slowly easily beautifully noisily well badly fast quietly

3

can't

4

can't

Exercise B

4

D 5 E

6 B

Exercise C

Possible answers:

Sara likes go to dinner parties / take salsa classes because she likes music / making friends / because she's friendly. Dominic likes to do crosswords / go fishing because he's smart/quiet. Brianna likes to go to dinner parties / go fishing / do crosswords because she likes cooking / is patient and likes new things. Dean likes to go bike riding / visit archeological sites / go to a concert because he likes sports and exciting things. Down time

Exercise A

Possible answers:

nose, smart, sad, honest, sports, hop, on, post, tram, dart, dam, art, map, rose, no, rap, nest, part, pad, rat, trap, mad Exercise B

1 He can't swim fast. 2 She can't speak Japanese fluently. 3 She can't play chess very well. 4 He can't talk quietly. 5 He can't read books quickly. 6 They can't ride their bikes fast.

smart, fast, friendly, honest, patient, organized, optimistic, beautiful

1 Pedro can paint beautifully. 2 Kathy and Sally can run fast. 3 Francesca and Theo can speak Chinese fluently.

Ricky can play a sport, speak another language and cook. Bella can speak another language, but she can't play a sport or cook.

Watch out!

Watch out!

Section 6

Jeremy can speak Korean.

Exercise A

Exercise C

1

1 Ricky can play tennis. 2 Bella can't play a sport. 3 Can Bella and Ricky speak another language? Yes, they can. 4  Can Bella cook? No, she can't. 5 Can Ricky cook spaghetti? Yes, he can.

1H 2F 3 C 7 A 8 G

Exercise B

Exercise C

Exercise A

Exercise A

1 Sara loves music. She's friendly and generous. She can play the guitar and sing. She's good at making friends. 2 He's smart and honest. He can speak English and Spanish / play chess. He likes reading and doing quiet activities. 3 She's patient and reliable. She can cook well / make delicious sushi. She likes doing new things. 4 He's athletic. He likes sports and doing exciting things. He can play basketball.

Exercise A

Elena: jacket, skirt (suit), shoes, shirt Fabio: T-shirt, shirt, jeans, sneakers Section 2

She can play the piano very well.

a 2 b

Section 1

3

b

Exercise A

Close to the person speaking: T-shirt: this; shorts: these; jeans: these Not close to the person speaking: T-shirt: that; shorts: those; jeans: those

Exercise B

Exercise B

Conversation 1 /  Conversation 3  / 

1 4

this that

2 5

that these

Watch out!

I like these jeans.

3 6

those those

Section 3

Exercise A 1 sweatshirt, $49.95 2 shoes, $112 3  T-shirts, $3.50 4 shirt, $29.50 Exercise B refrigerator: $250 TV: $550 necklace: $1,000 Section 4

Exercise A 1 expensive 2 compact 3 versatile 4  powerful 5 user-friendly Exercise B 1 versatile 2 expensive 3 user-friendly 4 compact 5  powerful Section 5

Exercise A Adjective small smart big happy compact up-to-date cheap old attractive popular exciting bad good pretty expensive easy slow high

Comparative form smaller smarter bigger happier more/less compact more/less up-to-date cheaper older more/less attractive more/less popular more/less exciting worse better prettier more/less expensive easier slower higher

Exercise B 1 A game console is less expensive than a laptop. 2 An MP3 player is more up-to-date than a CD player. 3 A digital camera is more compact than a film camera. 4 Text messages are cheaper than phone calls. 5 My old computer is bigger than my new computer. 6 Desktop computers are more powerful than laptops. 7 My new smartphone is less userfriendly than my old cell phone. 8 My new office chair is less comfortable than my old chair. 9 This e-reader is easier to use than that e-reader. 10 His desk is smaller than yours. Watch out! This computer is better than that one.

Exercise C 1 An electronic dictionary is better than a book dictionary. 2 This camera is smaller than my cell phone. 3 Our new TV is larger than our old TV. 4 Phone calls on the internet are cheaper than by cell phone. 5 News on the internet is more up-todate than the newspaper. 6 My new comput er is faster than my old one.

My new tablet is more user-friendly than my old one. 8 My laptop is heavier than yours. 7

Exercise D 1 The laptop computer is more expensive than the desktop computer. 2 The dress on the left is smaller than the dress on the right. / The dress on the right is bigger than the dress on the left. 3 The phone on the right is more upto-date than the phone on the left. Section 6

Exercise A 1 and 2 but 4 but 5 or

or 6 and 3

Exercise B 1 a 2 b 3 b 4 a Read and write

Exercise A 1 No, she doesn't. The headphones are heavy and the games aren't up to date. 2 He doesn't need a lot of songs. It's more expensive. 3 He likes that it is more compact. It has a bigger screen. It can store more pictures and songs, and has faster internet. Down time

Section 1

Exercise A peas 2 yogurt 3 meat watermelon 5 oranges 6 milk bread 8 rice 9 broccoli 10 bananas 11 chicken 12 potatoes 13 cheese

1 4 7

Exercise B Fruit: bananas, oranges, watermelon Vegetables: broccoli, peas, potatoes Grains: bread, rice Protein: chicken, meat Dairy products: cheese, milk, yogurt Section 2

Exercise A Count nouns (singular): apple, banana, tomato, watermelon Count nouns (plural): cookies, onions, oranges, potatoes Non-count nouns: bread, butter, meat, milk Exercise B 3  many, some 1 a, some 4  any/much, some 2 a, much Exercise C 1 I don't want any ice cream with my pie. 2 I don't want any vegetables. 3 I want some rice with my fish. 4 How many bananas do we have? 5 Do you have any bread? 6 Do you want a cookie? Watch out!

I don't drink much milk. Section 3

Exercise A 1 Hi. Is Jan ice there? 2 I'm sorry. She's out. Can I take a message? 3 Yes, please. Can you ask her to call me tonight? It's important. 4 Sure. What's your name? 5 It's Alice, and my number is 5684312. Thanks! 6 No problem. The conversation is informal. Exercise B 1 Could I 2 isn't here 3 Would you 4 Could you 5 Thank you Exercise C Possible answer:

Exercise B 1 cheap 2 compact 3 powerful 4 user-friendly

Fred: 5 6 7 8

attractive versatile expensive up-to-date

Lily:

Fred:

Lily: Fred: Lily:

Good afternoon. Could I speak to Helen Stevens, please? I'm sorry. She isn't here right now. Would you like to leave a message? Yes, please. Could you ask her to call me back? My name's Fred Stevens, and my number is 4503232. Yes, of course. Thank you. You're welcome.

Workbook answer key

H48

Section 4

Section 5

Exercise A

Exercise A

1 like 2 to study 3 want 4 to go 5 to meet 6 need 7 make 8 to take

A 4

Watch out!

Let's go to the movies tonight. Exercise B

1 d

2e

3c

4a

5b

2d

3a-

4c

Exercise B

1  green salad 2  shrimp cocktail

3 vegetable soup 4 fried fish

Exercise C

1  Appetizers 2  Main courses

Add -ed: explained, played, stayed, watched Add -d: decided, liked, lived, prepared Change y to i and add -ed: carried, married, studied, tried Base form do know

Exercise A

3 Desserts 4 Beverages

Exercise D

Circled: mushroom soup, chicken salad, apple pie with ice cream Underlined: spinach and cheese pie, spaghetti with meatballs, cheesecake, coffee Exercise E

Simple past form did knew went gave got met spoke was/were read told

go

give get meet speak be read tell

Watch out!

Section 6

1 excited 2 boring 3 tired 4 amazing 5 interested

Exercise A

Circled: spinach, strawberries, nuts, butter, oil, vinegar, paprika, onion Exercise B

1 Melt the butter over medium heat. 2 Add the nuts. 3 Cook for about one minute. 4 Put the spinach, strawberries, and nuts in a bowl. 5 Combine the oil, vinegar, paprika, and onion. 6 Pour this over the salad. Down time

Exercise A

2 took 6 took

3 got

1 Marta's job is tiring. By the end of the day she's really tired. 2 The soccer game is very exciting. Francisco is excited about the soccer game. 3 Diana's new boyfriend is really boring. She listened to him for an hour, and she was so bored. Section 3

Exercise B

2 3 4 5

6

2d

3a

4 f

5b

6c

Exercise A

Contrast: but Addition: and Consequence: so $equence: Then, After that Exercise B

3, 1,2, 4, 6, 5 1 did

2 I went to a restaurant. 3 Who 4 I went with some friends. 5  What

6 I saw the singer of my favorite band. 7 How 8 I felt nervous, but excited.  / I felt excited, but nervous. Down time

Exercise A 1

4 saw

Exercise C

Exercise B

Did, eat; she did Did, eat; he didn't Did, meet; they did Did, watch; they didn't did, do; didn't cook / didn't eat did, do; didn't eat

Exercise A

1 saw 2 watched 3 liked 4 was 5 carried 6 listened 7 put 8 ate 9  found 10 practiced 11 met 12 tried 13 returned Exercise B

$he went to Peru.

Exercise B

1 What 2 Where 5 How 6 Was

3 Did

4 Who

1 protein 2 products 3 Baked 4 vegetables 5 shrimp 6 Beef  7  drinks 8 salt 9 Green 10 fruit

Watch out!

Exercise B

What did they do on the weekend?

apple pie

Exercise A

1 saw 5 got

Read and write

Exercise A

Listen and write

Section 6

1 went 2 was 3 stayed 4 swam 5 saw 6 took 7 ate 8 had

Section 2

3 Menu 2

Possible answer:

Yesterday morning, Frank was on his way to meet some friends when he found a wallet on the sidewalk. First, he looked around to find the owner. Then, he looked inside the wallet. He found the name and address of the owner on a driver's license. After that, he went to the address on the card. The wallet belonged to a senior citizen. $he was very happy to get her wallet back.

Exercise C

I wrote you a postcard last week.

Exercise A

C 1 D 3

1 e

Jessica's order: $20.48 Brian's order: $28.49 Total: $48.97

1 Menu 3 2 Menu 1 4 Menu 4

B 2

Exercise B

Exercise A

Exercise B

Section 5

1 b

Section 1

Exercise C

1 b

2b

3c

4c

5b

6a

Exercise C

a 5

b 3 c 1 d 4

e 6 f 2

Section 1

Section 4

Exercise A

Exercise A

1 Chico Mendes, Juliana Rotich 2 Marco Polo 3 Jane Goodall 4   Aung San-Suu Kyi 5  Stephen Hawking 6 Aung 3an Suu Kyi

1a

2b

3a

Exercise B

1 negative

2 positive

3 positive

Exercise C Possible answers:

1 exam, questions, very hard, failed 2 trip, mountains, snow, slopes 3 game, celebrating, won, twonothing, tickets

Section 2

Section 4

Exercise A 1 When Sam got home, he took a shower. 2 Danuta learned to speak English when she was four. / Danuta was four when sfie learned to speak English. 3 Mike and Patty saw the Opera House when they visited Sydney. 4 When Emi was 16, she went to the U.S.A. 5 Sonny started working when he was 21. / Sonny was 21 when he started working. 6 Alannah and Kacey went backpacking when they were 18. / Alannah and Kacey were 18 when they went backpacking.

Exercise A 1  Well 4 I'm not sure, but 2  Oh, yeah 5 Let me think 3 Just a second 6 I can't remember

Exercise B 1 When I saw the crocodile, I screamed. / I screamed when I saw the crocodile. 2 Rosa got her first bicycle when she was 12 years old. / When she was 12 years old, Rosa got her first bicycle. 3 When we went to India, we visited the Taj Mahal. / We visited the Taj Mahal when we went to India. 4  When Gustav graduated from college, his parents gave him a graduation party. / Gustav's parents gave him a graduation party when he graduated from college. 5  Sarah learned to speak Portuguese when she lived in Brazil. / When she lived in Brazil, Sarah learned to speak Portuguese. Watch out! When he was 23 years old, Pietro got married. Exercise A 1 She was born in Lima, Peru. 2 She left school. 3 She got married. 4   She had her daughter Paula. 5 She had her son Nicolás. 6 She moved to Venezuela. 7 She published her first novel. 8  She became a U.S. citizen. Exercise B 1 When did she leave school?; g 2 When did she get married?; a 3  When did she become a U.S. citizen?; b 4  When did she have her second child?; e 5  Where did she grow up?; i 6 When was she born?; f  7 Where was she born?; j 8 When

did she move to Venezuela?; h 9 When did she have her first child?; d 10 When did she publish her first novel?; c

Exercise A 1 F

2 T

3 F

Section 5

Exercise B

Exercise A 1 her 2 it 3 them 5 me/us 6 him

1 is 2 is 3 is 4 is 5  Is 6 Is

4 us

Exercise B 1 She bought it for me for my birthday. 2 They gave it to him when he retired. 3 I sent it to her this morning. 4  We showed it to them last week. 5 He gave it to me when I graduated. 6 He bought them for me on our anniversary. Watch out!

She gave him a present. Section 6

Exercise A Base form build win compose discover explore fight invent write

Simple past form built wo n composed discovered explored fought invented wrote

4 T

Pete doing he going he meeting he meeting he playing he doing

Watch out! Are you going to the m ovies tomorrow night?

Exercise C 1 Wha t are you doing tomo rrow night? 2 The y are watching a socce r game on Saturday. 3 is your friend staying home this weekend? 4 They are eating out in a Chinese restaurant tonight. 5 I am studying for an exam to night. 6 T hey are not working here next week. 7 We are visiting my parents tonight. Section 2

Exercise A 1

Exercise B Possible answers:

Exercise B 1 built 2 invented 3 composed 4 discovered 5 won 6 wrote 7  fought 8 explored

vacation, jung le, Bo rneo, trek, river trip, wild animals, amazing, dangerous, exploring, exciting

Exercise C

Exercise C

a5 g 7

b8 h 2

c 4

d 6

e 3

f 1

Listen and write

Section 3

Section 1

Exercise A 1 yes 2 a biography 3 Women didn't work. They got married. Exercise B a English author d to get married f sad

Section 3

Exercise A b 1775

c writing

e fell in love

Exercise C 1 b 2e 3 f 4 d

1 They're going out. 2 The y're going out of town. 3 They're going out to eat.

Exercise B 5c

6a

Exercise D Positive: enjoyable, exciting, fastmoving, fascinating, funny, happy, imaginative Negative: boring, predictable, slow Down time

Exercise A graduated, retired, invented, composed, discovered, wrote Exercise B 1 the daughter

1 Born eo 2 trek through the jungle and then go on a river trip to take pictures of wild animals 3 exploring unusual and exciting places far a way from civilization 4 amazing but dangerous

2 20

3 850

1 2 3 4

The y They They Th ey

are are are are

going going going going

bike riding. shopping. swimming. walking/running.

Section 4

Exercise A 1 2 3 4 5

am/'m going to improve is/'s going to learn is/'s going to bake 're not (aren't) going to do 're not (aren't) going to go out

Exercise B 1 are 2 are 3 are 4 are 5  Are

you you you you you

going going going going going

to go to do to go to stay to study; am

Workbook answer key

T150