English BRITISH ENGLISH EDITION
3 TEACHER’S BOOK
PAUL SELIGSON CAMILA ABREU
No unauthorised photocopying. 58 St Aldates Oxford OX1 1ST United Kingdom © 2015, Santillana Educación, S.L. / Richmond ISBN: 978-84-668-2199-5 Printed in Spain DL: M-33476-2 M-33476-2015 015
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Publishers: Ruth Publishers: Ruth Goodman, Sandra Possas
We would like to thank the following reviewers for their valuable feedback, which
Content Development: Paul Development: Paul Seligson
has made English ID possible: Adriana Rupp, Ana Beatriz Medeiros de Souza, Brian
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Contents ID Language Map
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4
Introduction ................ ................................. ................................. ................................. ................................. ................................. ................................. ................................. ................................. ......................... ......... 8 Features presentation ................. ................................. ................................. ................................. ................................. .................................. ................................. .............................. .............. 17 Unit 1
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25
Unit 2
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38
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52
Unit 3
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56
Unit 4
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68
Review 1
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81
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85
Review 2 Unit 5
Review 3 Unit 6
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98
100
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113
Unit 7
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116
Unit 8
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130
Review 4
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143
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147
Review 5 Unit 9
Unit 10
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161
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175
ID Café
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179
Writing
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183
Review 6
ID Language Map Question Syllabus ➤
1
1.1 ➤
Do you know all your classmates? How did your parents meet?
1.2
1.3 1.4
➤
➤
➤
➤
2
How many Facebook friends have you got? When is the right moment to settle down?
Grammar ➤
➤
➤
➤
1.5
Vocabulary
Questions ending with prepositions
Relationships Phrasal verbs
➤
➤
➤
Types of friends
➤
➤
Personality adjectives
➤
Review of present tenses
How green are you?
➤
➤
Emphatic forms
➤
➤
How much time do you spend online? Which do you do more: listen or speak?
Speaking & Skills ➤
➤
➤
Active listening phrases
➤
Going green
➤
Asking questions to get to know someone
Talking about relationships Talking about how your parents / grandparents met Describing your relationships Talking about your friends Describing your personality Talking about online dating Reading for main ideas & specific information Talking about funny / embarrassing / scary situations
➤
Adjective formation – suffixes
➤
Creating an advert
➤
Present perfect continuous
➤
Asking & answering about personal habits
2.1 ➤
2.2 2.3 2.4
➤
➤
➤
How long have you been studying here? Which is worse: flooding or drought? What’s the best advert you’ve seen recently? Do you support any charities?
➤
The environment
➤
➤
➤
Present perfect vs present perfect continuous Past simple vs present perfect simple / continuous
Endangered species
➤
Talking about environmental problems in your city
➤
Interviewing your partner
➤
Expressing numerical information
➤
Encouraging or discouraging a friend
➤
Describing a city
2.5 ➤
Have you been feeling stressed lately? Review 1
➤
3
3.1 ➤
3.2
3.3
➤
➤
3.4
3.5
Does the traffic drive you mad? Have you ever missed any important dates?
How many pets have you owned?
➤
When did you last break a rule?
4.1 ➤
4.2 ➤
4.3
4.4
Was your weekend as fun as you’d hoped?
➤
➤
4
Which city would you most like to visit?
➤
Does your school system work well?
What’s the ideal age to start university? What do you regret not having done?
➤
Cities
➤
Social conventions
➤
Past perfect
➤
➤
Talking about the rules w here you live Talking about a place you’ve been to
➤
Urban problems
➤
Conjunctions of contrast
➤
Talking about the problems in your city
➤
Active listening phrases
➤
Past perfect continuous
➤
Sharing stories about missing an important event
➤
Common sign phrases
➤
Talking about rules & regulations
➤
Sharing stories about breaking a rule
➤
Describing an ideal school
➤
➤
➤
School life Do / Get / Make / Take collocations University life
➤
Too / Enough
➤
➤
➤
UK / US English differences
What would you have said if you’d been late today?
Debating educational issues Talking about choosing a career
➤
Should have + participle
➤
Talking about regrets
➤
Third conditional
➤
Imagining what would have happened
➤
Would you like to be a genius?
➤
Predicting & checking predictions
➤
How do you deal with criticism?
➤
Sympathising & criticising
➤
Are you a shopaholic?
➤
Talking about shopping habits
➤
Discussing your views about spending money
Speculating about your partner’s life
4.5
Review 2
5
➤
Money & shopping
➤
British money
➤
To + verb / For + noun
5.1 ➤
5.2
➤
Have you ever borrowed money from a relative?
Are you a good guesser?
➤
Modals of possibility / probability
➤
➤
Order of adjectives
➤
5.3
5.4
➤
➤
5.5 ➤
Have you ever bought a useless product? Do you often buy things on impulse? When did you last complain in a shop?
➤
Word formation
➤
➤
Supermarket
➤
➤
Shopping problems
➤
Review 3
4
Sharing shopping experiences Creating an infomercial Talking about if you have ever succumbed to supermarket psychology Making complaints & asking for a refund
ID Language Map Question Syllabus
6
6.1 6.2 6.3
Vocabulary
➤
Are you addicted to TV?
➤
TV genres & expressions
➤
What’s your favourite TV programme?
➤
Turn phrases
➤
➤
What were the last three films you saw? Where do you usually watch films?
Grammar
➤
➤
➤
Films & videos
➤
Restrictive relative clauses Non-restrictive relative clauses As / Like
➤
➤
➤
➤
6.4
➤
6.5
Speaking & Skills ➤
➤
When was the last time you did something crazy? When were you last embarrassed?
➤
On / In
Talking about TV habits Talking about famous people & entertainment options Describing films Making a list of films & Internet clips Creating a story for a film
➤
Understanding details
➤
Expressing surprise
➤
Talking about your habits Sharing stories about being deceived
Review 4
7
7.1 7.2 7.3
➤
Does technology drive you mad?
➤
Car parts & phrasal verbs
➤
What was the last little lie you told?
➤
Say vs tell
➤
Reported Speech 1
➤
➤
Are you confident with technology?
➤
Operating machines
➤
Indirect questions
➤
➤
Reported Speech 2
➤
➤
Are machines with personality a good idea?
➤
Asking & answering questions about electronic devices Talking about machines with personality Sending text messages
7.4
➤
7.5 ➤
8
Do you spend too much time on social networks? Do you enjoy a good argument?
➤
How important are looks?
➤
Do you like to hear gossip?
➤
Have you ever cut your own hair?
➤
➤
➤
➤
Appearance
Listening & note-taking Discussing a book Expressing your views
➤
Reflexive pronouns
➤
Talking about appearance
➤
Modal perfects
➤
Making guesses
8.1
8.2 8.3
➤
8.4 ➤
8.5
➤
Have you got a lot of furniture in your room? Is your listening improving?
What’s the hardest part of l anguage learning?
➤
Have vs get
➤
Causative form
➤
➤
Furniture
➤
Questions tags
➤
➤
Both / Either
➤
Crime & violence
Talking about the things you do & the things you get done Checking information
➤
Making predictions
➤
Expressing preferences
Review 5
9
9.1
➤
➤
9.2 ➤
9.3 ➤
Does crime often worry you? How could your city be improved quickly? Where will you be living in five years’ time? Have you ever been to court?
➤
By
➤
Crime & punishment
➤
Review of verb families
➤
Talking about crime
➤
Passive voice
➤
Talking about a city’s transformation
➤
Future perfect / continuous
➤
➤
Discussing ways to protect yourself from cybercrime Deciding on the right punishment for crimes
9.4 ➤
9.5 ➤
➤
10
What was your best birthday present ever? Are you good at making excuses? What makes you angry?
➤
➤
➤
➤
Moods
➤
Binomials
➤
➤
Common expressions with
➤
Gerunds
➤
Identifying sarcasm Talking about s tupid crimes Giving excuses Talking about temperament
10.1 ➤
Have you got any pet hates?
for & of
10.2
➤
How assertive are you?
➤
Would you say you were bossy?
➤
➤
Verb + gerund or infinitive
Talking about pet hates Role-playing an anger management session
➤
Testing your assertiveness
➤
Talking about toxic friends
10.3
➤
Phrasal verbs
➤
10.4 ➤
10.5
➤
What’s your most common mistake in English? Are you going to take an English exam?
➤
Separable & inseparable phrasal verbs Nouns + infinitive, gerund or base form
➤
➤
Review 6
6
➤
Proofreading Talking about your mistakes in English Making recommendations
Introduction
is Richmond’s four-level general international English course for young adults. With an amazing design, lots of interesting topics and opportunities for personalisation in all four levels, English will make your students progress faster and be able to express their own identity in English.
What do young adults most expect from an English course? You might want to note down your own answers before you read on. Our research suggests that, above all, learners expect: ➤
to become fluent listeners and speakers as fast as possible;
➤
confidence building, quick results and a strong sense of progress;
➤
contemporary, interesting content, i.e., real-life, adult relevance with lots of personalisation;
➤
overt teaching of grammar and vocabulary, a systematic approach to pronunciation, plenty of skills practice and useful study tips;
➤
an appropriate, adult teaching style combined with very strong self-study elements, including autonomous learning tools to speed up their learning;
➤
value – both for the time they invest and the money they spend.
You will find all of these in Welcome to English
and much more.
!
The language-friendly course Over four levels, takes young adult and adult learners from Beginner (CEFR A1) to Intermediate (CEFR B1) levels through rich contexts, careful selection and presentation of useful new language, informative language tips, insights, step-by-step rules, practice and, above all, personalisation to help students build their own identity in English – with lots of laughter throughout! Hence the title English . Students are guided to express their own ideas and personalities, and learn to be themselves in the new language.
Methodology English is in every sense a communicative course, teaching learners to speak as fast as they can and focusing on both fluency and accuracy. You will note, for example, the large number of speech bubbles and the Common Mistakes (with anticipated errors that should be avoided) presented in each lesson. Learners need to be given opportunities to express their own ideas and opinions in comprehensible English as often as possible. progressively adapts as the series evolves to 8
reflect the best learning practices at each of the learner’s Starter relies on lots advancing levels. Initially, English of short question and answer exchanges supported by lots of drilling in the Student’s Book, to be done in class. Then, at the Elementary, Pre-Intermediate and Intermediate levels, such drills become more discretionary, moving into both the Workbook and the Teacher’s Book. The same goes for the lexis – where the initial simple matching vocabulary to pictures becomes more abstract and contextualised – and grammar, where spoon-feeding is reduced as learners’ confidence and foreign language learning experience grow. English provides the tools to allow you, the teacher, to incorporate your own pedagogical identity into the course, as well as to emphasise what you think will be more relevant for your learners.
Flexi-lessons English has a unique flex i-lesson structure because one lesson is never enough to practise and consolidate all of its content. gives students more opportunities than most books to revisit, consolidate or extend what they first learned in the previous lessons. Rather than using a strict Present / Practise / Personalise lesson format, students are often exposed to grammar in one lesson, but only taught or drilled in ‘formal rules’ in the next one. It is important to notice that grammar is sometimes presented in the Audio Script (AS) too, not just the lesson itself. Frequently, there is something ext ra related to the topic of the previous lesson in the next one. Why? Because learning is not l inear, it is circular and repetitive. Constant and consistent recycling is essential for memorisation, making learning much more li kely. regularly builds bridges between lessons rather than packaging lessons in ‘artificially tidy’ units just to fit a notional design. Besides, every lesson / institution / teacher is different, with its own identity. A lesson structure where there is l ittle or no connection between lessons is unlikely to foster efficient or optimum learning – hence our flexi-lessons. An additional advantage is that students who missed a lesson can have the lesson explained to them by those who were there, providing a highly authentic information gap activity. Our flexi-lessons also have multiple entry points for you to choose from. You can begin with: ➤
the lesson title question, to see what students can come up with;
➤
the suggested warm-up activity in the Teacher’s Book;
➤
the Song line: hum, play, elicit it;
➤
Common Mistakes , to highlight what to avoid right from the
start and to maximise opportunities to get things correct throughout the lesson; ➤
World of English , to provide a more interesting overview
and / or insights into the lesson;
➤
R
box or the Grammar at the back, which also include
exercises for students to have extra practice (the key to the Grammar is available on the Portal); ➤
the books-closed presentation (either of main lexis or grammar).
Of course, you can go straight to the first exercise. Take a look at the colourful detailed presentation of the main features of English on pp. 17-24.
Key concepts English promotes the three friendlies: it is language friendly, learner friendly and teacher friendly.
Language friendly English is not just another international series. It is a language-friendly series, which embraces students’ existing language knowledge and background to help them better understand how English works. For example, word forms and grammatical concepts are all familiar to young adult students, and helps them to see how much and how quickly they can speak by transferring these patterns into English, and also how to avoid all the obvious traps.
Learner friendly respects learners’ needs to be spoken to as adults, so students learn to speak English as fast and reasonably as possible. It also: ➤
supports students, helping them avoid obvious errors in form, word order and pronunciation;
➤
uses cognates and familiar language concepts to enrich texts and add depth and authenticity to language exercises;
➤
motivates students, as they discover they can recognise a lot of English, even as beginners, which they already have ‘inside themselves’;
➤
offers a vast range of activities, resources and recycling in order to ensure students have enough practice to finally learn to speak English.
helps students to negotiate and build their own new identity in English.
Teacher friendly respects each teacher’s need to teach as they want to. Some wish to teach off the page with little preparation, others dip in and out, while others largely follow the Teacher’s Book. All these options have been built into from the start. The flexi-lesson structure helps teachers to individualise, personalise and vary classes, as well as focus on what is important for them. It also helps students in monolingual classes to stay in English. Without ever forcing the first language (L1) in class, shows what is common / different between students’ L1 and English, helping them to more quickly avoid the Common Mistakes that a learner from their L1 background would typically make. The Teacher’s Book has a teaching-fr iendly vi sual code, providing a straightforward ‘quick route’ or a substantially longer one. Everything that is essential is clearly separated from all the optional extras, which
can be read between the lines, as you can see in the following example.
Tip For any listen and read activity, get students to shadow the text, i.e., mouthing and quietly saying the words to themselves, to connect with and ‘feel’ the pronunciation.
Advantaging monolingual classes Globally, most classes are monolingual, which was how was conceived – to facilitate monolingual classroom learning. The frequent lack of opportunity to speak English locally means teachers need to maximise fluency practice, getting students to use the language as much as possible in class. In monolingual classes, learners share both the same L1 and most aspects of a cu lture, which a teacher can exploit. They share similar advantages / difficult ies with English too, which should be a unifyi ng strength for anticipating problems and errors. Accelerating th rough what is easier for learners and spending more t ime on what is difficult sharpens classes to maximise the learning potential. Yet, rather than using these strengths to enable more focused, localised pedagogy, they are often treated as weaknesses. Most English courses avoid a lot of common yet tricky words, phrases, notions and structures, simply because they are difficult to explain to students whose language background is not the same. To our minds, that impoverishes a student’s learning diet, reduces opportunities to expand vocabulary quickly and can actually slow down learning. Adults need a radically different approach from children, whose mother tongue is not yet established, and who learn like sponges, absorbing all the English you throw at them. Teens’ and adults’ minds are different: they cannot help but translate – mentally at least – and immediately resort to t heir mother tongue when they cannot find the words to express their thoughts in English. Rather than going against what is natural, avoids this tr ap by gently embracing similar items when appropriate, but without forcing active use of L1, leaving that option up to you. To paraphrase Penny Ur (2011), ‘teachers should choose procedures that lead to best learning by whichever students they’re teaching’ (extracted from Vocabulary Activities, Cambridge University Press, 2011). We believe ’s formula can help native speakers of other languages learn both more comfortably and more efficiently. embraces students’ linguistic strengths. It helps students to use what they know and helps you, the teacher, to foresee these automatic transfers and focus appropriately on them. With , students can easily enjoy what is easy, and, at the same time, the more complex issues can be made clearer for them.
Tip Especially with lower levels, prioritise, teach and, if possible, display on your classroom walls words / phrases students need to speak and interact in English from the star t. This increases their expectation to actually do so. 9
The right level of challenge treats adults with respect throughout, with the appropriate degree of challenge. Here are four examples: 1.
A question syllabus
Every lesson begins with a question as the title. This provides one of the task-based elements of . Students are set a challenge – in the form of a question – at the beginning of each lesson, which they learn to accomplish by the end. This gives a constant sense of achievement crucial to building and keeping confidence. There are 60 questions in all, on audio and revised in the last exercise of each of the Review lessons. These questions can also form the basis for the oral test at the end of the course. Tell students that if they learn to ask and answer the 60 questions well – all of which they can see at a glance in the Language Map on pp. 4-7 – they will have completed the level successfully. You can also use the question column in this map as the basis for a diagnostic test to determine where to place new students. 2.
A balanced approach to grammar
offers a rich grammar input, blending traditional and newer approaches, not just the usual elicitation, tables, and rules. It combines an innovative blend of: ➤
inductive grammar, with students discovering patterns and completing rules for themselves in and around the lesson-page grammar boxes;
➤
deductive grammar, through interesting facts about language in the World of English boxes;
➤
regular reminders of key rules, through the
➤
a discrete degree of contrastive grammar analysis, by showing what not to say via Common Mistakes .
R
And there is a wide variety of extra gram mar practice in the Workbook, online and in the Tests, along with many suggestions for oral drills in the Teacher’s Book.
Course structure and components Nowadays, many English courses tend to be too long, or inflexible, meaning teachers either have to rush to get through them – denying students the practice they need to achieve an adequate degree of fluency – or start deleting sections, leaving students frustrated and sometimes even slightly cheated for not being allowed to use the material they paid for. was designed to be flexible, so you can tailor it to fit your timetable. provides 80-100 class hours of teaching.
has… ➤
ten core units, each comprised of five approximately one-hour lessons, = 50 lessons of Grammar, Vocabulary, Speaking and Skills;
➤
ten optional video lessons, Café, to be done at the end of each unit = 60 lessons including the video;
➤
six one-page Writing lessons, to be done in class and / or at home;
➤
five two-page Review lessons (in class and / or at home);
➤
one two-page midterm Review game after unit 5;
➤
Grammar: ten pages of Grammar Reference + corresponding exercises + self-check answer key on the Portal;
➤
Audio Script: highlights features of pronunciation;
➤
Sounds and Usual Spellings: a complete pronunciation reference chart (see Teacher’s Book Intro p. 14);
➤
Workbook: one page of revision and extra practice material per lesson;
➤
Phrase Bank: most important phrases per unit / topic;
➤
Portal: includes a Teacher’s Area and a St udent’s Area. These can be accessed using the code that comes with the book (see Teacher’s Book Intro p. 15);
➤
Digital Book for Teachers: IWB version . For shorterlength courses (of about 40-50 hours), we suggest you use the Split editions of , which incorporate units 1 to 5 and units 6 to 10 both of the Student’s Book and the Workbook. Use the midterm review as the basis for an in-class oral test at the end of Split edition 3A, plus the tests from the Test Studio.
It has to be personal
After providing t he extensive oral and aural practice that students need, each phase of every lesson in (and many in the Workbook) ends with a MAKE IT PERSONAL activity. Imagine language learning without adequate personalisation: it would be unpleasant as well as pointless, a bit like trying to learn theoretical Latin! This is how students take steps to build their English identity. They learn to say a little bit more about themselves each time – whether it is to ask and answer personal information, to give or share opinions (which in they do right from the start) or to role-play a situation, dealing with a series of questions or problems, thus growing both in confidence and knowledge. Successfully ‘making it personal’ is what makes students believe that they can be themselves, who they really are in English.
10
You will quickly see that almost every lesson includes Common Mistakes . This is a flexible resource to help students and teachers anticipate and more quickly avoid, review and remember typical learner errors – without reference to or use of L1. It is a key resource in fostering accuracy of language form. The choice of errors is based on extensive research and our combined teaching experience worldwide, but, while obviously referring to typical L1 transfer problems, they never force you or your students to translate. On the contrary, unique to , the point is f irmly made without any need for translation.
box;
Plus, there is a full 20-page deductive grammar section at the back of the Student’s Book , providing a page of grammar accompanied by a corresponding page of exercises for each unit. This can be done in class, when necessary, or assigned as homework. The answer key is on the Portal, so you do not need to get involved in more marking – unless, of course, you want to!
3.
4. Avoid common mistakes to speak better, more quickly
Organisation and Timing of a Unit UNIT1 Student’s Book
Approximate class time L1
L1
R1
Review
Every two units + midterm review
R1
Writing
Every two units
W1
Café
1 episode per unit
Café 1
Workbook
5 pages per unit
L2
L2
L3
L3
L4
L4
L5
5-7 hours
1-2 classes per review
1 hour per writing
ID
WB1
L5
1 hour per episode
WB2
WB3
Student’s Portal
WB4
WB5
Homework – 1 hour per page. Not to be done in class 1 hour per lesson. Not to be done in class
Workbook (5 hours) ID Café
(1 hour)
W (1 hour) R (1-2 hours)
Total hours of 1 unit (5-10)
SB (5-7 hours)
Total course hours (80-100)
Motivating features
Tip If students do not know / like or respond well to the songs
Classic song lines to ‘hook’ language
from which we have taken the song lines, a great homework activity is to get them to research and suggest a better song line which they like and which links to the lexis, grammar or theme of any lesson.
Throughout , significant use of music is made in exercises, cultural references, images, and, most obviously, the authentic Song lines situated at the top right of each lesson. (Lessons 1-4 in the Student’s Book and lesson 5 in the Workbook, because lesson 5 in the Student’s Book already has two titles, one for Skills, the other for in Action.) Why music? Besides being possibly the best, most motivating and certainly most popular source of English listening practice, most students, even beginners, have picked up a lot of English words through songs. But often they do not realise that they know them or t he exact meaning of what they are singi ng. Unique to , the song lines have a direct link to each lesson, whether to illustrate grammar, lexis or the theme, and are designed to provide an authentic hook to help students to remember the lesson, the language or just enjoy the puzzle of trying to remember the song itself. A great warm-up for any lesson is to hum the melody or play the song and see if students can remember the words.
In the Teacher’s Book step-by-step lesson plan, there is background detail about the song, singer / band and date of release, plus a tip for getting the most out of each Song line. There is also an instrumental extract of the songs, available in the Teacher’s Area of the Portal, for you to use when appropriate.
Tip As students progress and acquire more English, ask them: What do you associate the song with? See what they come up with, e.g., a moment, night, dance, film. The possibilities for personalisation and genuine fluency practice are immense.
In lesson 5 in the Workbook, students are asked to look back at the five songs in each unit and find the link to the lesson as a way of reviewing the units in a fun way. The answers are in the Workbook answer key. 11
For both pedagogical and copyright reasons, we only reproduced a small key section of the song, but that is the aim: to ‘hook’ part of the lesson in a memorable and motivating way. Obviously, with your own classes you can: ➤
get them to research the songs, singers / bands, find the complete lyrics, translations, videos, etc;
➤
use snatches of the songs as tool for Warm-up, review, listening for pleasure, an end of t he lesson sing-along, etc.
Below you will find some forms to explore the picture dictionary. The same suggestions can be used when appropriate. ➤
Students cover the list of words. In pairs, they take turns pointing to the photos and asking and answering about all the objects. Then they can exchange roles.
➤
Students cover the short dialogues in in Action. They look at the photos and read MAKE IT PERSONAL to act out the five conversations in pairs.
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Students cover the phrases. In pairs, they point to the photos and ask and answer a question which depends on the topic of the unit.
We are sure you will enjoy this new resource!
Note We do not suggest you use these songs in full. Many are not actually appropriate for the level when you look at the complete lyrics, but the lines we have chosen are globally famous and should be easy to identify and be sung by at least some students.
Welcome to World of English We teachers are used to talking about language with higherlevel students, but much less so at less advanced levels. helps you to do so right from the start. World of English boxes – built into most lessons – talk to students respectfully, as insiders or ‘language experts’, which of course they all are in their mother tongues. Easily comprehensible, yet adult in tone, these boxes give students interesting tips and facts about international English and how to learn it faster.
teaches Cyber English Information technology is responsible for many new English words, most of which are now international. Cyber English boxes regularly highlight and teach these contemporary words and expressions. Research suggests this is one of the most motivating aspects of language learning for all age groups.
Vocabulary Vocabulary teaching is a particularly strong feature of because of the variety of input and review options. 1.
A built-in picture dictionary
The most popular way to teach / learn vocabulary is through some kind of ‘picture + key’ approach. Whether flashcards, photos, a picture story or any other resource, students can determine the meaning from the visual input, without the need to translate, and then cover and test themselves. In , every unit begins with a contextualised, lessonintegrated picture dictionary. Core vocabulary is presented through various combinations of this basic four-step approach:
1. Match words / phrases to photos. 2. Guess their pronunciation (from the stress / students’ own linguistic experience and growing knowledge of English). 3. Listen to the words in context and check / repeat as necessary, immediately and / or whenever you want. Students have the words individually on the Portal audio, so they can listen to them in and out of context, whenever they wish. 4. Cover and test yourself / a partner, either immediately or any time later for review. All review lessons begin by sending students back to the picture dictionary elements in each unit to review and remember words. Virtually none of the images in are purely illustrative. Almost all of them are contextualised and reworked to present, review and test vocabulary in our unique ‘Picture Dictionar y System’. 12
2.
A cognate-friendly approach
’s lexical syllabus is based largely on fr equency due to our comparative research into a variety of corpus studies. However, is not exclusively based on frequency. We have not limited our choices to what is common in native speakers’ speech, as we are not tryi ng to convert learners into native speakers, but rather to help them to ex press themselves, their ideas and identities as fast a s they can using all their existing linguistic resources. Thousands of words with cognate relationships are common to English and most Latin languages. Over 1,500 of these are very common. There are also thousands of recognisable cognate-rooted words. By systematically building them into , we feel we have created a unique opportunity for students to progress more quickly and more comfortably with English. Put simply, they can both understand and produce more language – and more interesting adult language – faster. Throughout their learning process, students make crosslinguistic connections, so we have chosen to systematically nurture this strategy throughout . It enhances both their language awareness and their English lexical knowledge, making learning more efficient. prides itself on helping students to expand their vocabulary quickly. Lexical presentations often separate what is ‘known / easy,’ whether from international English, words already seen in the course, or near cognates, from ‘what is new / unfamiliar’, to help students focus better. Familiar words mainly require attention for pronunciation and spelling, whereas the unfamiliar ones require more effort to learn meaning. This provides a valuable additional ‘hook’ into students’ memory. Significant stress or word formation patterns are regularly highlighted to enable ‘learning leaps’. This can be seen on 3, p. 15, where adjectives are learned. For example, students learn some adjective suffixes (-able, -efficient and -friendly) consciously works on developing the confidence students need to begin to guess how words might be pronounced or spelled in English. Guessing – being willing to take a shot, bringing in words that are already known and which might work well in English – is a key learning strategy often ig nored. Embracing cognates also allows more i nteresting and more adult speaking and listeni ng tasks, e.g., asking Any coincidences / similarities / pronunciation surprises?, What have you got in common? Who is more assertive?, etc. The authors all feel that a key lesson they have learned from their many years of teaching is ‘to let students use their brains’ and not be restr icted by only seeing oversimplified language.
Tip We do not suggest you drill all these words nor try to make them all into active vocabulary. In most cases, cognates are there just as passive vocabulary, actually helping students to understand more. We see no point in hiding words from students when they can cope with them, and indeed they usually enjoy doing so. The words which become active differ greatly from group to group and will always be your choice, not ours. We are simply trying to give students access to more adult language more quickly.
Skills Speaking teaches spoken English and prioritises oral fluency. Why? Because that is what monolingual classes in nonAnglophone countries need / want most. In order to learn both fast and well, students should be given every opportunity to try to express their ideas and opinions in comprehensible English. However, the on-page skill heads focus only on listening, reading and pronunciation. Why? Since every lesson is full of controlled oral practice and personalised speaking opportunities even within gr ammar, vocabulary and other skil ls sections, had we put heads for speaking, we also would have ended up with double heads throughout the book! So, we have opted to use speech bubbles on every page to indicate where there is a speaking task.
Listening Statistics show listening is approximately 45% of any language (speaking is 30%, reading 16% and writing 9%). In other words, we spend almost half of the time we are in contact with any listening. It is the primary skill too – just t hin k how babies learn – and the one that needs the most practice. has a large amount of recorded material, around 200 tracks in the Student’s Book, together with around 100 more tracks in t he Workbook, which are available on the Portal. In class, you can pick and choose what to use and how many times students need to listen, knowing that they can listen to all of it as much as they like at home. There is at least one listening activity in every Workbook lesson, as we strongly believe in assigning aural homework.
Reading provides students with substantial reading practice in terms of: ➤
amount: there is a lot to read in every lesson, from the authentic Song lines and World of English boxes to the Audio Script at the back;
➤
complexity of text: through selective use of cognates to enrich texts. Compare, for example, the texts in Starter with those in traditional course books. We have used a very rich range of words, because knowing our target students’ language allows us to select a syllabus of words that are already familiar to them.
Most texts are from authentic sources, mainly the Internet, magazines and newspapers. Some are ‘untouched’, while others are adapted to provide the best input for classroom language learning.
Writing Research suggests the following formula is what most teachers and students favour: writing is imposed where
necessary, but is not overly forced in class because class time is precious. Rather, it is drip-fed throughout , when it is either essential or you consider it to be the best pedagogical option. There are plenty of optional supplementary writing exercises suggested lesson by lesson in t he Teacher’s Book. The required writing syllabus is primarily covered by the six writing lessons at the back of the Student’s Book, covering six different genres. Here students are given a clear written model, a variety of tasks to analyse it, specific writing tips and a structured model to draft and check it, then send on to a classmate before finally submitting it to you. The intention is to protect you, the busy teacher, from having to dedicate time to excessive marking of avoidable mistakes, as well as to help students to be more in control of their own writing.
Skills and
in Action
As you will immediately see, the fifth and final lesson in each unit is different to the others. It has a different background, is split in half and has two titles. The first part, Skills, gives half a lesson on specific reading or listening skills practice around an adapted authentic text. At lower levels, we prioritise a variety of reading skills, because it is generally difficult to get students to read, and also because our listening focus is so strong throughout the book. See the Language Map on pp. 4-7 for a list of sub-skills.
in The second half of this final lesson in each unit, Action, provides contextualised functional practice, usually dialogue-lead and ending with a personalised roleplay, surveys or problem-solving situation. Communicative functions are every where in , but we felt it was necessary to have a specific functional outcome in an authentic context to close each unit. Teachers and students put such value on becoming communicative competent in familiar situations, with increasingly natural conversation strategies. See the Language Map on pp. 4-7 for a list of functions.
Pronunciation A learning-friendly audio script Audio Script section is not just a script to be read and / or listened to with no clear focus. It is designed to provide real training with listening and pronunciation: after all, pronunciation is learned primarily through listening. It aims to help students to learn to listen better as the course progresses by focusing on features of pronunciation: noticing sounds, stress, aspects of connected speech, intonation and spelling relationships; ➤ spoken language (e.g., noticing discourse signals such as fillers, pauses, repetition, self-correction and interruptions); ➤ listening sub-skills, like inferri ng, predicting, identifying main points in d iscourse, understanding attitudinal meaning and all aspects of listening. Again, it is flexible and both teacher and learner friendly. All the tasks are ‘noticing’ tasks, with different aspects to focus on in each text. The tasks are always ‘highlighted’, making them all free-standing to avoid the need for teacher intervention, unless you wish to spend time here. You can choose to do them in class, or students can do them on their own. ➤
It is a good idea for students to li sten, read and notice the Audio Script tasks as extr a preparation before a role-play. Rather than just listening (and reading) again and again, 13
trying to memorise dialogues before role-playing them, these tasks give a clear focus for additional listening and pronunciation practice before a role-play. The Audio Script section brings relevant noticing tasks designed both to make students think and to motivate them towards pronunciation.
Tip An excellent homework activity is to ask students to do the noticing tasks and then field any questions in the next lesson.
Word stress is shown in pink only the first time a word appears in either a word list or a reading text, but not in rubrics, nor when it appears again either in the same text, or later in the book. To include it every time would give no sense of syllabus or progress to students. The whole ethos of is to make students use their brains, not spoon-feed them! We want them to think ‘I’ve seen this already and I need to remember how to pronounce it’.
However, we have left this page largely optional, only sending students there from the Review lessons to learn the model words for each sound. You, the teacher, should do what you think works best with your students. While you have the option of teaching the sounds and even the symbols from this chart, does not force this, as it should depend on individual teaching preferences. The vowels chart on p. 154 of the Student’s Book is based on Sound Foundations: Learning and Teaching Pronunciation, by Adrian Underhill (Oxford: Macmillan Publishers Limited, 1994). This format helps students to understand how the sounds are produced in the mouth based on the opening of the jaw and the spreading of the lips. See the illustration below. lips spread
lips rounded closed jaw
Real help with all aspects of pronunciation Pronunciation should be taught rigorously because of its basic role in communication. It allows us to understand and convey meaning, and good pronunciation helps you both to comprehend and to communicate better. However, this is an area where teachers often struggle, and course books have often failed to deal with it either systematically or in a ‘friendly’ way. Pronunciation is at the heart of . New words are always introduced in context, so students at least hear, for example, nouns preceded by indefinite articles (a book, an apple), as they usually would outside a classroom, and are trained to pick them out in connected speech, rather than unnaturally, one at a time. At the same time, all the basic ‘listen and repeat’ drills for new words, which so many students love and need, are available in the Workbook, for them to drill themselves outside class. ➤
Phonetic symbols are occasionally used in lexical presentations to highlight irregular sound and spelling patterns, when experience shows learners will probably otherwise get it wrong.
➤
A significant breakthrough is the Sounds and Usual Spellings table on pp. 154-155. This gives two illustrated model words for each of the 40 sounds in British English and access to the IPA phonetic symbols.
Knowing all the potential sounds in a language sets a ceiling on students’ guesses and builds confidence. If students can learn those two words per sound, they should be able to have a reasonable guess at the pronunciation of words in a dictionary and begin to get comfortable with using phonetics. Remember, learning to guess the pronunciation of new words is a key skill. The table also provides model words to illustrate the usual spelling patterns for each sound. Sensitising students to sound-spelling combinations is a key part of learning how to read, write and pronounce with confidence. Initially, just provides example words, but as the cours e progresses, the rules are made explicit to students. In Starter and level 1, we model the usual spellings for each sound in order to begin to familiarise students with predictable spelling-pronunciation relationships. In levels 2 and 3, we also provide the exceptions, so this slowly builds into a complete sounds-spelling reference. All of this aims to sensitise students to the patterns of English and develop a ‘sense’ for English. 14
open jaw
The organisation of the consonants chart on p. 155 of the Student’s Book is based on the articulation points used for producing those sounds according to author / teacher Robin Walker. ➤
Both the vowels and consonants charts are laid out as a ‘map of the mouth’, according to where in the mouth the sounds are produced.
➤
A unique feature is the highlighting of sounds that are difficult for non-native speakers. This builds confidence, as these students immediately see what is easy for them, but also motivates them to focus and facilitates their efforts to learn what is hard for them. Learning sounds which do not exist in their L1 largely involves breaking habits of a lifetime, finding new articulation points and different combinations of muscle movement, voicing and breathing.
Note For students with mother tongues other than Spanish or Portuguese, we suggest you spend some time on the chart, marking it up for them in the same way. A good resource for this is Swan, M. Learner English , OUP, 2001, or, more recently, Hancock, M. English Pronunciation in Use – Elementary , CUP, 2003. ➤
Standard British English is the chosen model for most listen-and-repeat activities, but students are exposed to a range of accents and types of English, both native and non-native. We are all aware of the need to teach international English, and is full of global accents for this reason.
➤
All new polysyllabic words are introduced in context, with the stress highlighted for students in pink. Regularly marking stress on new words (in the book and on the board) means you progress from just teaching form and spelling to prioritising teaching, modelling and recording spoken language.
➤
focuses right from the start on all aspects of connected speech, and there are exercises in all components on sentence stress, reductions and intonation, particularly in the Audio Script, as mentioned previously.
Learner autonomy Learner autonomy, sometimes al so called lear ner independence, is t he ability of a learner t o take charge of his / her own learning. Autonomous learners have an active role in their learning processes, which means they make the most out of every lear ning opportun ity, both in and out of class. There is never enough time for students to learn a language in class, even if they were to come and be fully attentive to every minute of every lesson. Nor is there ever time for them to cover every exercise fully. That means any good course has to be largely transparent to students both in and out of class and give them effective and efficient tools for autonomous study out of class. Learners need to be able both to self-monitor and to selfevaluate, or motivation becomes hard to maintain, and success less likely. is the most student-friendly course yet, as it is very linguistically accessible to students. Every page is written in concise, simple, cognate-friendly English to be easily understood by students who have missed class.
facilitates autonomous learning Without adequate revision, students are not going to learn much at all. Throughout the course, they can look forward and back to find interesting activities to practise on their own. The regular Review lessons after units 2, 4, 6, 8 and 10 recycle key vocabulary and grammar, revise and extend the Common Mistakes , take them back to re-read and listen again to selected texts and finally revisit and answer all the questions from the lesson titles. also has a fully integrated Easy Autonomous Learning program , mapped out as links to other sections, when that option becomes the logical next step. Step-bystep lesson plans in the Teacher’s Book also make it clear which components can be used to further practise or revise core lesson contents. The components of
are:
➤
the reference to the Grammar section after each Grammar box;
➤
the reference to the Workbook at the end of each lesson;
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carefully scheduled links to the Writing lessons;
➤
the Sounds and Spelling chart;
…plus all the optional noticing tasks in the Audio Script and all the content on the Portal. Students who regularly have to miss lessons should be trained to use these routes to catch up. For example, how to: ➤
use the picture dictionary pages to cover the words and test themselves;
➤
listen again to texts which they have read in class via the audio on the Portal;
➤
work on their own pronunciation using the pink indication for word stress in all new polysyllabic words;
➤
do the Audio Script tasks and use the Sounds and Spelling chart;
➤
use the Word List and Phrase Bank from the Porta l for constant revision, e.g., by recording, listening to and
repeating the Phrase Bank on their phones, in their cars, etc; ➤
ask and answer the title questions, plus follow-up questions;
➤
look at and avoid the Common Mistakes;
➤
investigate and sing the Song lines via the Internet, etc;
➤
enjoy all the features of the Portal.
We suggest you spend some class time t aking students through each of these features and regularly remind them how much they can do with on their own.
English
Learning Platform
English Learni ng Platform is a resource consisting of a Portal, a Vir tual Learning Environment (VLE) and t he Test Studio – a test generator. This amazing blended learning tool has been developed in parallel with the series and combines the best of formal and informal learning to extend, review and test core lesson content. The full range of resources is available to teachers and students who adopt any of the English levels. English Learning Platform will be regularly updated with new features and content, and we believe b oth students and teachers will enjoy and benefit from its content. To access the platform, go to and use the access code that comes on the inside front cover of the Student’s Book.
Website Format Teacher’s Area: Download Grammar and Writing sections, answer keys, teaching tips, and Common European Framework (CEF) mapping documents. Teachers have access to the VLE to assign tasks and track students’ progress. You can also add your own activities, such as tests created in the Test Studio. The Test Studio is a test generator where you will be able to create unit tests, review tests, end-of-semester tests or tests for the whole book. You can choose to include reading, listening, grammar or vocabulary tasks in your tests. This tool allows you to create printable or interactive tests that can be uploaded to the VLE. You can also add them to your own Learning Management System (LMS).
Student’s Area: Watch all Café episodes and other videos that are par t of the core Student’s Book material. Listen to all audio material from the Student’s Book and Workbook. It is possible for students to download useful lists of Common Mistakes , World of English tips and more. Launch the VLE w ith formal extr a practice. In the Student’s Area, students can keep up with breaking news and access ready-made activities to practise comprehension of current world news.
Workbook In the Workbook, a single page corresponds to each Student’s Book lesson, designed to consolidate and reinforce all the main language. Exercises can be used in class, e.g., for fast finishers or extra practice of specific areas. It includes: ➤
a variety of exercises, texts and puzzles to scaffold, continue practising and extend the main Grammar and Vocabulary of each lesson;
➤
Skills Practice: at least one listening activity per lesson to continue practising the most important skill outside class, plus plenty of short, juicy reading texts; 15
➤
a drill per unit at lower levels;
➤
cyber-tool references that encourage students to engage with English beyond the Workbook itself;
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an additional Song line for every 5th lesson;
➤
a final check-back activity to revisit the Song lines from each lesson in the Student’s Book unit, look for a link with the language / topic of the lesson itself as an additional fun way to review the unit and facilitate memorisation. The answer key for these and all the other exercises is at the back of the Workbook, so you can use it entirely for autonomous study if you wish.
gives students their own Phrase Bank After dictionaries, phrase books are probably the world’s most popular language learning tool. In a four-page section at the back of the Workbook, provides a unique unitby-unit Phrase Bank of all the key phrases, expressions, and exchanges students are expected to learn. To provide context and reduce the need for translation, language is grouped by theme. Students are referred there after each unit to listen and revise. But of course, they can come at any time – before, during or after any lesson – to look for phrases they wish to use. It is a great resource to download and listen to when working out or in a car, for example, or to mentally translate until students feel they have acquired them.
Tip We have not forced students to translate, as that is your / their choice, not ours. Perhaps you can suggest they write any translations in pencil next to phrases they find difficult to remember. Then, another day, they should cover the phrase in English, look at the translations and try to remember the phrase. Once students can do it, they should erase the translation to feel a sense of progress. This encourages them to see translation as a temporary rather than a permanent tool.
Café These are fun videos consisting of ten independent episodes, which were specially produced for English . The episodes present, review, consolidate and extend the main language content and context of each unit and target the key elements to give students further practice in real situations.
16
We suggest you watch and do these lessons at the end of each unit, or whenever appropriate after that. Remember: students can watch them on the Portal, so you can assign them all for homework if you are pressed for t ime. Besides the ten core unit videos, there are also two extra Café videos for this level available on the Portal. The videos use American English but notes are given to point out any differences in vocabulary, pronunciation or spelling.
Teacher’s Book This book provides a complete step-by-step lesson plan for every lesson from beginning to end, offering: ➤
unit and lesson overviews;
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detailed lesson aims;
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a Warm-up for every lesson;
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alternative, books-closed presentations for key new structures where appropriate;
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language and cultural notes;
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background information about the song lines;
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a vast number of teaching tips to bring variety to your classes;
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regular suggestions for both stronger and weaker classes and for fast finishers;
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ideas for extra writing and homework;
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suggestions for IWB activities and extra material to bring to class.
Digital Book for Teachers / IWB The Digital Book for Teachers is a separate medium containing all the pages of the Student’s Book. Teachers can use this resource to promote variety in their classes, so that students can see the images on the IWB instead of looking at the book. On the next pages you will find detailed information about all the features of English .
Welcome to
Finally, an English course
you can understand!
Famous Song lines illustrate language from lessons.
Lesson titles are questions you learn to answer during the lessons.
Common Mistakes anticipate and prevent your errors.
Contextualised picture dictionary to present and revise vocabulary.
Speech bubbles: models for speaking.
17
World of English: interesting facts and study tips.
boxes: extra grammar and pronunciation rules. R
Stimulating Grammar practice.
Word stress in pink on new words. Make it personal: personalised speaking to express your identity in English.
18
Easy Autonomous Learning system integrates all components for comprehensive autonomous study.
Authentic videos present topics in real contexts.
Skills: extra listening and reading practice.
Cyber English: the English of digital technology.
in Action: communication in common situations.
19
Reviews systematically recycle language.
A midterm dynamic game reviews the language students have learned.
20
Café: sitcom videos to consolidate language.
A complete Grammar reference with exercises.
21
Two illustrated key words for each sound help students memorise them.
Coloured frames identify voiced and unvoiced consonants.
Icon ! highlights difficult sounds for non-native speakers.
Extra examples of common spellings for each sound.
22
Pictures illustrate how and where sounds are produced.
Audio Script activities to consolidate pronunciation.
Portal: practice activities, games, extra audio, videos... and more!
23
Workbook to practise and consolidate lessons.
Phrase Bank to prastise common expressions.
The opportunity for you to learn English!
1 Unit overview: In unit 1, sts review and practise past and present tenses. They also study and use emphatic forms of auxiliaries and adverbs in the contexts of relationships, friendships, personalities, online dating and personal love stories.
Do you know all your classmates? Lesson Aims: Sts review and learn questions to get to know new people via the contexts of speed dating and speed friending. 1 . 1 n o s s e L
Function
Language
Asking and answering questions to get to know people quickly.
Which football team do you and your family support?
Talking about / Listening to ways to meet new people.
I don’t know. Maybe by using a phone app.
Talking about advantages and disadvantages of speed dating.
I guess one advantage is that you meet a lot of different people.
Taking part i n a speed friending activity.
‘What’s the most fun place you’ve been to?’ ‘Hmm, let me think…’
Vocabulary: Fillers / Expressions for gaining time to think or answer: ‘Well, let’s see’, ‘That’s a good question’, ‘That’s a difficult one’. Grammar: Prepositions at the end of questions. Before the lesson: Write the lesson’s Song line (p. 5) on the board.
Warm-up Welcome sts and introduce yourself briefly. Get to know sts’ names. Then, have them read the Song line on the board. Ask: Have you heard this song before? Do you know the song title? Who recorded it? Then, elicit sts’ opinions about the Song line: Is this a nice way of introducing yourself? Would you be impressed?
Song line: Please allow me to introduce myself. I am a man of wealth and taste. Song: ‘Sympathy for the Devil’ Band: The Rolling Stones (UK) Year: 1973 The song was also recorded by American band Guns N’ Roses in 1994 for the soundtrack of the film Interview with the Vampire .
Ask the whole class: When you meet someone new, what do you usually say about yourself? And what questions do you usually ask? Elicit a few questions from sts. Then, pair sts up and say: Think of five cool questions to get to know someone quickly. Write them down on a piece of paper. Have pairs work together to brainstorm five questions and write them down. Circulate among pairs and monitor their work. Have pairs swap their sets of questions, or collect and distribute sts’ slips of paper at random. Ask sts to interview their partners with the swapped questions. Classcheck by having sts tell the class what they’ve learned about their partners. Invite sts to look at the questions again. Ask: In your opinion, which is the coolest or best question to get to know somebody you’ve just met? Have sts read their selected questions aloud. For each question, ask the class: Would you ask this question to make a new friend? What about on a first date?
1 Listening A Books open. Although sts are likely to look at the photos on the page, do not explore them now, as they will be covered later in the lesson (2B). Instead, have sts look at their sets of questions from the Warm-up activity. Then, point to the webpage on p. 4 and ask: Did you ask similar questions? Allow time for sts to read and compare questions briefly. Assign new pairs. Have sts in each pair use questions from the webpage to interview each other. Classcheck by having sts report their partners’ answers to the whole class. Ask: What have you got in common? Any coincidences?
Tip To help sts get to know their own teacher (better), have them take turns asking you a few of the questions they wrote and the questions from the webpage on p. 4. Encourage them to guess your answers now and then. Personal answers.
B Point to A and ask the whole class: Are they all interesting questions? Which one(s) would you not ask on a first date? Have sts work in pairs to choose questions in A they wouldn’t ask on a first date. Classcheck. Personal answers.
C Ask the whole class: What’s the best place to make new friends? Then ask: What’s the best way to meet a new girlfriend or boyfriend? Pair sts up and have them think of five ways or places to meet new people. Classcheck. Write Speed Dating on the board and find out how much sts know about it. Then, tell them they are going to hear two friends talking about speed dating. Say: Listen and see if they mention the places or ways you talked about. Play 1.1. Paircheck. Replay the track if necessary. Classcheck. 25
1.1 1.1 Notice
the sentence stress and pauses. M = Mika C = Craig M Got any plans for the weekend? C Yep, going speed dating, first time ever. M Spee– what? C Speed dating. Like normal dating, but faster. You go to the website, register, pay a small fee and write about yourself. If they OK your profile, they send you to a place with lots of potential partners.
M Oh, like dating roulette. And you get to talk to all the women? C Yeah, all ten of them. In a restaurant, a bar or something. The women sit down and wait; the men circulate. Yeah, like human roulette. Only eight minutes per partner. That’s the fun of it.
M So, er, what kind of women are you attracted to? C Me? I’m, er, not really looking for romance. Just, you know, I wanna, I wanna make new friends.
M So for you it’s ‘speed friending’ then? C Hey, love the word. Yeah. Not ready for a serious
C J C J
Well, I don’t know… I, erm… Listen, Charlie. Can I call you that? Er… Yeah, Charlie. We only have eight minutes… Have you got your questions ready?
C You mean like a list or something? No, I… J Well, I do. First question. What’s the... 1. 32, on his own / alone 2. No, he didn’t. impolite, objective 4. Personal answer.
3. impatient,
2 Grammar: Questions ending with prepositions A Elicit questions sts can remember from Craig’s first date. Point to number 1 and elicit the correct order of words. Warn sts that there is an extra word that won’t be used to form the questions. Have sts reorder the words in questions 1-3. Paircheck.
relationship yet.
Ways and places mentioned: speed dating, a website, a restaurant, a bar, speed friending
D Say: Craig has tried speed dating before. True or false? Have sts write T or F next to number 1. Have sts work in pairs to decide whether sentences 2-5 are true or false. Play 1.1 again so sts can check their answers. Classcheck by writing the answers on the board. 1. F 2. F
3. T
4. F
Play 1.3 so sts can check their answers. Classcheck by writing the answers on the board. Replay 1.3 for choral repetition. 1.3
1 Who do you live with? 2 What exactly are you looking for? 3 What do you want to talk about?
5. F
E Ask the class: What do you think of speed dating? Would you ever try it? Have a student read the opinion in the speech bubble and then ask the class: Do you agree? Assign new pairs and have them brainstorm three advantages and three disadvantages of speed dating. Classcheck, involving all sts in the discussion. Personal answers.
F Tell sts they are going to listen to Craig meet his first date at the speed dating event. Have sts look at 1-4 and play 1.2 so they can complete the statements or answer the questions. Paircheck. Replay 1.2 if necessary. Classcheck. 1.2 Notice
1. Who do you live with? are 2. What exactly are you looking for? do 3. What do you want to talk about? speaking
/w/ and silent /w/.
J = Jenny C = Craig C Hi… You’re… er, can’t read your name tag, Janna, Jenna… Jenny! Jenny. Nice name!
J Yeah, whatever. And you’re… Craig… Who do you live with? C Excuse me? J You’re not one of those 40-year-old losers who live with
Stronger classes Have sts mark sentence stress in questions 1-3. Tell them to underline the two or three most important words in each question. It is useful to inform sts that the ‘most important’ words are the ones which carry the meaning – the ones people would have to include in the shortest possible text message. Monitor and help sts as necessary. Then, have sts share their answers with the whole class when you play 1.3 to check word order. Write sts’ markings on the board and use them to conduct a choral repetition as follows. Clap on each stress to make the stresses more noticeable for sts. 1. Who do you live with? 2. What exactly are you looking for? 3. What do you want to talk about? Read the R box with sts and have them circle the word to correctly complete the rule for common English usage. Classcheck. Read Common Mistakes and drill the correct question, ‘What do you spend the most money on?’. Have sts briefly ask and answer this question in pairs. Classcheck. Elicit more questions ending in prepositions, such as, ‘What are you looking at?’ or ‘Who do you work for?’. R
box
end
their parents, are you?
C Er… no. I live on my own and I… I’m 32. So, Jenny, tell me… What exactly are you looking for?
J You’ll find out soon enough. Why don’t we get started then… What do you want to talk about? 26
B Focus sts’ attention on the photos on pp. 4-5. Elicit all the details sts can see or recognise. Say: Now we’re going to listen to Craig and Jenny getting to know each other. What’s part 1 about? Have sts use the photos to make predictions.
1.1
Play the first part of 1.4 and then pause the track. Ask: Which photo are they talking about? (the photo of Disneyland). Have sts write 1 on the photo. Play the rest of 1.4 so sts can match the other photos to the remaining parts of the track. Paircheck. Replay 1.4 if necessary. Classcheck. Read the final question in B and ask sts to answer it in pairs. Classcheck. 1.4 Notice
the intonation . J = Jenny C = Craig 1 J First question… What’s the most fun place you’ve been to? C You mean like a city or something? J Use your imagination. C Let me think… Probably… er… Disneyland. I went when I was young and there’s this…
J OK. Your turn. 2 C So, Jenny, tell me about your friends… Who are… Which three people do you spend the most time with?
J C J C 3 C
Jojo, Barry and Harry. OK. Are they your friends, colleagues or…?
C Have sts complete the end of each question with an appropriate preposition or leave it blank where there should not be a preposition. Paircheck. Play 1.4 again so sts can check their answers. Classcheck by writing the answers on the board. 1. to 2. with 3. to 4. without
5. with 6. (blank) 7. of
D Invite a volunteer to ask you a question from C. Say: (Roberto), ask me number 1, please. Start your answer like this: Well, let’s see… I think it was… Invite another volunteer to ask you item 2 and use another expression from World of English . Read World of English with the whole class. Play 1.4 again and ask sts to tick any expressions they hear. Classcheck. Refer sts to AS 1.4 on p. 156.
Tip To help sts relate their first language and English, ask the class: Are there similar expressions in (sts’ mother tongue)? Which ones do you use the most?
My cats. I like cats better than most people, you know. Oh… What about your parents? Who are you closer to – your mum or your dad?
J Mum. Definitely. I haven’t spoken to my father in years… Don’t want to talk about that.
C Oh, I’m sorry. J Don’t be. Your turn. 4 C Hmm… I don’t know… er… What’s something you just
Let me think… That’s a difficult one. That’s a good question. Well...
E
MAKE IT PERSONAL Ask sts to swap partners. Have the
new pairs take turns asking and answering questions 1-7 from activity C. Encourage them to use expressions from activity D. Classcheck by having sts report their partners’ answers to the whole class.
can’t live without?
J Hmm… That’s a difficult one. My mobile phone. I’d die if I lost it.
C Same here. My whole life’s in this mobile phone. 5 J OK. My turn. What celebrity would you enjoy having dinner with?
C Hmm… I’d have to say Megan Fox... J Oh my God, me too! She’s the best. I’ve seen all of her films.
C Really? Isn’t she fantastic? 6 C So… Speaking of films, what was the last film that made
F Have sts work in the same pairs to prepare questions with words from the box. Tell them that they will take part in their own speed friending activity. Walk around and offer help as necessary. Classcheck questions by writing the answers on the board. Possible questions: What are you good at? What are you most impatient with? Is there anything or anyone you’re jealous of? Who would you never live with? / Who would you enjoy living with? Which three things do you spend (the most) money on?
you cry?
J That’s a good question… Well, probably Hachi . I mean, I know I love cats, but that dog was just so cute.
C No way! I cried like a baby watching that one too. J Wasn’t the last scene like… the saddest thing you’ve ever seen?
C Totally. 7 J Craig, here’s my next question… What’s the one thing you’re most afraid of?
C Promise you won’t laugh? The dark. J The dark? Oh, that’s really sweet. C You think so? When I was young, I used to… 1. Disneyland (photo 3) 2. a woman and a cat (photo 2, continued on p. 5 as photo 6) 3. a woman and her mother (photo 4) 4. a woman and her mobile phone (photo 8) 5. a man having dinner and thinking of Megan Fox (photo 5) 6. Hachi (photo 7) 7. a man in the dark (photo 1) Personal answer.
G
MAKE IT PERSONAL If possible, arrange desks in two
opposing rows so that each half of the class sits facing the other. In a time limit of two minutes, have each pair of sts facing each other take turns asking and answering questions from F and other questions from this lesson. Remind sts to use expressions from World of English . When time is up, have one row of sts move down one seat and restart the activity with the new pairings. Repeat the procedure until sts have talked to at least three different classmates. Then ask: How do you feel now about speed friending? Did you have enough time to get to know people? Finally, have volunteers list things they found out they have in common with their classmates.
Workbook p. 4 ID Online Portal Grammar p. 116 27
1.2
How did your parents meet? Lesson Aims: Sts review the past simple and learn / practise phrasal verbs in the context of stories about love and relationships. 2 . 1 n o s s e L
Function
Language
Listening to / Retelling a love story.
I first met Adam two years ago.
Reading / Listening to a celebrity gossip article.
This couple broke up in 2002…
Using phrasal verbs to talk about relationships.
If you fall out with someone you love, you should…
Telling a family love story.
My father met my mother when she crashed into his car one day.
Vocabulary: To be attracted to, to fall out, to fall for, to get on well, to get back together, to split up, to get to know (someone) better. Grammar: Phrasal verbs, review of the past simple. Before the lesson: If possible, arrange seats in a horseshoe (semicircle) shape or in a line.
Warm-up Tell sts that they are going to play a memory game. Have them sit in a semicircle or stand in a line and explain the rules of the game as follows: the first student in the line says his / her name and a (true) piece of personal information, e.g., I’m Francisco and I’m an engineer. The next student has to repeat that information and add some info about himself / herself, e.g., He’s Francisco and he’s an engineer. I’m Joanna and I live in São Paulo. The third student might say, He’s Francisco and he’s an engineer. She’s Joanna and she lives in São Paulo. I’m Lucas and I’m single.
Give prompts to guide the first sts and model the activity. Note that sts might tend to repeat a pattern, for example, saying their occupation again (e.g., I’m a doctor after the previous student says I’m an engineer ). In order to avoid a simple substitution drill, ask sts to change topics each time or at least not to use the same type of information as the previous classmate. Monitor sts closely and correct their mistakes on the spot. Encourage classmates to help sts who have difficulty remembering the sentences. Be the last ‘student’ in line, so you memorise sts’ names and more info about them – st s like to see their teacher challenged!
going to restaurants… We talked about every thing and got to know each other really well. After a few months – maybe three or four – we decided to move in together – Adam lived in this sweet little house near Union Square. Things were great for the first few weeks. But then… well… little things, you know. He didn’t clean the place and he used to invite his friends round every night – I was never on my own anymore, and… we argued a lot and fell out over little things like whose turn it was to do the washing up and stuff... Eventually, after two months living together we, er… we broke up. I actually made him leave his own house, I was so angry! But then I started to miss him and I rang him and we talked about stuff… and so we got back together again. I think I… I think I’ve fallen for him again! How weird is that? But who knows what our future will bring! 1. be attracted to (someone) 2. get on (well) 3. get to know someone better 4. fall out (with someone) 5. break up
3 Vocabulary: Relationships A Point to pictures 1-6 and allow sts some seconds to understand the story. Then ask: Is this a typical love story? Is it familiar to anyone? Have sts work in pairs and match pictures 1-6 to the correct phrases. Ask sts to listen to the woman in the pictures telling the story. Play 1.5 and ask sts to point to the picture being talked about. Pause the track after each scene of the story to check sts’ answers. Classcheck by writing the answers on the board. 1.5 Notice
the silent t and the connections with vowels. I first met Adam two years ago. I was at a nightclub with my friends and he, er… he started talking to me… I think he told me some really bad jokes or something. Anyway, I was attracted to him immediately, mmm-hmm, he has this really beautiful smile and… well, we went out together a few times and, you know, we got on really well – we both love dancing, so that really helped. I thought he was funny and charming and interesting… So different to my last boyfriend! And, yeah, anyway, we started to spend more time together, hanging out, 28
6. get (back) together
Tip Ask sts to turn to AS 1.5 on p. 156 and do the AS task with them. Play 1.5 again and have sts notice connected speech. After that, ask sts to chorally repeat sentences with underlined connected sounds, e.g., I first met Adam two years ago or We went out together a few times.
B Have sts work with different partners. Elicit the past simple forms of all the verbs in A. Then, have pairs work together to retell the story from the pictures in A. Monitor closely for accuracy. At the end, have six sts collaboratively retell the story to the whole class. Have sts work in pairs to answer the question ‘Do you know anyone who broke up and t hen got back together?’. Classcheck. Personal answers. Draw sts’ attention to Common Mistakes . Make sure they use the correct past form of the verb fall and the correct preposition for the verb marry.
1.2
C Point to the celebrities in the photos and ask if sts know their names. Have sts read the article and match the couples 1-3 to the celebrities’ pictures. Paircheck. Play 1.6 to classcheck.
Play 1.7 and ask sts to check the items that are mentioned. Replay 1.7. Paircheck. Classcheck. 1.7 Notice
Kathy
I think be realistic that you, our expectations sometimes are so high… But most of marriage is lived in between the ups and the downs… And that it’s hard work. And not all the time, but it’s hard work.
Gene
Uh, I think one of the pieces of advice that my dad gave me is ‘Gene, always communicate. Always talk, talk things out.’ And I really believe that communication is so essential… And that, uh, you need to work out many different areas before you get married. Uh, I think you need to talk about money matters. I think you need to talk about child rearing. I think religion is important. I think sex takes care of itself... Pretty much… At least initially. But I really do think there are some topics or some areas that need to be hashed out, otherwise it’s conflict.
Karl
You gotta learn to, uh, give more than you take, or you’ll never make it and, uh, that, that’s the bottom line.
1.6
1 This couple broke up in 2002, after knowing each other for many years. Some people say that they fell out because she was cheating on him with her choreographer.
2 They met in 1989 when she moved to the USA. They started hanging out, moved in together and got married a year later. They adopted two children, but as time went by, they began to drift apart and eventually went their separate ways. They got divorced in 2001.
3 This couple fell for each other in 1998, got married in July 2000 and broke up five years later. Both went on to date Hollywood stars. Rumour has it that they’re still not on speaking terms to this day, although their two boys, David and Rocco, spend time with both parents.
1. Britney Spears (b) and Justin Timberlake (bottom right photo) 2. Nicole Kidman (a) and Tom Cruise (bottom centre photo)
Bonnie And you need, you need to, you know, grow together, uh, in what, in what you do… Try new things, you know. Go out and start skiing if you haven’t done it, do it as a couple. Do things together, you know, or as a family if you have a family. I think those are important things too, you know. Don’t you have your own hobbies and your husband or spouse have their own hobbies. That’s not a real good way…
3. Madonna (c) and Guy Ritchie (bottom left photo)
D Point to the first expression in bold in C and ask: What does ‘fall out’ mean? Refer sts to the table and have them write the present form of the verbs in bold from their correct definitions. Paircheck. Classcheck. Cheat
Drift apart
Hang out
Fall for
Move in
Break up
C beside
Read the Song line on the top of p. 7 and ask if sts know the song or the singer who recorded it. Highlight the use of the phrasal verb ‘fall in love (with)’ in the past simple.
the false starts, repetitions and uh pauses.
Bill
Every time, if you have a disagreement or a problem, you correct it before you go to bed. And, uh, then you never wake up and, uh, with a carry-over. And, uh, that has – to me – always been good advice. I’m not sure that Kay and I have always followed that, but, uh, you know, most of the time we have.
Kay
I’d have to say those who play together stay together, instead of going your own separate ways and doing your own things.
Song line: Well, let m e tell you a stor y about a boy and a girl. He fell in love with his best frien d. Song: ‘Fall’ Singer: Justin Bieber (USA) Year: 2012
E
MAKE IT PERSONAL Read World of English with the whole
class. Ask sts to work in pairs to complete sentences 1-5 with their own ideas, using phrasal verbs whenever possible. Circulate and monitor their writing. Swap partners. Have sts compare their sentences in their new pairs. Classcheck by having sts say what ideas they had in common and what they disagreed about. Personal answers.
facing life’s ups and downs being flexible communication shared interests solving problems quickly
B
MAKE IT PERSONAL Divide the class into groups of three
or four and ask sts in each group to share their stories about how their parents or grandparents met. You may wish to model the activity and tell your own story to sts first. Closely monitor sts’ stories for language accuracy and remind sts to use phrasal verbs from t he lesson. When they have finished telling t heir stories, have each group choose the most interesting story to tell t he whole class. Personal answers.
4 Listening A Ask the whole class: What makes a relationship last? Point to the items and ask: Which four items do you think are most important? Tell sts they are going to watch and li sten to couples who have been together for more than 40 years.
Workbook p. 5 ID Online Portal Grammar p. 116 29
1.3
How many Facebook friends have you got? Lesson Aims: Sts review and practise present tenses through the contexts of watching and listening to a video of a book author’s
lecture on friendship, and talking about their own friendships, Facebook friends, acquaintances and so on. 3 . 1 n o s s e L
Function
Language
Talking and reading about different types of friends.
Very close friends: the people you can really rely on.
Watching / Listening to a book author talk about friendship.
So, if you look at the pattern of your relationships…
Listening to a woman talk about her Facebook friends.
Oops. I hardly know this one.
Talking about a friend, an acquaintance and a very close friend.
We’ve known each other since school.
Vocabulary: Acquaintance, to google (something), to email (someone), to friend (someone). Grammar: Review of present tenses. Before the lesson: Gather photos of celebrity friends from magazines.
Warm-up If the technology is available, show sts the website , accessed on 7th August 2014, or other online photos of celebrity friends, to gauge sts’ knowledge of celebrities’ friendships. Alternatively, show sts similar photos from magazines (see Before the lesson ). As you show sts the photos, ask: Did you know they were friends? Do you think they are close friends? Do you think celebrities have a lot of friends?
5 Reading A Books open. Point to the book cover and ask the whole class: How would you answer this question? Tell each other in pairs. Classcheck by having sts report their partners’ answers. Personal answers.
B Ask the class: Are all your friends close friends? Good friends? Point to the four definitions and say: Here are four different definitions of friends. Read them quickly and then answer this question: What are acquaintances, friends, good friends and very close friends? Allow sts five minutes to read the four definitions and answer the question. Tell them not to worry about new words just yet. Focus on Common Mistakes . Tell sts to observe the correct use of the preposition on in the sentence I can only count with on my family.
Tip Split the class into groups of four and assign each student in the group a letter (A, B, C or D), so that each group member will read a different definition. Explain that st A should read the text on acquaintances, st B should read about friends, st C should read about good friends and st D should read about very close friends. Emphasise that sts should first read their assigned text silently . Then, have sts tell their group what they’ve read in their texts. Encourage sts not to read from the definitions as they share ideas, but to summarise the main concepts in their own words.
out print dictionaries. After you classcheck the re ading comprehension, ask these sts to share their vocabulary findings with the whole class. Classcheck sts’ overall reading comprehension of the four definitions. Ask sts: Do you agree with all four definitions? Have you got friends that fit all these categories? Have sts work in pairs and guess the maximum number for each type of friend. Do not play 1.8 yet. Tell sts they are going to check their answers in C. 1.8 How
many friends does one person need? Acquaintances: These are the people whose names, faces and traits you can memorise and remember when necessary. According to Dr Dunbar, 150 is the maximum number of such connections your brain can manage. Friends: These are the people who you’re usually in contact with, though not necessarily on a weekly o r monthly basis. Maximum number: 50. Good friends: These are friends who you may hang out with and probably do get on with, but if you have a serious problem, they’re not neces sarily people that you can count on. Maximum number: 15. Very close friends: The people you can really rely on or borrow money from. Dunbar calls them the inner core. Marlene Dietrich used to call them the friends you can call at four o’clock in the morning. They’re like family in a way. Maximum number: 5. Acquaintances: 150 Friends: 50 Good friends: 15 Very close friends: 5
C Write the following short matching exercise on the board and ask sts to link each word to the correct definition. Then ask: What happens when you throw a pebble into a pond?
pebbles small stones (e.g., on a beach) ripples small waves pond a very small lake
Stronger classes Sts who finish reading before their classmates can use the Internet on their smartphones, tablets or class computer to look up the words traits and rely in an online English dictionary. If technology is not available, hand 30
Point to the book cover in A and ask: Who wrote this book? (Robin Dunbar). Tell sts they are going to watch / listen to Dr Dunbar talking about friendship. Remind them to observe the artwork on the page showing the circles of friends. Play 1.9 so sts can check their answers.
1.3 1.9 Notice
the schwa /ə/, the sentence stress and the connections. … people’s imaginations in this particular context. Er, in the last year or two the way it’s, it’s sort of blossomed and exploded and the fact that it’s become a kind of competition to see how many friends, er, you can have on your Facebook. So it’s not uncommon for some people to claim three… five hundred friends, even a thousand, actually. And the question is: Why is that the ca se? The simple answer is, it’s Dunbar’s number. And I thank whoever created that acronym, I have no idea know who did it, it just appeared out of the blue on the Internet, a wonderful thing the Internet. And it, it sor t of, er, took off, erm, but there we are. And that number is about 150. There’s a lot of variation around that, erm, to be, to be fair. So, if you look at the pattern of your relationships, in this 150 as it were, what you’ll find is it actually consists of a series of layers a bit like the ripples on a pond. If you drop a pebble in a pond… if... if... the pebble… If you can imagine the layers, the ripples going out are the layers of your relationships. And as you go out you include more people, but you’re including relationships at a lower quality. And that ties up very closely with the amount of time you spend with those people. So the amount of time you spend with this inner core of about 5, and that’s another curious feature of it, is, the layers scale in a very, very consistent pattern. So they, they, they occur at 5, 15, 50, 150. Then we know out beyond that, there’s a 500, there’s a 1,500.
present simple: (5) a habit (2) a state present continuous: (1) an activity happening around now (4) a future arrangement present perfect: (3) the duration of present state Direct sts’ attention to Common Mistakes and help them relate their first language to English, asking the class if the sentence ‘I’m lik ing’ is possible in their first language. Explain that state verbs, such as like, know, seem , want and understand , are not usually used in present continuous.
Stronger classes Point out to sts that, although the ‘rule’ says state verbs are not normally used in pres ent continuous, media and propaganda have used sentences such as ‘I’m lovin’ it’ (McDonald’s).
C Point to sentences 1-7 and say: Alison is describing more Facebook friends. Have sts read the example sentence and complete the gaps in 2-7 with verbs from the box in the correct tense. Paircheck. Play 1.10 to classcheck. Write the answers on the board.
Personal answers. 1.10 Notice
D
MAKE IT PERSONAL Play
1.8.
In pairs, have sts use the infographic to explain Dunbar’s theory. Ask: How well do these numbers describe your relationships? Do you agree with them? Classcheck.
6 Grammar: Review of present tenses
Gd = granddaughter A = Alison Gd Gran, I didn’t know you were on Facebook! A Oh yes, sweetie, Granny’s not that old, you know. Would you like to see my photos?
Gd Er, OK. Well, let’s see. Oh, you know Rachel, don’t you? She’s A my next-door neighbour. We get on really well. And this is Gabriel. He’s been my dentist since I was 20. I’m seeing him this afternoon.
A Point to the lesson title question on p. 8 and find out which sts use Facebook, how many friends they‘ve got on it, how often they log on to Facebook or other social networks to contact friends, and so on. Ask: Are all your Facebook friends close friends? If appropriate, ask: Is Facebook just for young people? Do you know anyone who is 70 and uses Facebook? Point to the photo of Alison on p. 9 and say: Alison has more than 600 friends on Facebook. Do you think she knows all of them? Say: Read what Alison says about her friends in sentences 1-5. Who’s her closest friend? Paircheck. Classcheck.
/ǝʊ/ and /ɒ/.
Gd Gran! Who’s that? A Oh, M J is some chap I met at the gym. He friended me and I accepted, but I barely even know him. He seems nice, though.
Gd Wow! He’s attractive! A Now, now, dear. I’m old enough to be his mother. Now this is Robert. Robert and I used to be very close, but I think we’re drifting apart.
Gd Oh! That’s Sheila! I know her. Wow, she looks so… young!
3 Tomiko
B Write sentence 1 from A on the board and underline the present continuous verb: ‘Mario and I are drifting apart, I think.’ Ask the class: What verb tense is this? Point to present continuous in the Grammar box and ask: Is it something happening around now or is this a future arrangement? Sts should write 1 in the correct box. Have sts work in pairs to match the remaining items, 2-5, from A to their correct uses in the Grammar box. Classcheck.
A
Oh yes, dear. Sheila’s my oldest friend. We’ve known each other for 50 years. That was when we were nurses together.
Gd Yeah, you look great in those uniforms. And who’s this? Oh, that’s Rupert. He has a huge crush on me. He says A he misses me after only a few days, but, honestly, he bores me to tears. Oh, but this photo is Julie and Pam, my pizza friends. We have a lot of fun together. As a matter of fact, we’re having pizza tonight.
Gd Wow, Gran! I’m really impressed. You really are on Facebook! 31
1.3
2. has been / am seeing 3. know / seems 4. are drifting apart 5. have known 6. misses 7. have / are having Go over Cyber English with sts and then write three questions on the board: (1) How often do you email your partner / best friend? (2) Do you friend strangers on Facebook? and (3) What will you find if you google your name? Have sts ask and answer in pairs. Classcheck.
D
MAKE IT PERSONAL Ask sts to think of four different
people: a very close friend, a good friend, a friend and an acquaintance. Have sts write down the four names. 1 Tell sts t o answer questions a-f about each person. Ask them to jot down notes in a table, as in t he example below: Alicia
John
Paul
Loise
a
four years
ten years
ten years
eight years
b
well
best friends
well
barely see her
…
…
Weaker classes Elicit and write sentences on the bo ard for questions a-f for sts to use as a model. Then, allow sts time to prepare their descriptions. a) I’ve known (John) for… b) We get on really well… c) We support the same football team… We are crazy about (the Red Hot Chili Peppers)… We work together… d) He works with me… He’s doing an MBA… I think she’s living abroad… e) We speak to each other on Skype every day… I never phone him… f) We’re going to a dinner party next week… We’re planning to go to the USA together… Have sts work with new partners. Sts in each pair should tell each other about the people in their tables. The student who listens should guess the level of friendship being described: very close friend, good friend, friend or acquaintance. Monitor closely for accuracy and offer help as needed. At the end, invite volunteers to tell the class about one of their friends. Ask the group to guess what the level of friendship is. Read the Song line on the top of p. 9 and find out if sts know the song or the band. Ask: Could this Song line also be the caption to a photo on Facebook? Do you think the song is about friendship? Song line:
2 Model the activity yourself. Tell sts that you are going to describe a person and they will guess whether this person is a very close fr iend, a good friend, a friend or an acquaintance. Say: I’ve known Loise for eight years or so. We’re friends on Facebook, but I barely see or speak to her. She is very close to John, my best friend from uni. I often see her at John’s dinner or birthday parties, but we never sit together. I don’t really know what she’s up to these days. Ask sts to guess which part of the friendship circle Loise belongs to (an acquaintance).
32
Look at this photograph. Every time I do it makes me laugh. How did our eyes ever get so red? Song: ‘Photograph’ Band: Nickelback (Canada) Year: 2005
Workbook p. 6 ID Online Portal Grammar p. 116
1.4
When is the right moment to settle down? Lesson Aims: Sts look at compound personality adjectives in the context of online matchmaking services and describing oneself. They also learn and practise emphatic uses of the auxiliary verbs do and does and some adverbs. 4 . 1 n o s s e L
Function
Language
Reading profiles on a matchmaking website.
I’m a really outgoing kind of guy, with hundreds of friends.
Describing people with compound adjectives.
Adventure-seeking man looking for like-minded, thoughtful woman.
Listening to women talk about men they see on a website.
Wow! He sure looks handsome!
Using emphatic forms to express opinions.
I do believe that… I definitely think…
Vocabulary: Personality adjectives: easygoing , outgoing , thoughtful , knowledgeable , open-minded , fun-loving , adventure-seeking. Grammar: Emphatic forms: auxiliary verbs do and does ; adverbs certainly , definitely , sure . Before the lesson: Write the following question prompts on the board:
Would you ever date somebody who… 1. is not prepared to listen to new ideas? 2. is kind and thinks about other people? 3. is extremely intelligent or an expert on something? 4. is an older person who likes to do young things?
Warm-up Find out who in the class is single, married, etc. Then ask: Is it easy to find a partner these days? What’s an ideal partner in your opinion? Have sts work in pairs to take turns asking and answering questions 1-8 on the board (see Before the lesson ). Encourage sts to ask follow-up questions and extend the talk by asking ‘Why?’ or ‘Why not?’. Classcheck.
5. enjoys being alone? 6. likes doing dangerous or unusual activities? 7. is shy or reserved? 8. is stressed?
1. prepared to listen to new ideas = open-minded 2. kind; thinks about other people = thoughtful 3. intelligent; knows a lot about something = knowledgeable 4. a person with similar ideas and interests = like-minded 5. enjoys having a good time = fun-loving 6. likes doing dangerous or unusual activities = adventure-seeking 7. friendly; extroverted = outgoing
7 Vocabulary: Personality adjectives A Start off the lesson with the Song line on the top of p. 11. Ask if sts can recognise the song or the singers who recorded it. Then, focus on the line ‘a chance for folks to meet’ and ask: Where do people usually go to make new friends or find a partner? Song line: This i s an invitati on across the nation. A chance for folks to meet. There’ll be laughin’ and singin’… Song: ‘Dancing in the Street’ Singers: David Bowie / Mick Jagger (UK) Year: 1985 This song was originally written by Marvin Gaye and others for Motown’s Martha and the Vandellas (USA, 1964). American band Van Halen also recorded a version of it in 1982.
Ask: Do you think some people might prefer to meet others on the Internet? Point to the website and ask the class: What kind of website is this? Focus on the website title, ‘Really Desperate Si ngles’, and, if appropriate, find out who in class is in the same condition (or is a ‘desperate’ housewife, husband and so on). Have sts look at the postings and ask: What are these people writing about? Why? Which nicknames are the most creative? Point to the words in bold and have sts match them to definitions 1-8. Paircheck. Classcheck.
8. relaxed = easygoing
B Play
have sts listen and read the texts in A. Pause the track after each text and ask: What do you think he really wants? What’s he looking for? Promote sts’ discussion in pairs before you classcheck. 1.11 and
1.11 Really
Desperate Singles Adventure-seeking man looking for like-minded, thoughtful woman who wants to settle down and start something meaningful. I’m a really outgoing kind of guy, with hundreds of friends. I live in uptown Manhattan, so I’m always ordering takeaway. I need a girl who wouldn’t mind cooking with me at least twice a week. I’m tired of eating out. I am an easygoing kind of guy who enjoys hanging out with someone special, watching films, going out with friends. Not really looking for any thing serious right now. Lonely, knowledgeable Cambridge graduate looking for some fun. I speak seven languages and have a PhD in Medieval Literature. If you think you’re my type, don’t hesitate to write. Who knows, I might finally settle down with the right person. Hi, how are you? I am a fun-loving single dad of a 5-year-old daughter and a 7-year-old son, who are everything to me. On Friday, they go to their mother’s, so my weekends are mostly open. I want to find Ms Right and perhaps settle down. Recently left prison (don’t worry, just a little tax problem), looking to start a new life. Want to meet financially stable, open-minded, attractive and childless woman. 33
1.4
Personal answers.
C Have sts read the World of English feature about types of compound adjectives. Pair sts up and ask them to classify the bold adjectives from A as type 1, 2 or other. Classcheck by writing the answers on the board. Type 1: open-minded, like-minded Type 2: fun-loving, outgoing, easygoing Other type: adventure-seeking, thoughtful, knowledgeable
D
MAKE IT PERSONAL Assign new pairs. Have sts say which
adjective(s) in A best describe(s) themselves. One partner should ask ‘What are you like?’ and the other should answer. Classcheck by having sts report their partners’ answers.
Point to the sentences in the Grammar box and ask: Which words are being used for emphasis? Play 1.13 and pause after each sentence so sts can repeat. Replay 1.13 and ask sts to underline stressed words and, in the rule at the bottom of the box, cross out the incorrect word. Paircheck. Classcheck by writing the answers on the board. 1.13
a b c d e
Wow! He sure looks handsome. You certainly are difficult to please, aren’t you? This one’s definitely not for me. He does sound like he wants to start a new life. I do appreciate his honesty, though.
With emphatic forms, auxiliaries and adverbs are usually stressed.
Personal answers.
Read Common Mistakes with sts. Explain that after emphatic auxiliaries we must use infinitive verb forms.
8 Grammar: Emphatic forms
C Point to 1-5 and explain that Betty and Anna are
A Tell sts they are going to listen to Anna talk to a friend about a man from the website in A. Ask: Who are they talking about? Play 1.12. Paircheck. Classcheck. 1.12 Notice
/ʃ/ and /ʧ/ and sentence stress.
A = Anna B = Betty B Oh my God, oh my God, look at this one. Wow! He sure looks handsome.
A He’s gorgeous, but, honestly, I’m not sure I’d be willing to take a chance on him.
B A B A
now talking about other men on the website. Have sts complete the gaps w ith the emphatic forms provided and a suitable verb. Paircheck. Classcheck by writi ng the answers on the board. 1. does look – sheldonplus 2. do want – Barr y Young 3. sure looks – kingofqueens 4. definitely looks – Cute_Guy_22 5. does seem – Lifestooshort33
Why not? Betty, what do you mean ‘why not’? Look at the man’s profile. OK, I know, but he does sound like he wants to start a new life. Not with me he won’t. I don’t need that kind of trouble, thank you very much.
B You certainly are difficult to please, aren’t you? Nobody’s good enough for you.
A Hmm… Well, I do appreciate his honesty, though. I mean, he could’ve lied or simply not mentioned it at all.
B So why don’t you give the guy a chance then? A Nope. This one’s definitely not for me.
D MAKE IT PERSONAL Ask: How do you go about online dating? Have you tried it? Does it work? Have pairs of sts read the six different opinions on online dating and decide which ones they agree with. Sts in each pair should compare and justify their views. Refer sts to the model language in the speech bubbles and remind them to use emphatic forms. Monitor pairs’ discussions closely and take notes of any mistakes. Classcheck and provide sts with correction and feedback on their performance. Personal answers.
newchance
B Write two sentences on the board: He looks handsome. and Wow! He sure looks handsome! Ask sts to compare both sentences and raise the topic of emphasis.
34
Workbook p. 7 ID Online Portal Grammar p. 116
1.5
How much time do you spend online? / Which do you do more: listen or speak? Lesson Aims: Sts practise present and past tenses to tell an anecdote and learn informal expressions to respond as active listeners. 5 . 1 n o s s e L
Function
Language
Reading websites’ URLs and descriptions.
www.crazyblinddate.com This matchmaking service has very strict admission criteria.
Answering online users’ questions.
No, you have to pay only once for a lifetime membership.
Listening to friends talk about a blind date.
‘So... how did it go last night?’ ‘You mean the date?’
Telling an anecdote and responding actively.
‘I get in the car and I see this huge mouse!’ ‘Are you serious?’
Vocabulary: Matchmaking, whether, inner, tagline, shallow, ‘They’re done with it’. Informal expressions for listening actively: ‘Oh dear!’, ‘Hang on a sec’, ‘You mean…?’, ‘No way!’, ‘What happens next?’, ‘Go on’. Grammar: Making narratives more vivid with present tenses.
Warm-up For a high-energy start, begin the class with rousing drills. Follow the model below. Alternate from individual to choral repetition. T She looks beautiful – Really. She really looks beautiful. Repeat. Sts She really looks beautiful. T He seems like a nerd – Does. He does seem like a nerd. Repeat. Sts He does seem like a nerd. T Now you. You are difficult to please – Certainly. Sts You’re certainly difficult to please. T She is not intelligent – Definitely. Sts She’s definitely not intelligent. T He isn’t good-looking – Definitely. Sts He’s definitely not good-looking. T I appreciate his honesty – Do. Sts I do appreciate his honesty. T She loves him – Does. Sts She does love him. T They’re from Mexico – Certainly. Sts They’re certainly from Mexico. T He isn’t open-minded – Definitely. Sts He’s definitely not open-minded. T I’m an easygoing and thoughtful person – Really. Sts I really am an easygoing and thoughtful person.
Skills: Reading for main ideas and specific information A Books closed. Ask: Can you remember what we talked about in the last lesson? Elicit the topic of online dating. Then ask: Can you tell me three common views or opinions people usually have about online dating? Refer sts to MAKE IT PERSONAL in 8D on p. 11 to refresh their memory
if needed.
B Have sts read the descriptions and match them to the websites’ URLs in A. Remind sts that there is one extra address that will not be used. Paircheck. Classcheck. Ask: In your opinion, which sites are the most useful? 2 1 4
C Ask sts to cover the texts in B and listen to check their answers. Play
1.14.
1.14
www.trekpassions.com What couple argues about finances anymore? Here you can find that special match who can debate whether Je an-Luc or James T was the better captain. From the home page: ‘A 100% free online community and Sci-Fi personals site for science fiction lovers, including but not limited to lovers of Star Trek and Star Wars .’ Its tagline is: ‘Love long and prosper!’ www.darwindating.com Yes, online dating can definitely be shallow. This matchmaking service has very strict admission criteria. They claim they match ‘beautiful people only’. And that doesn’t include inner beauty. On the site, they even have what they affectionately call the ‘Chimp Calculator’ to test your unattractiveness level. What they promise is ‘Online dating minus ugly people’. www.scientificmatch.com At $2,000 for a lifetime membership, this site guarantees that it will find you a match bas ed on physical chemistry. Their lab analyses your supplied DNA sample (immune system genes) to find that perfect s omeone, and then destroys it after they’re done with it.
Books open. Briefly introduce the names of the websites, have sts look at the images for each and elicit guesses about the types of services each website is likely to offer. Personal answers.
D Point to the highlighted words and phrase in
B.
Elicit what the first one (whether) means and ask sts to match it to the correct synonym, if . Have sts match the rest of the words to their synonyms. Paircheck. Classcheck and elicit, then drill, pronunciation. 35
1.5
finished – they’re done with it
R She gets up and leaves. K What do you mean ‘leaves’? R She says, ‘Look, I don’t think this is going to work out’,
if – whether inside – inner
leaves some money on the table and walks away.
slogan – tagline superficial – shallow
E Have sts work in pairs. Poi nt to the questions posted online and tell sts they need to answer them as if they work for the matchmaking agencies. Tell sts that they can find the answers in the texts in B. Classcheck by having three different sts share their answers with the whole class. 1. No, you pay $2,000 just once (for a lifetime membership) and they will destroy your DNA sample after they ’re done with it. 2. The ‘Chimp Calculator’ will test your level of unattractiveness. 3. Yes. It’s for all sci-fi lovers, not just
Star Trek or Star Wars fans.
K R K R
Just like that? Just like that. Are you serious? Yep. So there you go, one more disastrous date for my collection. How ’bout that?
K Oh, dear. Well, don’t let it ge t to you, Roberto. You know, there’s plenty of fish in the sea.
R Yeah, yeah… Oh well. 1. www.crazyblinddate.com 2. Yes, he thought she was gorgeous. 3. No, the woman left in the middle of the conversation.
B Read questions 1-6 with the whole class and elicit some
in Action: Listening actively A Direct sts’ attention to the lesson title on p. 13. Elicit sts’ impressions by asking: What do you think you do more often: listen or speak? (refer to sts’ native language as well). Read World of English with the whole class. Ask: Is this information new to you? Tell sts that they are going to hear two friends talk about a date. Say: Roberto went on a first date with a woman he met online. Explain that Roberto used one of the websites listed in Skills A. Invite volunteers to read questions 1-3 to the whole class. Play 1.15 and have sts listen for the answers to these questions. Paircheck. Classcheck. 1.15 Notice
the intonation . K = Kelly R = Roberto K So… How did it go last night? R You mean the date? K Yep. R Well, we arranged to meet at Starbucks on 57th. You know, the cosy one…
K Uh-huh. R I got there a bit late because of the traffic and… Well, anyway, I opened the door and, to my surprise…
K Go on… R There’s this gorgeous woman sitting right in front of me, drinking coffee. I couldn’t take my eyes off her. You see, I had no idea what she looked l ike, and boy, was she pretty.
K Hang on a sec. You mean you hadn’t seen her photo? R No! You see, that’s the thing with this site I’ve been using – you don’t know what the other person looks like until you meet them face to face. You only know they will be beautiful.
K No way! R Yeah, and that’s the beauty of it – the surprise element, you know.
K What happens next? R Our eyes meet, we shake hands and, you know, try to break the ice, talk about the coffee, the weather, the traffic…
K And then? 36
answers sts remember from the listening activity in A. Replay 1.15 so sts can mark true (T) or false (F) for items 1-6. Paircheck. Classcheck. 1. F (Roberto and another woman met at a coffee shop.) 2. F (He did.) 3. T 4. F (They talked a little.) 5. T 6. T
C Point to the Formal vs informal table and have sts try to predict what Kelly says. Play 1.15 again so sts can check their predictions. Replay or pause the t rack as necessary. Classcheck. Read the R box with the whole class. Ask: Do we do the same in our language? Do we use shorter language when speaking informally?
Tip Ask sts to turn to p. 157 for AS 1.15 and do the AS task: to notice the rising or falling intonation in the active listening expressions. Pause after each expression and encourage choral repetition. 1. You mean the date? 2. Go on. 3. Hang on a sec. 4. No way! 5. What happens next? 6. What do you mean ‘leaves’? 7. Are you serious? 8. Oh, dear!
D Pair sts and ask them to take turns saying 1-8. Have sts listen to t he intonation in 1.16 first as a g uide. Monitor sts’ pronunciation closely. Encourage peer correction. Classcheck by having different sts say each of the phrases in 1-8.
1.5 1.16
You mean the date? Go on. Hang on a sec. No way! What happens next? What do you mean ‘leaves’? Are you serious? Oh, dear.
E
MAKE IT PERSONAL 1 Have sts read World of English .
Ask: Do you ever use the present tense to tell a story in (sts’ mother tongue)? Help them reflect on the question with some examples. Then, read Common Mistakes with the whole class. Explain that present tenses can make stories more vivid. Tell sts a brief story about something you’ve experienced or seen. Use present tenses to model the activity. For example, you might say: It all happened this morning. I’m walking to work, sleepy as I can be, when I see an old friend from university sitting in a café just before me… I think ‘Wow… That guy! We went to uni together ten years ago!’ And I’m there thinking, ‘What’s his name? Jean-Luc?
Julio? I’m sure it starts with J… Is it Josh? Well, what if I just go over there and say hello?’ OK, so I walk in his direction and, as I get nearer, he looks at me, stands up and says ‘(your name)! It’s me, Gustavo! From university!’… Phew! I would’ve never remembered his name – thank God he said it! 2 Pair sts up and invite them to take tur ns telling a story. Allow pairs some time to think of their stories and write down some notes. Explain that sts can also use one of the pictures as a basis for inventing and telling a story. Refer sts to the informal expressions in C and ensure that they listen actively and respond to t heir partners’ stories. Monitor pairs closely for accuracy and offer help whenever necessary. At the end, invite volunteers to tell their stories to the whole class.
Workbook p. 8 ID Online Portal Grammar p. 116 ID Café Video p. 138 see TB Intro pp. 8-16
37
2 Unit overview: In unit 2, sts learn and practise the present perfect continuous via the contexts of eco-friendly actions and sustainable lifestyles. They also have the opportunity to compare this new verb tense to the present perfect simple and the past simple.
How green are you? Lesson Aims: Sts learn and practise adjectives with the suffixes -able , -friendly and -efficient in the context of greener, more sustainable lifestyles. 1 . 2 n o s s e L
Function
Language
Reading / Doing a quiz on green actions.
Leaving appliances on stand-by mode wastes energy.
Talking about how green people are.
Do you have water-efficient taps in your home?
Inventing and advertising new green products.
With our new disposable clothes, you can…
Vocabulary: Energy-efficient appliances, reusable cloth bags, water-efficient taps, refillable water bottles, solar heating, polystyrene cups, household waste. Grammar: Adjectives with the suffixes -able , -friendly and -efficient . Before the lesson: If possible, bring some realia to class to pre-teach some of the words from pp. 14-15, such as bottled water, a reusable cloth bag, an energy-efficient light bulb and a polystyrene cup.
Warm-up Take out the realia you have brought to class, or
Teacher Energy-efficient light bulbs. Keiko.
objects already in the classroom, related to the words on pp.
Keiko
14-15. Walk around the classroom, displaying or pointing to
Teacher That’s it. OK. Household waste. Alwen.
objects one by one, and drill pronunciation without writing
Alwen
any words on the board. Have sts repeat after you, test their
Teacher Right again. A reusable cloth bag. Er, Pierre.
memory and ask questions such as: Is bottled water expensive
Pierre
in our city / country? What types of light bulbs do you use in your house? Do you carry your groceries in a reusable cloth bag? How often do you drink your coffee in polystyrene cups?
Teacher Exactly. Now, photo 9. Everton.
Photo 2, Miss. Household waste? That’s 5. That’s photo 8.
Everton Er, photo 9. Appliances. Leaving appliances on stand-by. Teacher Yes. OK, Priscila. Photo 3. Priscila That’s solar heating.
1 Vocabulary: Going green
Eloisa
That’s bottled water.
A Books open. Point to the photos and elicit any
Teacher Bottled water. Bottled. OK, photo 4. Giovanni?
vocabulary sts already know. Draw sts’ attention to the first bold word in the quiz ( appliances ) and elicit the correct photo. Have sts work in pairs to match the remaining bold words in the quiz to photos 1-9. Say: Now, we are going to listen to another teacher check this exercise with her students. Play 2.1. Paircheck. Classcheck. Have sts repeat words after you as you check answers, or replay 2.1 and pause after the teacher says each word.
Giovanni Fans, Miss.
Point to photo 1 and write on the board: a bottle of water and bottled water. Raise sts’ awareness of the fact that bottled water is a non-count noun and that a bottle of water is a count noun. Point to photo 2 and ask: What is it? Is it a count noun? Have sts individually decide whether the nouns in photos 3-9 are countable or uncountable. Ask them to write C or U next to the bold words in the quiz. Paircheck. Classcheck. 2.1
Teacher Leaving the tap running. Frank? Frank 38
Teacher Solar heating, er… yes. OK, Eloisa. Photo 1.
Er, photo 7.
Teacher Yes. And the last one then. Polystyrene cups must be … All sts
Photo 6.
appliances (9) (C) reusable cloth bag (8) (C) fans (4) (C) tap (7) (C) energy-efficient light bulbs (2) (C) solar heating (3) (U) bottled water (1) (U) polystyrene cup (6) (C) household waste (5) (U)
B Point to the quiz in A and ask t he whole class: What’s this quiz about? Point to the Y , S and N symbols and say: Listen to the quiz, read and answer ‘yes’, ‘sometimes’, or ‘no’. Play 2.2 and allow sts t o do the quiz themselves.
2.1 2.2
Oh, no! Not another green quiz. We all know what we should be doing, but how green have you really gone?
1 Leaving appliances on stand-by mode wastes energy. Do you always unplug your computer or mobile phone charger when not in use? 2 The British throw away about five billion soft drink aluminium cans and bottles every year. Do you recycle bottles and cans at home? 3 Disposable plastic bags can take up to 1,000 years to decompose. Do you reuse plastic bags or take a reusable cloth bag when you go shopping? 4 Fans are about ten times more nature-friendly than air conditioning. Do you use fans instead of AC? 5 Leaving the tap running when you brush your teeth twice a day can waste almost 30 litres of water per day. Do you turn the tap off while brushing your teeth? 6 Energy-efficient light bulbs last up to ten times longer. Do you use energy-efficient light bulbs in your house or office? 7 Solar heating can help you save as much as one-third of your monthly power bill. Does your house or flat have a solar heating system? 8 It takes more than 30 million barrels of oil a year to make the plastic for the world’s bottled water. Do you use refillable bottles for water at home? 9 A polystyrene cup takes 500 years to decompose. Do you use polystyrene cups at work or home? 10 A typical American family produces 30% more household waste than a typical Mexican family. Do you separate organic and nonorganic household waste?
Have sts match 1-3 to their definitions. Paircheck. Classcheck by writing the answers on the board. Then ask: Are there similar suffixes in (sts’ mother tongue)? At the end, read World of English with the whole class and ask whether sts have any questions. 3 2 1
D Read item 1 with sts. Elicit possible answers for item 2 and write the correct answer on the board. Invite sts to create green phrases for items 3-7, adding -able, -efficient or -friendly to the adjectives provided. Ensure that sts notice singular / plural prompts and use the indefinite article when appropriate. Paircheck. Classcheck. Have sts swap partners. Refer them to the model dialogue in the speech bubbles. Ask them to take turns asking and answering questions about their homes, using phrases 1-7. Monitor sts’ work closely for accuracy and offer help as necessary. Classcheck by having sts talk about their partners’ homes.
Tip For further practice, direct sts to Grammar on p. 119.
2. a fuel-efficient vehicle 3. environment-friendly detergents (also possible: environmentally friendly) 4. rechargeable batteries 5. energy- efficient appliances
Personal answers.
Pair sts up and have them compare answers. Refer to Common Mistakes to help them talk about their green habits. Ask: Who’s the greenest person in our class? Read the Song line on the top of p. 15. Ask whether sts know the song or the singer who recorded it. Ask them if anyone knows the song to sing the line or hum it for the class. Song line: Heal the world. Make it a better place for you and for me and the entire human race. Song: ‘Heal the World’ Singer: Michael Jackson (USA) Year: 1992
C Drill the pronunciation of 1-3. Engage sts in choral and individual repetition. Write the highlighted suffixes, -able, -efficient and -friendly, on the board and elicit or present more examples of adjectives with these suff ixes, such as ‘a sustainable project’, ‘an adorable creature’, ‘a memorable moment’, ‘a cost-efficient journey’, ‘fuel-efficient planes’, ‘userfriendly soft ware’, ‘a dog-friendly hotel’ or ‘a childfriendly restaurant’.
6. a reusable water bottle 7. pet-friendly insecticides
2 Pronunciation A Invite volunteers to name what they can see in both pictures (a clock and a sock, a nose and a rose). Direct sts’ attention to the underlined sounds. Pair sts up and have the pairs write the words next to the correct phonetic symbol. Play 2.3 so sts can check their answers. Classcheck and drill pronunciation for all words. 2.3
Sock, clock. Bottle, cloth, product, polystyrene. Nose, rose. Clothes, disposable, eco, programme, solar.
Sock, clock: bottle, cloth, product, polystyrene. Nose, rose: clothes, disposable, eco, programme, solar.
Stronger classes Direct sts to the pronunciation chart on p. 154 and have them practise saying word lists for s ounds /ɒ/ and /ǝʊ/. After completing the classcheck, ask sts to recite for the whole class some of the extra words they remember from the pronunciation chart. 39
2.1
B Have sts work in pairs to come up with combinations of
that sts should write a short advert for one of the products
the words in A that could make new product names, as in the example ‘disposable clothes’. Monitor closely and offer help whenever necessary. Classcheck by writing possible answers on the board.
they came up with in B. Walk around the class and offer
Possible answers: Eco-product / programme / clothes / bottle / etc Solar clock Polystyrene product
C
MAKE IT PERSONAL
Read the example advert with sts. Divide the class into small groups of three or four. Explain
40
help and feedback whenever possible. Classcheck by having
groups swap adverts or inviting volunteers to read their adverts to the class. Ask: Whose advert is the most convincing? Personal answers.
Workbook p. 9 ID Online Portal Grammar p. 118
2.2
How long have you been studying here? Lesson Aims: Sts study and use the present perfect continuous to talk about recent habits and changes in their lives. 2 . 2 n o s s e L
Function
Language
Watching / Listening to No Impact Man .
I started by cutting out…
Talking about going green or ‘no impact’ for a year.
I couldn’t possibly survive without my car.
Reading a blog post about one man’s green lifestyle.
I’ve been walking to work at least twice a week.
Interviewing a friend about recent habits or changes.
How long have you been reading this book? How long have you been going there?
Vocabulary: Expressions: ‘The list goes on and on’, ‘…and stuff like that’, ‘…and so on’. Grammar: present perfect continuous. Before the lesson: If possible, arrange seats in a horseshoe / semicircle shape or in a line.
Warm-up Tell sts to predict what a ‘no impact man’ means. As
C Pair sts up and have them ask and answer the questions.
sts say what comes to their minds, write their ideas on the board.
Encourage them to justif y and explain their opinions. Classcheck by having sts report their partners’ answers.
3 Listening A Point to the poster and have sts read the DVD’s title. Ask the whole class: Is it a comedy or a documentary? Why is it called ‘No Impact Man’? Allow sts some time to guess and interpret the title. Then say: Let’s watch the video and check our guesses. Play 2.4. Classcheck.
Personal answers.
4 Reading A Focus on the blog and ask: What kind of website is this? What’s Al talking about? Allow sts some time to skim
2.4 Notice
the silent letters.
It started out as an experiment. I wanted to see if I could leave no impact on the environment for an entire year, and I asked myself, ‘Was it possible I could become a happier person by reducing my impact on the environment?’ And the answer I found out is a resounding ‘yes’. So I started by cutting out garbage, taxis, throw-away coffee cups… I eliminated tomatoes in the middle of January, AC in the dead of August, bottled water from France and new clothing from who knows where. I saved money, lost weight, gained energy, improved my health, spent more quality time with my family and friends, renewed my relationship with my wife and discovered an overall sense of freedom. I learned that, yes, sometimes less is more.
It’s a documentary about a man who performed an experiment: to have no impact on the environment for a year.
Cultural note The speaker in
2.4 is American, so he uses the word garbage , which would be rubbish in British English. Americans also use the word trash .
B Read sentence 1 with the group. Have sts read World of English and elicit or provide more examples, such
as ‘I’ve got no money’ or ‘There are no eggs in the fridge’. Ask sts to read the rest of the sentences and work in pairs to decide whether statements 1-5 are true (T) or false (F). Then, replay 2.4. Classcheck. 1. F (for a year) 2. T 3. T
through the text and answer. Say: Al has watched Colin
Beaven’s film ( No Impact Man ), and it has inspired him. Point to men A, B and C, just above the top right section of the blog, and ask the class: How green is Al’s lifestyle now? Say: Listen and read to find out. Play
2.5.
Classcheck.
2.5
This morning I ran into an old friend on my way to work. He could hardly recognise me. ‘You look so… different’, he said. ‘Have you been working out or s omething?’ Well, yes, I’ve been working out like mad every day, but I gues s it’s the ‘something’ that has made the difference. You see, I’ve been trying to copy the idea I saw in a film called No Impact Man . It’s about a chap called Colin Beaven, who tries to have zero impact on the environment for a year. So instead of simply switching to energy-efficient light bulbs, buying eco -friendly cleaning products, avoiding disposable cups and things like that, he takes the whole thing to the next level: no T V, no lifts, no public transport, no household waste… The list goes on and on. No Impact Man has had such an impact (!) on me that Clara and I are trying to green up our lifestyles too. For example, I’ve been walking to work at least t wice a week, taking the stairs, using recycled paper, and so on. At home, we’re beginning to recycle, trying to unplug all appliances, installing water-efficient taps – you name it. And you know what? Clara and I have been feeling great lately. But I think that’s really as far as I can go. I’d never be able to give up TV, sell my precious car (which I’ve only been driving since Monday!) or buy used clothes. So my ques tion is: Can I make a difference, or am I wasting my time?
4. T 5. F (he lost weight)
B 41
2.2
B Ask sts to go back to the text in A and identify key points that justify their choice of ‘green man B’. Paircheck. Classcheck. Al has ‘been walking to work at least twice a week, taking the stairs, using recycled paper and so on’. At home, Al and his partner are ‘beginning to recycle, trying to unplug all appliances, installing water-efficient taps’. But he believes ‘that’s really as far as [he] can go’. He says, ‘I’d never be able to give up T V, sell my precious car (which I’ve only been driving since Monday!) or buy used clothes’.
C Point to the text in A again and ask: What do these highlighted expressions mean? Have sts swap partners and work in pairs to guess or infer meaning from the text. Classcheck. All highlighted expressions mean ‘etc’.
D Point to Al’s last question in A, ‘Can I make difference, or am I wasting my time?’ Have sts read the model sentences in the speech bubbles. Say: Now answer Al’s question together. Ask sts to share their opinions in pairs and then open the discussion to the whole class. Personal answers.
Song line: Someone told me long ago, there’s a calm before the storm. I know, it’s been coming for some time. Song: ‘Have You Ever Seen the Rain?’ Band: Creedence Clearwater Revival (USA) Year: 1971
1. Sentences b and c emphasise the duration of an action / state. Sentence a has a general meaning of lately . 2. d
C Point to the woman in the photo and say: Suzanna’s also seen the film No Impact Man and is now trying to go green. Draw sts’ attention to the prompts, and read example 1 with the whole class. Help sts write sentence 2 with the prompts given. Remind sts that they should use used to with a base verb to talk about habits in the past, but that they should use the present perfect continuous to talk about Suzanna’s new habits. Paircheck. Classcheck by writing the answers on the board. 2. She used to buy conventional appliances, but she’s been buying energy-ef ficient ones / appliances lately. 3. She used to use lots of disposable products, but she’s been trying to avoid them for the past few months. 4. She used to use a / her car every day, but she’s been leaving it at home twice a week since April.
Tip Refer sts to Writing Bank on p. 148.
5. She used to throw away household waste, but her kids have been recycling it for the last two week s. 6. She used to buy few eco-friendly products, but her husband has been buying lots of them for some time now.
5 Grammar: Present perfect continuous A Books closed. Read sentence 1, ‘Al probably has a gym membership’, and ask sts whether it is true or false. Do the same for sentences 2-3. Then, reveal that all the sentences are true.
Books open. Point to sentences 1-3 and ask sts to find and underline evidence for each statement in the text in Paircheck. Classcheck by writing the answers on the board.
A.
1. ‘I’ve been working out like mad every day’ (line 3) 2. ‘I’ve been walking to work at least t wice a week’ (lines 12-13) 3. ‘which I’ve only been driving since Monday!’ (line 17)
B Invite sts to work collaboratively to find out rules for themselves. Have sts complete item 1 in pairs. Classcheck. Point to the sentences on the board (see the answer key to A) and ask sts: How would you classify these sentences? Read Common Mistakes and the R box with the whole class. Have sts go over item 2 and cross out option a, b, c or d. Classcheck. Read the Song line on the top of p. 17 and ask if sts know this song or the band that recorded it. Draw sts’ attention to the present perfect continuous example in the line. 42
6 Pronunciation A Point to sentence 1 and say: Listen to this question and notice how the verb ‘have’ is pronounced. Play 2.6 and pause after the first question. Replay the track if necessary. Say: Now listen to sentence 2. How do we pronounce ‘has’ in this case? Play the rest of 2.6. Classcheck. 2.6
1 How long have you been living alone? 2 How long has she been trying to go green?
Focus on connected speech and falling intonation symbols on both sentences. Model the sentences with your own voice and have sts repeat them chorally. Replay 2.6 for choral and individual repetitions. Monitor closely to ensure that sts produce weak forms of have / has.
B Point to the speech bubbles and say: Listen and read. Play 2.7 and pause after the first question. Play the prompt, ‘I live near the park now’, and pause the track. Say or elicit the question starter ‘Really? How long…’ and allow sts time to come up with the full question themselves. Correct any mistakes on the spot and encourage good pronunciation – reduced forms of have / has, connected speech and falling intonation, as practised in A.
2.2
Resume 2.7 and pause after each reply. Choose d ifferent sts to come up with the question individually, but have the class chorally repeat each question after it is played and checked in 2.7.
C Have two volunteers read the model dialogue in the speech bubbles. Then model the activity yourself by asking a student: Do you drive? If yes, ask: How long have you been driving? Ask another student: How long have you been living in (city)?
2.7
M = man W = woman M Guess what! I go to the gym twice a week now! W Really? How long have you been going there? M I live near the park now, you know? W Really? How long have you been living there? M Susan’s going out with Paulo. Can you believe that? W Really? How long has she been going out with him? M John’s learning how to recycle gl ass. W Really? How long has he been learning that? M Rick plays the guitar really well. W Really? How long has he been playing it?
Invite a volunteer to ask you a question with one of the verbs from the box, e.g., ‘How long have you been working as a teacher?’. Have pairs of sts take turns asking and answering ‘How long have you been…?’ questions with the verbs provided. Monitor closely for accuracy and pronunciation. At the end, progress to an open pair activity; that is, have two sts at a time (preferably not two sitting together) ask and answer a question while the rest of the group listens. Personal answers.
I live near the park now, you know? Really? How long have you been living there? Susan’s going out with Paulo. Can you believe that? Really? How long has she been going out with him?
Workbook p. 10 ID Online Portal Grammar p. 118 Writing Bank p. 148
John’s learning how to recycle glass. Really? How long has he been learning that? Rick plays the guitar really well. Really? How long has he been playing it?
43
2.3
Which is worse: flooding or drought? Lesson Aims: Sts study and practise present perfect vs present perfect continuous through the context of global warming and natural disasters. 3 . 2 n o s s e L
Function
Language
Reading / Listening to newspaper headlines.
Floods in all parts of the world have been getting worse year after year.
Talking about global warming and natural disasters.
I think droughts are obviously caused by global warming.
Listening to scientists talk about the effects of global warming.
The Earth has been getting warmer at a steady rate since 1998.
Talking about local natural disasters and problems.
Officials say Amazon deforestation is not as bad as it once was.
Vocabulary: Floods, droughts, deforestation, poaching, threatened species, dumping, fossil fuels, rising sea levels. Grammar: Present perfect vs present perfect continuous. Before the lesson: Write these verbs / expressions on the board: live, work, drive, study English, eat fast food, do exercises, read .
Warm-up Books closed. Have sts review and p ractise the present perfect continuous with an activity similar to 6C on p. 17, but with books closed this time. Have sts work with partners they don’t usually sit next to. Point out the words on the board (see Before the lesson ) and tell sts they will be asking questions with these words. Model the activity by asking a student: Where do you live? Then ask: How long have you been living in (neighbourhood / city)? Have another student ask you a question. Ensure that sts understand that the follow-up questions will use ‘How long…?’ with present perfect continuous. Explain that sts first need to ask about present habits, e.g. ‘Do you drive?’ or ‘Are you reading anything at the moment?’, before they ask ‘How long have you been…?’. Monitor closely and take notes for delayed correction. Classcheck and give sts your feedback.
C6 Officials say Amazon deforestation is not as bad as it once was. C7 Dumping of e-waste is on the rise in developing countries. C8 The UN has labelled the world’s rising sea levels ‘alarming’. C9 Poaching in Latin America has declined. 2
1
7
3
6
8
9
4
5
Drill pronunciation of the words in bold. Then ask: Are there periods of droughts in our country? How severe are they? How long do they last? Where’s our e-waste being dumped? Can it be recycled? Do you think sea levels are rising because of global warming?
B Have sts work in pairs to answer questions 1-2. Monitor
7 Vocabulary: The environment A Books closed. If the technology is available, display the photos from p. 18 with the Digital Book for Teachers. Alternatively, google some photos of natural disasters. Write Global Warming on the board and ask the whole class: In your opinion, which photos are related to global warming? Allow some time for sts to discuss the question in pairs. Classcheck. Point to photo 1 (floods) and ask: Do you think floods are caused by global warming? Have sts repeat the word floods after you. Point to photo 9 (poaching) and ask: Is poaching a problem in (your country)?
Books open. Have sts look at the headlines and match them to photos 1-9. Paircheck. Play answers. Classcheck. 2.8 Notice
2.8 so
sts can check their
/ŋ/ and /k/.
NR = newsreader
C = correspondent
NR Here are the headlines from our correspondents around the world. C1 Floods in all parts of the world have been getting worse year after year. C2 Droughts seem to be getting more and more severe. C3 Countries like India are becoming less dependent on fossil fuels. C4 Threatened species list is getting smaller. C5 Experts disagree on the causes of global warming. 44
and write down notes on sts’ performance and opinions. Save feedback and corrections for after they finish their discussions. Classcheck sts’ ideas and give them your language feedback. Personal answers.
8 Listening A Ask the whole class: Should we worry about global warming? How serious is it? Say: Some people believe there’s no global warming. Have sts read the six sentences that express opinions about global warming. Point to the sentences and say: You’ll hear six scientists who totally disagree with these opinions. Match each scientist’s opinion on p. 19 to the corresponding counterargument. Play the first scientist in 2.9 and then pause the track. Ask: Which sentence is she talking about / disagreeing with? Classcheck. Play the rest of 2.9. Paircheck. Replay the track if necessary. Classcheck. 2.9 Notice
the long and short pauses.
Argument A A number of independent measures of solar activity indicate the sun has actually cooled by a few deg rees since 1960, over the same pe riod that global temperatures have been warming. Over the last 35 years of global warming, sun and climate have been moving in opposite directions.
2.3
Argument B This is like saying that forest fires have happened naturally in the past, so any recent forest fires can’t be caused by humans. It just doesn’t make sense. Argument C Climate researchers have been publishing papers for years saying that global warming is happening right now. Around 97% of researchers agree on this. Argument D The Earth has been getting warmer at a steady rate since 1998, and there are no signs of it slowing any time soon. In fact, globally, the hottest 12-month period ever recorded was from June 2009 to May 2010. Argument E Since the mid 1970s, global temperatures have been increasing at around 0.2 degrees Celsius per deca de. However, weather imposes its own dramatic ups and downs over long-term periods. This means we expect to see record cold temperatures even during global warming. Argument F A large number of ancient mass ex tinction events have been strongly linked to global climate change. Because the world’s climate has been changing so rapidly, the way species typically adapt (for example, migration) is, in most cases, simply not possible. 1. c
2. f
3. a
4. d
5. b
6. e
B Pair sts up. Replay 2.9 and ask: Do you agree with the scientist or with any of the counterarguments on the list in A? Discuss in pairs. Classcheck by having sts report their partners’ opinions. Personal answers.
9 Grammar: Present perfect vs
present perfect continuous A Read the Song line on the top of p. 19 and ask whether sts have ever heard the song or are familiar with the singer who recorded it. Focus on the verbs in the line and say: Tell me two different verb tenses in the line. Song line: You’ve been talki ng in you r sleep, things you never say to me. Tell me th at you’ve had enough…
Have sts match pairs of sentences a-c to grammar uses 1-3. Paircheck. Classcheck. a. 2 Completed action – proce ss happening now b. 1 No difference (can be used interchangeably) c. 3 How much / many? – emphasis on how long
B Point to the newspaper clippings and say: Look at all this news about the environment. What are the main topics? Allow sts to read briefly and then li st the key points (renewable energy, poaching, deforestation). Point to the fi rst story and elicit t he correct answer. Have sts read each clipping and circle the correct verb tenses. Classcheck. announced been trying found been increasing / increased looked OR been looking lost
C
MAKE IT PERSONAL
Assign new pairs. Have pairs look at the photos on p. 18 again and answer questions 1-3. Refer them to the model dialogue in the speech bubbles. Classcheck sts’ ideas and provide them with language feedback. Personal answers.
D
MAKE IT PERSONAL
Tell sts they are going to hear five questions. Say: We are going to do dictation. Write down the five questions you hear. Play 2.10. Replay the track if necessary. Classcheck by writing the answers on the board. Have sts swap partners and take turns asking and answering the questions. Monitor sts’ work closely and take notes for delayed correction. Classcheck. 2.10
1 How long have you been living here? 2 Have you been studying English for long? 3 How long have you known our teacher? 4 Have you had much fun recently? 5 Have you been sitting on that chair for the whole lesson?
1. How long have you be en living here?
Song: ‘Just Give Me a Reason’ Singer: Pink, featuring Nate Ruess (USA)
2. Have you been studying English for long?
Year: 2013
3. How long have you known our teacher?
Have sts read the first pair of sentences. Write them on the board and ask: Which one is in the present perfect continuous? What about the other one? Read the three rules in the Grammar box with the whole group and refer sts to Common Mistakes for examples showing that the present perfect and the present perfect continuous cannot always b e used interchangeably. Highlight the use of since and emphasise that state verbs (e.g., know) are not used in continuous tenses.
4. Have you had much fun recently? 5. Have you been sitting on that chair for the whole les son? Question: Personal answers.
Workbook p. 11 ID Online Portal Grammar p. 118 45
2.4
What’s the best advert you’ve seen recently? Lesson Aims: Sts continue to practise the present perfect continuous in the context of advertisements. They also use and compare past simple vs present perfect and present perfect continuous. 4 . 2 n o s s e L
Function
Language
Reading adverts and inferring the meaning of new expressions.
Our meditation retreat will help you deal with life’s ups and downs.
Listening to (dis)satisfied customers.
I’m taking it back to the shop first thing tomorrow.
Retelling stories.
The battery has died twice, but only because…
Role-playing interviews with dissatisfied customers.
How long have you been learning Chinese online?
Interviewing a friend on different topics.
No way! How long have you been collecting iPods?
Vocabulary: Retreat, up to, at least, life’s ups and downs. Grammar: Past simple vs present perfect and present perfect continuous. Before the lesson: Write the following prompts on the board:
A … ever… travel by plane? Where… fly to? When… go there? … have fun?
B … ever… watch (name of a film)? Who… watch it with? When… you watch it? … like it?
C … eat Japanese food? Where… eat it? When…? … like it?
Warm-up Review ‘Have you ever…?’ and past simple
Advert 2:
questions. Direct sts’ attention to the prompts on the bo ard. Elicit questions from the prompts. Drill pronunciation. Divide the class into groups of three and have sts take turns interviewing their group members using the questions on the board. Sts may interview two pe ople at the same time. Monitor sts’ interviews closely for accuracy and correct any mistakes on the spot. Classcheck answers and ask volunteers to share any experiences they found that they had in common with others in their group.
3. Not looking your best
10 Reading A Explore what sts can see in the photos and have them guess what type of product is being advertised. Then, have sts read the adverts quickly to check their guesses. Ask the whole group: Which promise(s) do you find hard to believe? Why?
Advert 3: 2. Need some time out 4. No mobile phones or tablets allowed
D Read World of English with sts to explain the concept of ellipses. After reading the examples in the box, ask: Is there such a thing in (sts’ mother tongue)? Do we also have ellipses in our language? Point to the adverts in A and ask sts to find examples of ellipses. Paircheck. Classcheck. Advert 1: (Are you) thinking of upgrading your phone? (Are you) tired of batteries that won’t last? (The) introductory price (is) £59. (The) offer (is) limited to one unit per customer.
Personal answers.
Advert 2: (Are you) not looking your best?
B Point to the words in bold in A and have sts match them to definitions 1-4. Paircheck. Classcheck. Then ask: Are any of these words or expressions similar in (sts’ mother tongue)?
No physical exercise (is) required. All major credit cards (are) accepted. Advert 3:
1. retreat
(Are you) feeling stressed out?
2. up to
(Do you) need some time out?
3. life’s ups and downs
No mobile phones or tablets (are) allowed.
4. at least
E Have two different sts read the opinions from t he C Point to the gaps in A and say: There are some phrases missing in these adverts. Look at 1-5 in C and complete the gaps. Paircheck. Classcheck. Advert 1: 1. Tired of batteries that won’t last 5. Offer limited to one unit per customer 46
speech bubbles. Pair sts up and ask them to look at adverts 1-3 in A and say which products they’d most and least like to tr y. Monitor sts’ discussions closely and take notes for delayed correction. Classcheck and then tell sts which one you’d most and least like to try yourself. Provide sts wit h language feedback. Personal answers.
2.4
F Say: We’re going to listen to a conversation at a party. People are talking about one of these adverts. (Point to A.) Play conversation 1 in 2.11 and then pause the track. Ask: Which advert are they talking about?
Z Oh yeah? P I’ve been using it for about an hour, and the battery has died twice. Z You’re joking! Talking, Facebooking, or what?
Say: Now let’s listen to conversations 2 and 3 and match them to the correct adverts in A. Resume 2.11. Paircheck. Classcheck.
P Basically tweeting, plus a 20-minute conversation. To think I threw away the old phone! I had my old Nokia for three years, and the battery life was so much better. Stupid me!
2.11
Conversation 1 Z = Zach
H = Hugo
Z Hey Hugo, I tried to ring you, like, five times. Where have you been? H Ah, Zach, sorry, mate. Not my fault. It’s this thing I bought… Z One of those green models? H Yeah, but, er, I’m taking it back to the shop first thing tomorrow. Z Oh yeah? How come? Conversation 2 B = Bruce
T = Tom
T Still working for Orange? B I left last month. T Bruce! No! You loved that place. B Yeah. I worked there for over ten years. But, you see, I... I just couldn’t handle the stress... T I know what you mean, sure. So, er… Have you found a job yet? B Nope. T So, let me try a different question. Have you been looking for a job?
Conversation 2 B = Bruce T = Tom B No… You see, I spent the whole month away from Chicago… just meditating, relaxing and trying to find some peace of mind, you know? T Wow! But where exactly did you go? B I went to a meditation retreat up in the mountains. I was there for about a month, you know? T And…? B I’m a brand new man. T No way! B Yeah. I’ve never been happier. Conversation 3 L = Lorna B = Beth B Well, er, my diet’s changed radically… like, I’m only eating lettuce and seeds, oh, and nuts. Yeah, I adore nuts. L Sounds boring… How long have you been following this diet? B Well, let’s see... I started right after Christmas, so that makes what…? Five months. L Wow! I’m impressed! So… how much weight have you lost? B Are you ready for this? Two pounds! L Oh, that’s nice!
B No… You see, I spent the whole month away from Chicago… just meditating, relaxing and trying to find some peace of mind, you know?
B What do you mean ‘that’s nice’? Lorna, I’ve been eating bird food for five months and I’ve lost two pounds! Not two stone. Two pounds! L Have you been working out too?
Conversation 3
B Well, I’m kind of starting next week… maybe.
L = Lorna
B = Beth
L How come you’re not eating anything, Beth?
1. dissatisfied
2. satisfied
3. dissatisfied
B I can’t, Lorna. I’m on Dr Maden’s green diet. L Oh, you mean the tall skinny guy, right? The one that was on TV the other day? B Yeah, yeah, that’s the one... L So then, is it working? B Well, er, my diet’s changed radically… like, I’m only eating lettuce, and seeds, oh, and nuts. Yeah, I adore nuts.
1. 1
2. 3
3. 2
G Ask the whole group: How many customers were satisfied? Listen to the second half of the conversations and check. Play 2.12.
Classcheck. Encourage sts to say why each customer was satisfied or dissatisfied.
from memory whether sentences 1-6 are true (T) or false (F). Make the activity feel like a competition and explain that each correct guess is worth one point. Play 2.13 for the full conversations. Classcheck by writing the answers on the board and have sts add up their points. Find out which pair(s) of sts scored more points. 1. F
2. T
3. F
4. F
5. F
6. F
11 Grammar: Past simple vs present
perfect simple / continuous A Focus on the photos of Hugo, Bruce and Beth and ask the class: Do you remember what problem each of these people has?
2.12
Conversation 1 Z = Zach
H Have sts swap partners. Tell pairs to guess or decide
H = Hugo
H Yeah, but, er, I’m taking it back to the shop first thing tomorrow. Z Oh yeah? How come? H Mate, the battery life’s ridiculous.
Draw sts’ attention to gaps 1-6. Explain that sts wi ll need to complete the gaps using past simple, present perfect or present perfect continuous. Before they start, read Common Mistakes with the whole class. Sts should complete gaps 1-6 with the correct verb tense. Paircheck. Play 2.14 so sts can check their answers. 47
2.4 2.14
1 I’ve been using it for about an hour, and the battery has died twice.
1. Have you found a job yet? 2. Have you been looking for a job? 3. How long have you been following this diet?
2 I had my old Nokia for three years, and the battery life was so much better.
4. How much weight have you lost?
3 I worked there for ten years, but I just couldn’t handle the stress.
Question: Personal answers.
4 I went to a meditation retreat up in the mountains. I was there for about a month, you know. 5 My diet’s changed radical ly. 6 I’ve been eating bird food for five months and I’ve lost two pounds!
1. ’ve been using / has died 2. had 3. worked 4. went / was 5. ’s changed 6. ’ve been eating / ’ve lost
Pair sts up and have partners take turns retelling what happened to each customer, adding all details they remember from the stories. Closely monitor sts’ stories and offer help as necessary. Classcheck by having three different sts retell one story each. At the end, read the Song line on the top of p. 21 with the whole class and ask if they know the song or the band who recorded it. Song line: Well‚ I’ ve been h aunted in my sleep, you’ve been starring in my d reams. Lord, I miss you. Song: ‘Miss You’ Band: The Rolling Stones (UK) Year: 1978
B Elicit question 1 from sts. Sts write questions 1-5 using the correct verb tenses. Play 2.15 to classcheck. Have sts take turns asking and answering questions 1-5 in pairs. Monitor closely for accuracy. Classcheck by having sts report their partners’ answers to the whole class.
5. Have you been wo rking out too?
C Focus sts’ attention on the pop-ups. Say: This is Raul. He’s been studying Chinese with this website. Does he look happy? Point to Tomiko and say: This is Tomiko. Do you think she’s happy with her pet alligator? Assign new pairs and explain t hat sts are going to roleplay two interviews, with st A playing Raul and st B playing Tomiko. Refer them to the prompts in t he speech bubbles and elicit some of the questions sts will need to interview each other. Monitor closely and offer help whenever necessary. Then, ask sts to record one of the interviews on their mobile phones or other recording device, if available. Allow sts time to listen to themselves. Then, invite volunteers to play their recorded interviews for the class. Personal answers.
D
MAKE IT PERSONAL
Explain that sts are going to interview each other on one of the topics from the box. Sts may choose t he topic about which they would like to be interviewed. Allow sts some thinking time to plan their questions and even jot down some notes b efore they actually start the activity. Have sts work in pairs to interview each other using questions from this lesson, especially questions with present perfect continuous, present perfect, and past simple. Take notes while you monitor their work. At the end, provide sts with language feedback and have them report some of their partners’ answers. Personal answers.
2.15
1 Have you found a job yet? 2 Have you been looking for a job? 3 How long have you been following this diet? 4 How much weight have you lost? 5 Have you been working out too?
48
Workbook p. 12 ID Online Portal Grammar p. 118
2.5
Do you support any charities? / Have you been feeling stressed lately? Lesson Aims: Sts continue to practise the present perfect continuous in the context of lifestyle changes and learn expressions to encourage or discourage new ideas. 5 . 2 n o s s e L
Function
Language
Listening to a report on threatened species.
People have been killing this beautiful animal to make medicine for hundreds of years.
Expressing numerical information.
‘How many giant pandas are left in the wild?’ ‘Fewer than 2,000.’
Watching / Listening to a video about animal extinction.
Twenty-five per cent of our mammal species are at risk.
Encouraging and discouraging people.
‘Well done, Janet.’ ‘What’s the use of buying an electric car?’
Talking about recent changes in your lifestyle.
I’ve been trying not to eat too much.
Vocabulary: Vulnerable, extinction, woodpecker, whale, seal, golden lion tamarin, rhino. Encouraging and discouraging expressions: ‘Keep up the good work!’, ‘What’s the point of…?’, ‘Why would you want to…?’. Grammar: present perfect continuous.
Warm-up For a high-energy start, and more pronunciation and
Tip Drill animals’ names from the table and have sts play a quick
grammar practice, begin the class with rousing drills. Follow the model below. Alternate from individual to choral repetition. T Eat less recently. I’ve been eating less recently. Repeat. Sts I’ve been eating less recently. T Work out more for the past two weeks. I’ve been working
memory game. Pairs of sts should cover the table and test each other, e.g., st A: ‘What’s this?’, st B: ‘That’s a woodpecker’.
out more for the past two weeks. Repeat. Sts I’ve been working out more for the past two weeks. T Walk to work – lately. I’ve been walking to work lately.
Repeat. Sts T Sts T Sts T Sts T Sts T Sts T Sts T Sts T Sts T Sts T Sts T Sts T Sts
I’ve been walking to work lately.
Now you. Avoid sugar – for the past few months. I’ve been avoiding sugar for the past few months.
Study English – for two years. I’ve been studying English for two years.
Save money – since January. I’ve been saving money since January.
Look for a job – for three months.
Focus on the title above the photos (‘Species we may never see again’). Ask: Are all of these animals threatened species? Draw sts’ attention to the numbers on each photo. Ask: What do these numbers represent? Point to the thi rd column of the table and read it with sts (‘Number left in the wild’). Explain t hat the phrase ‘in the wild’ means in t he animals’ natural habitat, rather than in zoos. Read World of English with the whole class. Then say: Listen to a report and complete the table with the correct numbers. (Point to the table and the numbers on the photos.) Play 2.16. Paircheck. Replay the track if necessary. Classcheck by writing the answers on the board.
I’ve been looking for a job for three months.
She. She’s been looking for a job for three months.
Since April. She’s been looking for a job since April.
Now, listen. Read this book. How long have you been reading this book? Repeat. How long have you been reading this book?
Live here. How long have you been living here? Repeat. How long have you been living here?
Now you. Look for a boyfriend. How long have you been looking for a boyfriend?
Go to the gym. How long have you been going to the the gym?
Wait for me. How long have you been waiting for me?
Practise English. How long have you been practising English?
Skills: Expressing numerical information A Books open. Explore the photos with sts and ask which animals they can name. Refer sts to the names in the table to help them and ask questions such as: Where in the world can we see giant pandas?
2.16
Our planet has some amazing species, but too many of them face extinction. Here are some of the ra rest animals on Earth. Perhaps the most famous rare animal is the giant panda. In 2004, scientists found fewer than 2,000 pandas in the bamboo forests of China, and there are only 300 pandas in our zoo s too. Imagine the world without pandas! Next, one of the rarest marine animals. The Hawaiian monk seal only lives in the Pacific Ocean around the beautiful islands of Hawaii, and fewer than 1,000 of these magnificent creatures remain. OK, next up is the adorable golden lion tamarin from the Atlantic forests of Brazil. There are only around 1,500 of them left in the wild, although at least this number is now up from just 200 in the 1970s. Well done, Brazil, keep up the great work! It’s not such good news for the mountain gorilla. Its habitat in the mountains is also a war zone, and many gorillas are killed. In fact, these gorillas were only discovered about 120 years ago, and now there are only about 800 left in the African mountains. Another sea mammal in extreme danger is the northern right whale. Because of hunting, fewer than 500 of thes e extraordinary creatures a re still alive. A similarly sad stor y is the Javanese rhino. People have been killing this beautiful animal to make medicine for hundreds 49
2.5
of years – and now there are approximately 50 left. And the worst story of all. Due to loss of habitat, scientists believe that there are very few ivory-billed woodpeckers in the world, maybe even none. How awful is that? Come on people! Wake up! Let’s finally learn from this and try to save what is left of our rich and varied wildlife – before it’s too late. It’s now or never…
2,000 1,000 1,500 800 500 50 possibly none
Tip Drill and write the model question on the board: How many giant pandas are left in the wild? Elicit the answer, ‘Fewer than 2,000’. Say the prompt: Mountain gorillas. Elicit the question, ‘How many mountain gorillas are left in the wild?’, and the answer, ‘About 800’. Pair sts up and have them take turns asking and answering questions about the number of animals left in the wild, using the figures from the table. Monitor their questions and answers closely and correct any mistakes on the spot. At the end, have all sts say the numbers chorally.
in Action: Encouraging and discouraging A Tell sts that they are going to listen to / watch the rest of the video. Ask: Which are the two best ways to change people’s behaviour? Then, have sts read 1-5. Play 2.18. Paircheck. Classcheck. Ask: Do you agree? Why or why not? 2.18 Notice
/f/, /v/ and /b/.
Are we failing to communicate? Have we forgotten what first inspired our love of nature? All the evidence shows that the single most important factor behind taking action is our childhood experience. The wellspring of our commitment comes from the emotional high we reach when in contact with nature. But how can this wonder be harnessed to change our behaviour? Showing the loss of animals in faraway places may pull a few heartstrings – even attract donations. But does it really change our behaviour? What if we were able to communicate to people the wonder of nature that surrounds them and promote education that leads to awareness of threatened species and the habitats they live in? In all parts of the world, we’re beginning to see that public awareness does lead to change, where people can see the benefits from making their own contribution. It’s not the depressing accounts of the wildlife we are losing that moves us. It’s awe and wonder, enhanced by understanding, that can inspire us to take action. It’s love, not loss. 2, 5
B Have sts use questions 1-3 to interview each other in pairs. Have a student read the model answer from the speech bubble for the whole group. Classcheck by having sts share their most interesting stories with the class.
B Read World of English with sts and have them practise saying phrases 1-4. Play 2.19 so sts can check their pronunciation. Replay 2.19 and pause after each phrase for choral and individual repetition.
Personal answers. 2.19
C Tell sts they’re going to listen to / watch a video about
1 Are we failing to communicate?
threatened species. Point to the text, and have sts work in pairs to guess the answers, circling the best options. Play 2.17 so sts can check their answers. Classcheck by writing the answers on the board.
2 our love of nature
Ask the class: How does this information make you feel? Can we do anything about it?
All underlined letters are pronounced as / ǝ /, ‘schwa’.
3 the single most important factor 4 the loss of animals
C Tell sts they are going to listen to five people who 2.17
We are living in the age of the sixth mass global extinction. Experts warn that within the next 30 years, we’ll lose one-fifth of the entire species on the planet. And if trends continue, we’ll lose half our species in the next one hundred years. One-quarter of our mammal species are at risk of dying out in the wild.
watched the video and decided to take action. Ask sts to listen and take notes. Ask: What have these people decided to do? Play 2.20. Paircheck. Replay the track and classcheck. 2.20
1 Notice /w/ and /l/. P = Phil L = Laura P
… threatened species. Anyway, so Claire and I went on the Internet, accessed the WWF website, and we adopted a whale.
L
Phil, why would you want to adopt a whale?
P
Well, we paid 50 quid and they…
L
Oh Phil! Seriously. What is the point of spending money on an animal you will never see? Life’s too short. Live a little.
P
Honestly, Laura, don’t you think…
sixth 30 one-fifth = 20% half = 50% 100 one-quarter = 25% 50
2.5
2 Notice /ʊ/ and /ʌ/. B = Brenda
M = Mike
B
… so, anyway, guess what. I’ve just created this brandnew blog to try to raise public awareness and I’ve been getting a lot of hits…
M
Oh yeah? Let’s have a look. Hmm… Wow, Brenda, you’ve put a huge effort into this. It looks really good. Keep up the good work.
B
Thanks a lot! Yeah, I’m really pleased with it. I know it isn’t much, but I need to follow my heart. The gorillas’ lives are on the line here. And you know what…
3 Notice the connecting /w/.
and actions to help the environment. How did those friends react? Were they positive? Did they express encouragement or discouragement? Draw smiley and sad faces on the board and ask sts to draw either one or the other next to conversations 1-5. Replay 2.20. Paircheck. Classcheck. 1.
2. ☺
3. ☺
4.
5. ☺
E Have sts read t he discouragement and encouragement phrases in t he table. Play 2.20 again so sts can listen and complete the table. Pause after each conversation, replaying if necessary. Classcheck by writing the answers on the board.
M = man M1 … and that’s why, as I told you, we need to attract as many donations as we can.
Encouragement:
Discouragement:
the good work
would you want
M2 Erm… And how exactly are you planning to do that?
Good for you
the point of
Well done
the use of
M1 Well, I don’t know. I’ve been thinking of going door to door. M2 Door to door! Wow, you are determined! Good for you. Don’t give up! 4 Notice the connections. M = man
W = woman
M
Honey, I have a little surprise for you.
W
What?
M
Look over there.
W
Oh my God, don’t tell me it’s that new electric car you’ve been going on and on about.
M
Yep. Bought it this morning. Wanna go for a ride?
W
Honey, what’s the use of buying that when you know nothing’s gonna change? Look around you! This must be the only electric car in the neighbourhood.
5 Notice /ʃ/ and /s/. J = Janet
C = Carol
J
… so, since then, no more plastic bags. Ever. I’ve been using my own reusable bags whenever I go shopping.
C
Every time? Well done, Janet! I wish I had that kind of self-discipline.
1. Phil decided to adopt a whale (via WWF). 2. She created a blog to raise public awareness (about gorillas). 3. He decided to raise / collect donations. 4. The man bought an electric car. 5. Janet gave up plastic bags / has been using her own reusable bags.
Cultural note ‘Quid’ is slang for British Pounds Sterling. So
F Ask the class: When do you need encouragement? Point to the topics and have a student read the model comment in the speech bubble. Assign new pairs. Have partners talk together about situations in which they usually need encouragement and find out what they have in common. Classcheck. Personal answers.
G Have sts swap partners. Ask the new pairs to read the motivational quotes and choose their favourites. Classcheck by having sts talk about their partners’ views. Ask: Which one is most inspiring for (partner’s name)? Personal answer.
H Divide the class into groups of three. Ask all sts to write down three things (real or not) that they have been trying to change in their lifestyles recently. Read the model sentence in the speech bubble to the whole class. Monitor sts’ writing closely and offer help if necessary. Within their groups, sts should describe what they have been trying to improve, and partners should respond encouragingly or discouragingly, using phrases from E. Classcheck by having some volunteers tell the whole class what they have been trying to improve, and have sts from other groups respond with supportive or unsupportive phrases. Personal answers.
instead of saying ‘I’ve got ten pounds’, you might say ‘I’ve got ten quid’ in informal situations. American English has a similar term for US Dollars: ‘bucks’.
D Tell sts they are going to listen to the conversations again. Say: You heard people talking to friends about their ideas
Workbook p. 13 ID Online Portal Grammar p. 118 ID Café Video p. 139
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R1
Review 1 Units 1-2 Grammar and Vocabulary A Picture dictionary. Pair sts up and have partners test each other and review the main vocabulary items in units 1 and 2. Monitor sts closely throughout the picture dictionary activities and correct vocabulary and pronunciation on the spot.
Tip In order to provide sts with as much fluency practice as possible, expand the activity into the mini-dialogues suggested below. Picture dictionary
6 stages of a relationship, pp. 6-7
3 funny stories, p. 13
Mini-dialogues / Suggested language
Have sts hide the words in 3A with a notebook or a sheet of paper. Ask pairs to take turns pointing to pictures 1-6 and saying the six stages of a relationship.
St A: (points to picture 1) St B: Be attracted to someone. (points to picture 2) St A: Get on well with someone. (points to picture…)
Stronger classes: Have sts hide the words in 3A and retell the story by using pictures 1-6. Ask pairs to alternate sentences.
St A: First, she was attracted to the guy. St B: In this picture, they are getting on well. St A: Then, they got to know each other better.
Give sts a minute to look at pictures 1-3 in in Action E and World of English . Working in threes, each student should choose a picture and tell a funny story. Remind sts to use present tenses, as well as this and these . As one student tells a story, the other sts in the group should use informal language from C to respond and listen actively.
St A: How do you spell believe ? St B: B-E-L-I-E-V-E. St A: Right. How do you spell key ? St B: K-E-Y. St A: That’s right. St B: Now you. How do you spell ear ? How do you spell women ?
6 stages of a relationship:
be attracted to (someone) fall out (with someone) get on (well) get (back) together get to know someone better break up 3 funny stories:
The lady got into the car and saw a huge mouse. The man ran was running for the bus and he crashed into a street light.
St A: I finished shopping at this supermarket. I put the bags in the trunk and I’m ready to go… but when I open the door, I see this huge mouse… St B: Hang on a sec, you mean a real mouse?! St C: Are you serious?
The man saw a UFO while he was driving. 10 ‘green’ words:
reusable cloth bag solar heating rechargeable batteries energy-efficient light bulbs energy-efficient appliances water-efficient taps
Have sts hide the quiz in 1A with a notebook or a sheet of paper. Pair sts up and have them take turns pointing to photos 1-9 and testing their partner.
St A: (points to photo 1) What’s this? St B: It’s bottled water. (points to photo 2) What’s this? St A: It’s an energyefficient light bulb. (points to photo…)
9 environmental problems, p. 18
Ask sts to hide the headlines in 7A with a notebook or a sheet of paper and work in pairs to test each other on photos 1-9.
St A: What’s photo 1? St B: Floods. What’s photo 5? St A: Global warming.
7 endangered animals, p. 22
Have sts cover the table Skills A with a in notebook or a sheet of paper and work in pairs to name all the endangered species on the page.
St A: (points to photo) What do you call this animal? St B: Golden lion tamarin. What about this one? St A: That’s the giant panda.
10 ‘green’ words, pp. 14-15
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Procedures
2 words for each vowel sound (not the picture words); say and spell them, p. 154
Ask sts to turn to the pronunciation chart on p. 154. Focus sts’ attention on the list of words for each vowel sound, just below the pictures. Model the activity. Choose two words for the sound /iː/ and test the whole class by asking: How do you spell ‘people’? Tell sts to choose two words (but not the picture words) and test their partners.
environment-friendly detergents reusable water bottles pet-friendly insecticides fuel-efficient vehicles 9 environmental problems:
droughts floods dumping of e -waste rising sea levels global warming poaching deforestation threatened species fossil fuels
R1
7 endangered animals:
4. I don’t get along well with people who are too arrogant.
giant panda
5. If my partner cheated on me, I wouldn’t know what to do.
Hawaiian monk seal
6. When you want to get to know someone better, you should go camping with them.
golden lion tamarin mountain gorilla northern right whale Javanese rhino ivory-billed woodpecker 2 words for each vowel sound (pos sible answers):
beat, achieve /ɪ/ ability, abolish, academic /ʊ/ brook, crook /uː/ zoo, zoom, fool /e/ Kenya, Netherlands /ə/ abbreviation, across /Зː/ burn, heard /iː/
/ɔː/ aboard, according, crawl /æ/ abnormal, abstract /Λ/ /ɒ/
butter, button, bucket lobster, because
7. If someone wanted to get back together with me, they’d have to be really romantic. Then, ask sts to change the underlined phrases to make true sentences about themselves. Monitor and offer help if necessary. Pair sts up and have partners tell each other their modified statements and find two things they have in common. Classcheck. Personal answers.
D Direct sts to look at the phrasal verbs in 3D on p. 7. Have them work in pairs, with each student miming three different phrasal verbs for his / her partner to guess. Classcheck. Personal answers.
E Ask sts to choose best options from a-c to complete B Have sts choose two prepositions from the three options provided and insert them in the correct places in questions 1-7. Play R1.1 so sts can check their answers. Then, have sts swap partners and work in their new pairs to ask and answer questions 1-7. Monitor and take notes for delayed correction. Classcheck to find any answers sts had in common and provide language feedback. R1.1
1 2 3 4
So, do you want to talk about politics? Are you any good at cooking on a barbecue? How much money do you spend on shoes in a year? Do you get very jealous of your partner if they spend time with other people? 5 Are you afraid of having a serious relationship with anybody? 6 How many of your exes are you still in contact with? 7 Do you rely on your mother for fashion advice?
1. to (talk), about (politics) 2. at (cooking), on (a ba rbecue) 3. on (shoes), in (a year)
items 1-7. Paircheck. Classcheck by writing the answers on the board. 1. a 2. b 3. b
4. c 5. a 6. a 7. b
F The animal in you! Read instructions 1-3 with the whole class and ask sts to write down their answers. Explain that in step 3 sts should combine the animals from 1 with the adjectives from 2, e.g., ‘an easygoing lion’. Then, tell sts that the combinations are meant to reveal their personality. Play R1.2 and have sts check the meaning of each combination. Classcheck and ask: Do you agree with the results? R1.2
OK, now put each noun and adjective together. OK? So you should have three combinations, for example, an imaginative panda, an easygoing chicken or an outgoing whale. Right, so let’s find out what this means. Ready? The first combination is how you see yourself. Your self-image – OK? The second combination is how other people see you. Yeah, that’s what they think of you. And, wait for it, the third combination is the truth, it’s how you really are. That’s you! Surprised? Or do you agree?
4. of (your partner), with (other people) 5. of (having a serious relationship), with (anybody)
Personal answers.
6. in (contact) with 7. on (your mother), for (fashion advice)
C
MAKE IT PERSONAL Have sts match items 1-7 to the
correct endings in the column on the right. Classcheck.
G Have sts complete the gaps in sentences 1-5 with the present perfect simple or present perfect continuous forms of the verbs provided. Paircheck. Classcheck. 1. has grown
1. I sometimes fall out with my parents over using the car.
2. has been campaigning
2. I often go to the park to hang out with my friends after work.
3. has been raining
3. I’m usually attracted to people who have a good sense of humour.
4. have never seen 5. has been 53
R1
H Point out the Common Mistakes box and tell sts that there are two mistakes in item 1. Copy the sentence on the board and elicit corrections from the whole class. Tell sts that it is now their turn to correct the sentences. Explain that sts should find the number of mistakes listed in brackets. Have sts work in pairs to correct sentences 2-10. Whenever sts are uncertain, encourage them to flip back through pp. 4-23 and check their answers in units 1 and 2. Classcheck by writing the answers on the board. 1. What sports are you good at? 2. When did you fall in love with her? 3. Jed was engaged for six years. 4. Who do you usually hang out with? 5. Sue thinks that Toy Story is a s ad film, but Paulo doesn’t agree.
R1.3
Amazing Facts! Fact one: Are you afraid to swim in the ocean? Sharks kill 8 to 12 people a year around the world, but really they should be scared of us. Scientists estimate that humans kill 100 million sharks annually. Fact two: In 1990, 43% of the global population lived in poverty. By 2010, only 21% were living on less than $1.25 a day. The United Nations hopes to end extreme poverty by the year 2030. Let’s hope they can! Fact three: Edison Pena is one of the 33 miners who were stuck in a Chilean mine for 69 days in 2010. Edison ran 6 miles a day when he was in the mine and one month after escaping he ran the 42-kilometre New York marathon in just 5 hours and 40 minutes.
6. She doesn’t often eat meat, but she liked my barbecue.
1. 8, 12, 100 million
7. Don’t leave your laptop on stand-by mode for too long.
3. 1, 33, 69, 2010, 6, 1, 42, 5, 40
8. Leo has been living in Boston for two years. 9. We have known each other since 2008. 10. The tree in my garden has grown two metres since I planted it.
Skills Practice A Briefly el icit what sts remember about the blog written by a man named Al who decided to try a greener lifestyle after watching the documentary No Impact Man. Pair sts up and play 2.5 from unit 2. Pause after each paragraph to allow partners to tell each other the paragraph’s main ideas f rom memory. Classcheck and play the next paragraph. Repeat the process for the remaining paragraphs on the track. Al met a friend, and his friend said he looked ver y different. Al told his friend that he had been trying to c opy the attitudes of a man named C olin Beaven, from the film No Impact Man , who tries to have zero impact on the environment. The film has had so much impact on Al’s life that he and his wife have been trying to green up their lifestyles. The changes include going to work on foot at least twice a week, taking the stairs and using recycled paper. He wonders if he can make a difference or if he is wasting his time. Then, have sts answer questions a-d in pairs. Classcheck sts’ answers.
2. 1990, 43(%), 2010, 21(%), ($)1.25, 2030
C Tell sts not to focus on the dialogues for now. Draw their attention to the prompt for item 1 and model forming the question. Have sts use the remaining prompts provided to form questions 2-4. Paircheck. Play R1.4 so sts can check their questions and complete the gaps with the emphatic words they hear. Classcheck. R1.4
M = man W = woman 1 M1 Have you got any nicknames? M2 Not really, no. Although my brother calls me ‘big ears’. Oh, it does annoy me! M1 Aw! That’s mean! They used to call me ‘potato’ at school, but I’ve got absolutely no idea why. 2 W1 What’s the first thing you notice when meeting someone new? W2 Oh, I’m definitely a shoe person. I always notice if people have dirty shoes. W1 Me, I don’t notice clothes, but I do notice teeth. If they’ve got something in their teeth… yuk! 3 W Are you more often optimistic or pessimistic? M Oh, I don’t know. I guess I’m about fifty-fifty. W No, you always seem so laid-back and happy. I think you’re a really positive person. 4 W If you could have only three electrical appliances at home, what would they be? M Hmm, difficult. Only three? Well, the first is my laptop. I do use it almost every day. W Lights? Do they count as an appliance? They certainly are important.
Personal answers. 1. does, absolutely
B Dictation. Draw sts’ attention to the photos and tell them that they are going to listen to some facts about each one. Explain that sts should listen and write the numbers they hear in the corresponding white circles below each photo. Play R1.3. Paircheck. Replay R1.3 and classcheck by writing the answers on the board. 54
2. What’s the first thing you notice when meeting someone new?; definitely, do 3. Are you more often optimistic or pessimistic?; so, really 4. If you could have only three electrical appliances at home, what would they be?; do, certainly
R1
D Have sts swap partners and work in their new pairs
H
to act out dialogues 1-4 from C. Remind sts to stress the emphatic words. When all sts have finished, tell them to listen again and compare their sentence stress to the stress used in the audio. Play R1.4 again. Classcheck.
are going to hear 12 questions which are the lesson titles from units 1 and 2. Ask them to listen and briefly write down their personal answer to each question. Emphasise that sts do not need to write the questions down – only their answers.
Personal answers.
E Read the title of the article in F (‘Save the World, Save Your Money!’) with the whole class and have sts guess or predict what the text will be about and what Boston500 involves. Personal answers.
F Go over questions 1-5 with the class and ask sts to read the text to find the answers. Paircheck. Classcheck. 1. Boston500 could help people save $100 a year on their energy bills and create lots of new ‘green’ jobs for the community. 2. Thicker walls protect against high and low temperatures. 3. Solar panels do not usually generate enough energy for a house. 4. Windows could be turned into solar panels to increase the area of panels on a house. 5. Biodegradable waste is smelly.
G Have sts swap partners and ask: In what ways can we save energy at home? Refer sts to the model text in the speech bubble and then give sts two minutes to discuss the question in pairs. Classcheck ideas. Personal answer.
MAKE IT PERSONAL Question time! Tell sts that they
Play 1.5. If necessary, pause after each question, but only long enough for sts to jot down very br ief notes, e.g., yes, no, etc. Have partners look at the Language Map on pp. 2-3 and take turns asking and answering the lesson title questions from units 1 and 2. Monitor sts’ work closely for accuracy and encourage them to ask follow-up questions when appropriate. At the end, ask sts how they felt performing the task: Do you feel comfortable with all the questions? Which ones are easy? Which ones are difficult? R1.5
Do you know all your classmates? How did your parents meet? How many Facebook friends have you got? When is the right moment to settle down? How much time do you spend online? Which do you do more: listen or speak? How green are you? How long have you been studying here? Which is worse: flooding or drought? What’s the best advert you’ve seen recently? Do you support any charities? Have you been feeling stressed lately?
Personal answers.
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3 Unit overview: In unit 3, sts learn past perfect and past perfect continuous in the contexts of getting to know new places and cultures, discussing urban problems and understanding, explaining and questioning rules.
Which city would you most like to visit? Lesson Aims: Sts learn and practise adjectives and expressions to describe places. 1 . 3 n o s s e L
Function
Language
Reading about famous cities.
You’re in the heart of the city.
Identifying different text types.
In a cybercafe, waiting for the rain to stop.
Describing cities you’d like to visit.
Well, I’d really like to visit Sydney.
Using alliteration to memorise words.
Ancient, Asian, skyscraper.
Vocabulary: Landmark, skyline, smog, slums, square, upmarket, tourist spots, harbour. Expressions: ‘It’s the place to go’, ‘find my way around’, ‘in the heart of’. Grammar: Review such , so , prepositions of place, some and any .
Warm-up Have sts look back through pp. 14-23 and, in pairs, take turns asking and answering the lesson question titles (‘How green are you?’ on p. 14, ‘How long have you been studying here?’ on p. 16, and so on). Monitor sts’ performance and take notes of any mistakes for delayed correction. Classcheck.
1 Vocabulary: Cities A Books closed. Ask: Which city would you most like to visit? Elicit as many answers as possible and write the city names on the board.
square – B skyscrapers – C harbour – D slums – G fashionable neighbourhood – A skyline – E smog – F
B Point to text 2 in A and ask: What type of conversation is this? Is it an email? Point to the answer choices and have sts write ‘2’ next to ‘Friends talking on Skype’. Have sts match the rest of the texts in A to the correct text t ypes. Point out that there is one extra option that will not be used. Paircheck. Classcheck.
Books open. Start off with the Song line on the top of
(2) Friends talking on Skype.
p. 27. Ask: Do you remember this song? What’s the name of the band? Is that your idea of a ‘paradise city’?
(4) A guide talking to tourists.
Song line: Take me down to the Parad ise Cit y, where t he grass is green and the girls are prett y. Song: ‘Paradise City’ Band: Guns N’ Roses (USA) Year: 1988
Point to photos a-g on pp. 26-27 and the city names on the board. Ask: Do you recognise any of your favourite cities in the photos? Can you guess where these photos were taken? Draw sts’ attention to texts 1-4 on p. 26. Say: You can read about four different cities here. Read the texts briefly and try to guess which cities these people are describing. Pair sts up and allow them a few minutes to read the text s and discuss their guesses with their partners. Play 3.1 and have pairs test their g uesses for the names of the cities. Allow pairs to make changes to their g uesses if they wish. Then, classcheck sts’ guesses, but don’t tell them t he answers just yet. 56
Have sts focus on the words in bold in texts 1-4. Ask them to match these words to photos a-g. Paircheck. Classcheck. Then ask: What else can you see in the photos?
(3) A holiday blog post. (1) Friends playing a gue ssing game. Not used: Introduction to a guidebook.
Read Common Mistakes with sts and help them compare singular and countable forms of the same structure, e.g., ‘It has such a beautiful view’ and ‘He’s such a friendly person’.
C Have sts look at the underlined words and phrases in the texts in A. Model the activity. Ask: Which phrase means ‘in the most important place’? Instruct sts to copy the phrases next to the correct definitions in the box. Paircheck. Classcheck. in the heart of landmark tourist spots find my way around it’s the place to go upmarket
3.1
D Have sts look at photos a-g again. Say: I’m going to describe a photo, and then you’re going to try to guess which photo it is. As an example, describe photo d by saying: There are many buildings in the background. You can see a bit of water, it might be the sea or maybe a river… Keep describing
3.3
/eɪ/ train, plane. Asian, chaotic, dangerous, sky scraper,
stadium, sunbathe, volcanoes. /æ/ man, fan, fashionable, flat, statue, traffic.
more details in the photo until sts correctly identify it. Refer sts to the model in the speech bubble. Have sts repeat the activity in pairs. St A should describe a photo and st B should try to guess it. Tell partners to alternate roles. Monitor sts’ work closely and offer help if necessary. Classcheck by having a few sts describe photos for the whole class to guess. Personal answers.
E Point to the texts in A again and ask: What about now? Have you already guessed which cities they’re talking about? Have sts recall the guesses they made earlier in pairs and write them down, if they have not done so already. Then play 3.2 so sts can check their answers. At the end, ask: Any pronunciation surprises? 1. Beijing
2. New York
3. Rio de Janeiro
4. Mexico City
F Focus on the pronunciation symbol and illustrations (a plane, a train). Ask: What sound is this? Next, elicit the pronunciation for Asian and ask: Has it got the /eɪ/ sound? Then, point to the word fashionable and ask: How about ‘fashionable’? Has it got the sound /eɪ/? Explain that sts should cross out words in the box which do not have the sound /eɪ/. Paircheck. Play 3.3 so sts can check their answers. Pause after each word if necessary.
fashionable flat statue traffic
Drill pronunciation for all the words in the box. Read World of English with the whole group and have sts come up with a sentence using at least four words from the box. Classcheck.
G
MAKE IT PERSONAL
Pair sts up, or have them swap partners. Explain that st A should describe a city without mentioning its name and st B should try to guess it. Partners should alternate roles. Ask partners to tell each other about a city they’d like to visit. Encourage them to give as many details as possible, including tourist spots, weather, nightlife, the people, the food and everything else they know about the city. Monitor closely throughout the activity and offer help as needed. At the end, i nvite volunteers to tell the whole class the reasons why they’d like to visit one of the cit ies they chose.
Workbook p. 14 ID Online Portal Grammar p. 120
57
3.2
Was yo your ur we week eken end d as fu fun n as yo you‘ u‘d d ho hope ped? d? Lesson Aims: Sts learn and practise the past perfect via the contexts of visiting a place for the first time, experiencing different social conventions and tweeting. 2 . 3 n o s s e L
Function
L anguage
Doing Doi ng a quiz quiz and watc watchin hing g a video video about about a differe different nt cultu culture. re.
It’ss usual It’ usual for peopl people e to shake shake hands hands and and bow sligh slightly tly..
Reading tweets about a visit to Hong Kong.
He hadn’t told me about bowing!
Rea ead din ing g abo about ut an ex exch chan ange ge stu tude dent nt in Lo Lond ndon on..
By the titime my my stay was over, I’I’d le lea arned my my way ar around th the ci city.
Delivering a one-minute monologue about a place you’ve visited.
Last year, I went to this amazing place, you know? I’d never been there before and…
slightly,, push your way through, pour, blow on your soup. Vocabulary: Shake hands, bow slightly + past expression + past perfect. Grammar: Past perfect; by + Before the lesson: Prepare sets of cards with vocabulary from lesson 3.1, using the words and phrases below:
square upmarket slums skyline
smog harbour landmark It’s the place to go.
Warm-up Divide the class into groups of three. Give each group a set of pre-made cards (see Before the lesson ). ). Have sts take turns selecting a card and explain explaining ing its meaning in their own words for the rest of the group to guess. Instruct sts to begin by telling the group whether their their card has a word or an expression. Monitor closely and offer help when nece ssary. At the end, ask: Which word or phrase was the most difficult
to guess? Which was the hardest to describe?
2 Reading A Explore photos a-h and elicit as many details from a-h and them as sts can supply. Ask: What are people doing in photo a? What about photo c? Use the photos and descriptions to pre-teach vocabulary sts will see in the quiz: hug, pour, blow on your soup, leave a tip, chopsticks, bow and shake hands . Have sts match photos a-h a-h to to the underlined words in the quiz. Classcheck. Then ask: How much do you know about Hong Kong? Are customs there very different to here? What about the people? Read the quiz title with the whole class and ask: Has anyone ever been to Hong Kong? Elicit the correct option for sentence 1, but don’t give sts the answer just yet. Have sts work in pairs to guess what the customs in Hong Kong are and to circle the best options for 13.4 so sts can check their 1-9 9. Then, play answers. Classcheck. 3.4 Notice
the short and long pauses.
While people in Hong Kong are very famil familiar iar with Western culture, cultur e, there are still unique social etiquettes that tourists should observe. When greeting someone in Hong Kong, a handshake is common, but do it with a slight bow. Kissing on the cheek (and hugging) is not practised. It is OK to gently push your way through the crowd as Hong Kong is so densely packed; in fact, if someone says they’re sorry while navigating the crowd, it’s considered impolite. When giving gifts, always give them with two hands. Do not give clocks as the Chinese associate clocks with death. And gifts are never opened in 58
find your / my way around in the heart of (the city) tourist spots
front of the person that gave them. When eating with others, it’s important to be aware of important table etiquette. As a courtesy, fill the tea cups of others before pouring your own cup, even if their cups are not empty. When you need a refill, keep the lid of the teapot half open, and the waiter will get the hint. Blowing on the soup is considered OK to cool down the soup. After you’re done, don’t leave your chopsticks standing straight up, as this signifies death. Leave them flat on the table. Tipping is customary – a service tip of 10% is expected – and tip the server directly, as leaving a tip on the table is considered impolite. Now you know a little bit more about Hong Kong. This is Rosanna Wilcox, informing you about Hong Kong.
Photos:
Quiz:
shake hands and bow – g
1. usual 1. usual
hug – a
2. shouldn’t 2. shouldn’t
kiss them on the cheek – c
3. say 3. say nothing
push your way through – h
4. later 4. later
pour – b
5. bad 5. bad
blow on your soup – d
6. friend’s 6. friend’s
chopsticks – f
7. blow on your soup
leave a tip – e
8. bad 8. bad 9. shouldn’t 9. shouldn’t
B Point to the quiz in A and ask: If you were going to Hong Kong, which of these social conventions would be hard for you to adapt to? Have sts read the model in the speech bubble. If necessary, write a model on the board: I think I’d find it hard (not) to… Pair sts up and have them discuss the question, using the model in the speech bubble or the sentence starter on the board. Classcheck by having sts tell the class which social conventions would be difficult for their partners to adapt to. Also, ask partners: What did you have in common? Personal answers.
3.2
C MAKE IT PERSONAL Say: What about social conventions here in (your city)? Have sts read the example sentence in the
Song line: I knew you were trouble when you yo u walked in , so shame on me now. Flew me to places I’d never been.
speech bubble and refer them to the ideas in the box that could help them write down their local social conventions. Split the class into groups of three or four and ask sts to think of ‘rules’ for tourists who are visiting their city. Walk around the classroom to monitor their work and offer help as needed. Classcheck. Personal answers.
difference between the sentences. Have sts complete Rita’s tweets with the verbs from the box, using the past perfect. Paircheck. Classcheck.
A Start off reading Cyber English with sts. Ask: Do you use Twitter? What do you tweet about? Tell sts that they are going to read Rita’s tweets. Say: She’s in Hong Kong for the first time. Ask them to read the rubrics and find out why she’s there (to meet her in-laws). Explain that Rita is tweeting about her experiences in Hong Kong. Point to the text, and elicit what ‘OMG’ means (Oh my God). Point to options 11-5 5 and have sts complete the text with them. Paircheck. Play 3.5 so sts can check their answers. Classcheck by writing the answers on the board. He hadn’t told me she’d made I’d never seen anyone do that I’d left on the table I’ I’d d said said sorry
B Do task 1 with the whole class. Point to and read the sentence ‘Hue’s ‘Hue’s mom gave me a gift that she’d made.’ made.’ and ask: What happened first? Have sts tick the correct answer. Classcheck. Draw a timeline on the board and pinpoint the two actions happening in the past, as below:
She gave me the gift.
Now
Read the rule for the past perfect with the whole class. Focus on form, then elicit and write more example sentences from A on the board ( I had never seen…, He hadn’t told me… and so on). Draw sts’ attention to the contracted form of had and help them compare contractions with had and would, as in ‘I’d never visited Hong Kong before’ vs ‘I’d like to visit Hong Kong.’ Have sts do task 2 individually and match pictures a-b a-b to to the correct sentences. Classcheck. Grammar box:
Year: 2012 2012
C Read Common Mistakes with sts and explain the
3 Grammar: Past perfect
She made the gift.
Song: ‘I Knew You Were Trouble’ Singer: Taylor Swift (USA)
She made the gift. a b
Read the Song line on line on the top of p. 29 with sts and ask if they know the song or the singer who recorded it.
Go over World of English with the class. Ask sts if, in their first languages, it’s possible to find the same verb twice, as in, for example, ‘I had had too much to eat’. eat’. had / ’d been had / ’d read hadn’t told had / ’d committed had / ’d made
had / ’d finished
D Find out if any sts have been to or would like to visit London. Tell them they are a re going to read about Bruno’s experience as an exchange student in London. Have sts read 11-7 7 and underline the correct verb tenses. Paircheck. Classcheck by writing the answers on the board. When checking the answer for number 6, read the R box with the whole class. 1. thought 2. 1. thought 2. ’d ’d got 3. 3. spoke spoke 4. 4. ’d ’d learned 6. ’d 6. ’d learned 7. ’d never driven
E
5. were 5. were
MAKE IT PERSONAL
Tell sts that they are going to play a game called ‘Mystery monologue’. Ask sts to prepare a one-minute monologue. Have a student read the model in the speech bubble. Read questions 1-6 1-6 with with sts and explain that they should use the answers to these questions in their monologue. Allow sts time to work individually to answer the questions and plan what they are going to say. Pair sts up. Have st A deliver his / her one-minute monologue, ask st B to wait until the end of the monologue to guess the place or ask more questions. Then, sts should swap roles. Monitor sts closely and offer help, especially during individual planning. At the end, have a few volunteers recite their monologues and ask the whole group to guess the mystery places. Personal answers.
Workbook p. 15 ID Online Portal Grammar p. 120
59
3.3
Does the traffic drive you mad? and though in in the context of urban problems in New York Lesson Aims: Sts learn and practise the contrast conjunctions although and City and in sts’ own city. 3 . 3 n o s s e L
Function
L anguage
Reading and talking about urban problems.
People honk all the time… I think the worst problem by far is all the thieves.
Contrasting ideas.
Although I love this city, I can’t stand the crime.
Listen Lis tening ing to to people people talk talk about about proble problems ms in thei theirr hometo hometowns wns..
I don’t don’t mind mind the the pollut pollution. ion. I think think I’m I’m used used to it. it.
Surveying Surve ying people people about about how they they feel about about urban urban problems. problems.
Does Do es the tr traff affic ic dri drive ve yo you u mad mad??
Vocabulary: Urban problems: roadworks, thieves, litter, queues, finding a parking space, going through red lights, potholes, security checks, traffic jams. Expressions: ‘It drives me mad’, ‘I can’t stand…’, ‘I don’t mind…’, ‘It doesn’t really bother me’. Grammar: Although , though . Before the lesson: Write the following sentence starters on the board:
I did not have any money because… We couldn’t get a cheap hotel room because… She’d already by the time I
Warm-up Divide the class into pairs or small groups and have sts brainstorm endings for the sentence starters you wrote on the board (see Before the lesson ). ). Give groups a point for each ending, and an extra point for each one that is original (i.e., an ending no other group came up with). Remind sts to use the past perfect for an event that happened before something else in the past.
.
Read the Song line on line on the top of p. 31 and find out whether sts know the song or the band which recorded it. Ask: What does ‘jungle’ refer to? (a big city). Song line: It’s like a jungle, sometimes it makes me wonder how I keep from going under. A-huh-hu A-hu h-hu h huh -huh -huh..
4 Vocabulary: Urban problems
Song: ‘The Message’ Band: Grandmaster Flash and the Furious Five (USA) Year: 1982
A Explore the photos with sts and use the photos as a visual aid to elicit the vocabulary in them. Point to one image at a time and ask: What’s this? What are these people doing? What can you see in this photo? For example, point to the photo of the woman honking and ask: What’s she doing? If sts don’t know the word honking, write or say: She’s honking (at somebody or something). Present the term with a gesture and drill pronunciation. Point to the photo of a man robbing a woman and ask: What’s happening? What do we call this man? Elicit or say: He’s a thief. Have sts repeat thief after after you. Then ask: Is that a common urban problem? After covering all the photos and introducing as many new words as possible, draw sts’ attention to the words in bold in 1-10 1-10.. Have sts match the words in bold to the photos. Paircheck. Classcheck and drill pronunciation of all the words in bold. 1. roadworks 1. roadworks – e
MAKE IT PERSONAL
Read Common Mistakes with the whole class. Then ask: Did you know that New York City had all these problems? What about our city? Have sts read the model sentences in the speech bubbles. Have sts work in pairs, looking at the photos in A and listing the five most serious problems in their city. Instruct pairs to discuss and decide on the order of importance or relevance of the five problems. Closely monitor sts’ discussions for accuracy and correct any mistakes on the spot. Classcheck by comparing pairs’ lists of problems and the order in which they listed the problems. Personal answers.
5 Reading
2. thieves 2. thieves – f
foreigners living in New York City? A Ask: Are there many foreigners
3. litter 3. litter – d
Tell sts that they are going to read about the experiences of non-native New Yorkers.
4. security 4. security checks – i 5. potholes 5. potholes – a 6. stuck 6. stuck in traffic jams – h 7. go through red lights – g 8. parking 8. parking space – j 9. honk 9. honk – c 10.. queues – b 10 60
B
Read the speech bubbles from the Statue of Liberty with the whole class. Have a look at what each foreign-born New Yorker said and complete the gaps with sentences 1-10 1-10 from from 4A. Tell sts to complete the gaps with the numbers only. Paircheck. Play Classcheck.
3.6 so
sts can check their answers.
3.3
9 and 7 6 and 8 2 4
3.7 Notice /l/, /r/ and /h/.
5 and 1 3 and 10
B Point to the texts in A and ask the whole class: Which writers (or writer) described a problem that has got worse? Classcheck and have sts write the answer to item 1. Then, have sts identify the writers in A who described problems 2-4. Paircheck. Classcheck. 1. Rosa and Takako 2. Anton 3. Kurt 4. Jean Pierre and Lucy
C Ask: What’s your opinion about the impression of these writers? How do they feel about living in New York City? Point to options 1-3 and have sts discuss in pairs. Classcheck. Personal answers.
D Read World of English with the whole class. Have sts find five examples in A and work in pairs to answer the question ‘What are they contrasting?’. Classcheck. Examples: Jean Pierre: ‘Well, not that different from Paris, though.’ This sentence contrasts driving manners in New York and Paris. Lucy: ‘You know what really drives me mad, though?’ This sentence contrasts heavy traffic, which she is used to, and parking space, which is something that bothers her a lot. Kurt: ‘Although I love this city, I can’t stand the crime.’ This sentence contrasts the person’s feelings regarding the city. Rosa: ‘Even though the pos t 9/11 trauma has pass ed, the police have been in a constant s tate of alertness…’ This sentence contrasts the end of the 9/11 trauma with the fact that there are still constant security checks. Takako: ‘Not anymore, though.’ This sentence contrasts the fact that streets used to be cleaner and now there is rubbish every where.
E
international students are from and what problems they mention. Play 3.7. Paircheck. Replay 3.7 if necessary. Classcheck by writing the answers on the board.
MAKE IT PERSONAL
Tell sts to complete 1-4 using their imagination. Refer them to the model dialogue in the speech bubbles. When they have finished, ask them to work with new partners to share and compare ideas. Classcheck by having sts talk about their partners’ sentences.
T = teacher R = Raul To = Tomiko A = Andre T Wow! Raul, how about you? Where are you from? R I’m from Lima. To Oh, I have been there! T And how do you like living there? R Well… it’s a huge city, you know… The traffic j ams drive me mad. T Well, London has them too, you know… Get ready! R But I don’t need to drive here, so… you know... T Lucky you. And… is Lima a very polluted city? R Oh, yes! But… I don’t mind the pollution. I think I’m used to it. But the traffic jams… they make me want to scream. T I see… Tomiko, traffic’s a big problem in Tokyo too, I imagine. To Yes, but I’m not from Tokyo. I’m from Osaka. T Osaka? Really? I lived there for a year. I love that city! To Me too. And yes, Osaka has a lot of traffic and, you know, people… how do you say that? They, er… you know, beep beep… T Honk? To Yeah, drivers honk all the time. R They do that in Peru too, especially the taxi drivers. To But I live on the 45 th floor, so… I’m OK with the noise. But I can’t stand the long queues. They are too much... ah, too many people and e verywhere you go. You always have to wait for everything. T Yes, it is annoying, isn’t it? And Andre, how about Barcelona? A Well, Barcelona… It’s… er… T Yes? A It’s a beautiful city… But… er... it’s full of tourists and where there are tourists, there are thieves. T Oh, come on! A It’s true. The thieves make me so angry. I can’t stand the crime. But I find the tourists really annoying too. They throw paper everywhere… T You mean there’s a lot of litter in the streets? A Mmm-hmm. But my neighbourhood is really clean, so… the litter – is that the word? T Yes. A The litter doesn’t really bother me. T Right. OK. Guilherme, how about you…
Raul
Lima
Tomiko
6 Listening A Tell sts that they are going to listen to three international students talking about their hometowns. Point to the table and ask sts to pay attention to where the
Osaka a. honking
Andre Barcelona
B Play Personal answers.
a. traffic jams a. thieves
b. pollution b. queues b. litter
and have sts draw sad (frowning) or ‘don’t-mind’ (straight-mouthed) faces next to problems in A, according to how annoying each speaker describes it to be. Paircheck. Classcheck. Raul
3.7 again
a. traffic jams
Tomiko a. honking Andre
a. thieves
b. pollution b. queues
b. litter 61
3.3
C Read the lesson title on the top of p. 30 and ask t he whole class: Does the traffic drive you mad? Point to the words in the b ox and have sts complete sentences 1-6 with suitable options. Pai rcheck. Play 3.8 to classcheck sts’ answers. 3.8
1 The traffic jams drive me mad. 2 I don’t mind the pollution. 3 I’m OK with the noise. 4 I can’t stand the crime. 5 I find the tourists really annoying. 6 The litter doesn’t really bother me.
1. drive 2. mind 3. ’m 4. stand 5. find 6. bother
1. drives 2. annoy 3. go 4. doesn’t
E
MAKE IT PERSONAL
Create a class survey. Have sts individually prepare three questions about urban problems. Ask them to use vocabulary from this lesson and expressions from C. Draw their attention to the prompts in the speech bubbles, which they can use as a model. Walk around the classroom, monitoring sts’ work and offering help as needed. Then, ask sts to stand up and mingle, interviewing as many classmates as possible with the questions they prepared. Monitor and take notes for delayed correction. Classcheck by asking sts what kinds of answers were most common for each of the questions they asked. Provide sts with feedback on their performance and language use. Personal answers.
Not used: stand
D Read Common Mistakes with the whole group. Then, ask sts to circle the best choices in sentences 1-4. Classcheck by writing the answers on the board.
62
Workbook p. 16 ID Online Portal Grammar p. 120
3.4
Have you ever missed any important dates? Lesson Aims: Sts learn and practise the past perfect continuous through the context of narratives, especially stories of missing important events due to traffic jams. 4 . 3 n o s s e L
Function
Language
Listening to sad stories about traffic jams.
A bus had gone through a red light and crashed into three cars.
Listening actively.
What do you mean? No wonder!
Retelling stories.
When we finally got to the stadium, they’d been playing for well over an hour.
Telling a story about being stuck in a traffic jam.
… I was going to the airport. We’d been away for two weeks…
Vocabulary: Expressions for listening actively: ‘Oh, no!’, ‘What do you mean?’, ‘You’re joking!’, ‘No wonder!’. Grammar: Past perfect continuous. Before the lesson: Write the following prompts on the board:
1. in this city drives me mad. 2. I can’t stand people who . 3. doesn’t really bother me.
4. What annoys me the most is 5. I find a bit annoying. 6. I believe the best solution for
Warm-up Review urban problems. Direct sts’ at tention to the sentence starters on the board (see Before the lesson ) and invite volunteers to complete the s entences with their own opinion about urban problems in their city. Monitor closely for accuracy and offer help if needed. Then, have sts work in pairs and tell each other their sentences. Ensure that sts pair up with classmates they don’t usually work with. At the end, classcheck similarities by asking partners: What did you two find in common?
7 Listening A Point to the pictures and ask: What’s his name? What’s her name? Where are they from? Tell sts to work collaboratively in small groups and make up one story for Juan and another for Sandra, using what they can see in the pictures. Classcheck t heir stories. Then play 3.9. Ask: Were your guesses close to the real stories? 3.9 Notice
how the similar sounds link.
Story 1 R = Rachel
. is
.
J Well, that’s what I thought. At 6:30, though, I was still stuck in exactly the same place, so I turned on the local traffic radio to see what was going on. R And…? J Apparently, a bus had gone through a red light and crashed into three cars. On the day of my interview! R Oh, no! Did you make it in time for the interview? J Hmm… Guess what time I got there. 8:50! R You’re joking! Argh! And how did it turn out? J Surprise, surprise… I didn’t get the job I’d been dreaming of since school! Darn it! R Well, I’m sure something better will come along… and next time be sure to hire a helicopter on the day of the interview. J Ha, ha, very funny. Story 2 S = Sandra
E = Ethan
S … But I still haven’t found what I’m looking for. E I didn’t know you liked U2. S Oh, I’m a huge fan. I’m crazy about Bono. E Really? Have you ever seen them live? S Yep. Well, sort of.
J = Juan
R You look a little bit depressed, Juan. What’s wrong? J Yeah, well, last Thursday I had a job interview – the third in a week. R You poor thing! J You see, I’d been trying to find a job as an architect for months, without success, of course, but I was really optimistic about that particular interview. Anyway, the big day finally came, and, hmm, guess what – there was a massive, massive traffic jam on the main avenue. R Oh, no! J Yep, but, you know, I wasn’t too worried, since I’d woken up at 5 and left home at 6… you know, just to be on the safe side. R Right. What time was the interview? J 7:30. R Seems more than enough, doesn’t it?
E Eh? What do you mean? S Well, when I heard they were coming to São Paulo, I bought two tickets straight away. Incredibly expensive, but I didn’t care. Anyway, I spent the next two months anxiously waiting for the big day – the day I’d been waiting for since I was sixteen. E Wow! S On the day of the show, my friend and I left work two hours earlier – you know, just in case – and took a taxi. E OK, go on... S Well, after an hour we realised that the taxi had only moved a few blocks, so both of us started to freak out. E No wonder! Just a few blocks in one hour! S Yeah, I know… People were honking like mad, but there was nothing we could do – even the bus lanes were jammed. You see, it’d been raining nonstop, which kind of explains all the chaos. 63
3.4
E So what happened in the end?
1. ’d been trying
S Well, we abandoned the taxi, ran like mad and, by the time we finally got to the stadium, they’d been playing for well over an hour. Thank God the security guards let us in.
2. ’d woken up
E So you only caught – what – the last ten minutes of the show?
5. ’d been waiting for
S Only the last six songs! But that was the best half hour of my life. I swear.
7. ’d been raining nonstop
Juan had been trying to find a job as an architect for months and he was going to his third job interview that week. He was particularly optimistic about that interview, but on the ‘big day’ there was a massive traffic jam – a bus had gone through a red light and hit three cars. Juan arrived late and missed the interview. Sandra had bought two tickets to se e U2 and had been waiting anxiously for two months to see them live. On the day of the concert, she and her friend left work two hours earlier and got a taxi to the stadium. They couldn’t make it on time, though. It had be en raining nonstop and the traffic jam was huge. They got out of the taxi and ran to the show, but when they arrived, U2 had already been playing for over an hour. She only saw the last six songs of the gig.
B Have sts work in pairs to decide whether sentences 1-4 are true (T) or false (F). Play their answers. Classcheck. 1. T
2. F
3. F
3.9 again
so sts can check
4. T
C Ask sts to go to AS
3.9 on
p. 159 and copy the underlined expressions next to their meanings in the table. Paircheck. Classcheck. 2. You poor thing! 3. No wonder. 4. ... how did it turn out? 5. You’re joking!
8 Grammar: Past perfect continuous A Go over the Grammar box with sts and have them answer questions a and b on their own. Paircheck. Classcheck.
3. ’d gone through 4. ’d been dreaming of 6. ’d / moved
C Have sts study World of English on their own. Then, ask them to form new pairs. Point to the pictures in 7A and explain that sts will retell both stories in pairs, using a variety of past tenses. Before sts start, refer them to the model in the speech bubbles. Monitor closely for accuracy and correct any mistakes on the spot. At the end, invite volunteer pairs to collaboratively retell stories 1 and 2 to the whole class. Refer to the answer key in
D Have sts revisit AS
p. 159 to notice the prepositions and articles in the highlighted expressions. You may wish to write them on the board. Then, read Common Mistakes with the whole class.
down notes about the story with the aid of questions 1-5. Divide the class into small groups and have them share stories and respond / listen actively to other group members’ stories using expressions from 7C. Go over Common Mistakes before sts begin. Classcheck. Ask: Which was the saddest story? Which was the funniest? Finish the lesson with the Song line on the top of p. 33. Ask whether sts know the song or the singer who recorded it. Ask: Do you agree with these words? Song line: You only get one shot, do not miss your cha nce to blow. This o pportunity come s once in a lifetime, yo. Song: ‘Lose Yourself’ Singer: Eminem (USA) Year: 2002
b. No.
B Ask sts to complete the gaps in items 1-7 with the verbs from the box. Ask them to use the past perfect or the past perfect continuous where appropriate. Remind them to use contracted forms. Paircheck. Classcheck by writing the answers on the board.
64
3.9 on
E MAKE IT PERSONAL Ask: Have you ever missed anything important because of traffic? Ask each student to write
Personal answers. a. Yes.
.
Workbook p. 17 ID Online Portal Grammar p. 120 Writing Bank p. 149
3.5
How many pets have you owned? / When did you last break a rule? Lesson Aims: Sts use language involving rules and regulations and practise narrative tenses by talking about a rule they’ve broken. 5 . 3 n o s s e L
Function
Language
Understanding rules and regulations.
Please fasten seat belt while seated.
Listening to people explain and question rules.
I’m afraid you can’t park here.
Reading confessions.
My wife used to get into trouble all the time at school for not wearing the right uniform.
Confessing rules you’ve broken.
I was crossing the road when these police officers suddenly stopped me and tried to give me a fine for crossing in the wrong place!
Vocabulary: Refrain from, clean up after, tow away, fasten, lifeguard, trespasser, under surveillance, on duty, at owner’s expense, at your own risk. Grammar: Review narrative tenses. Before the lesson: Write the following questions on the board:
Which animal(s) would you consider keeping as a pet? Which one would you ‘adopt’ (i.e., give money to charity to help)?
Warm-up Show sts the questions on the board and have pairs of sts discuss them. Classcheck by having sts report their partner’s answers.
Skills: Understanding rules and regulations A Books open. Focus on the lesson title question, ‘How many pets have you owned?’. Have sts take turns asking and answering the question in pairs. Classcheck. Point to and read the sign ‘Speed limit 5 mph’ with the whole class. Point to photos a-j and elicit the corresponding photo for this sign. Ask sts to read the rest of the signs and match the remaining photos to these signs. Paircheck. Play 3.10 to classcheck. Have sts work in pairs to think of at least two possible places where they might see each of the signs. Classcheck. At the end, ask the class: Which four signs are intended to be funny? Do you find them funny?
M Attention dog owners! Please clean up after your dog. Thank you. Attention dogs! Grrrr woof. Good dog. e M Swim at your own risk. The sharks will be delighted! By the way, no lifeguards on duty here. f M In order to maintain a relaxing environment, please refrain from mobile phone use. g M1 Welcome aboard flight AA735 for Los Angeles. M2 Please fasten seat belt while seated. Life vest under your seat. h M Speed limit five miles per hour. i W Here boy. Here Harry. Here Harry. Harry! M Dogs must be on lead. j M Drink or smoke here and you will end up in jail! a. Don’t even think about parking here! Unauthorised vehicles will be towed away at owner’s expense. b. Trespassers will be prosecuted (if the dogs don’t get you first). c. Smile! This building is under 24hr surveillance. d. Attention dog owners! Please clean up after your dog. Thank you. Attention dogs! Grrrr woof. Good dog.
3.10
W = woman
Which one would you sponsor in a z oo? Why?
M = man
a W No! No, no, no, please, not my car. I only parked for a few minutes. I only went to the shop. M Don’t even think about parking here. Unauthorised vehicles will be towed away at the owner’s expense. b M1 Hey! You can’t come in here, this is private property! Get him, Samson!
e. Swim at your own risk – the sharks will be delighted! By the way, no lifeguards on duty here. f. In order to maintain a relaxing environment, please refrain from mobile phone use. g. Please fasten your seat belt while seated. Life vest under your seat. h. Speed limit 5 mph.
M2 Ahhhh!
i. Dogs must be on lead.
M3 Trespassers will be prosecuted. If the dogs don’t get you first.
j. Drink or smoke here and you will end up in jail!
c M Smile! This building is under 24-hour surveillance. d W Come on Harry. No Harry, not here. Come on Harry. Not here. Oh Harry, OK then, here.
Funny signs: b, c, d, e
B Ask sts to match the verbs, people and expressions in the first column to their meanings in the second column. Paircheck. Play 3.11 to classcheck. 65
3.5
Verbs: Refrain from = avoid Clean up after = tidy someone’s mess Tow away = remove s omeone’s car using another vehicle Fasten = close securely People: A lifeguard = someone who helps swimmers in trouble A trespasser = someone who enters private property without permission Expressions: Under surveillance = monitored On duty = working At owner’s expense = whoever owns it will pay the costs At your own risk = although you know it’s dangerous
C Ask sts to look at B and choose two words or phrases they wouldn’t expect to see written in (1) a cybercafe, (2) a hospital, (3) their favourite beach, (4) their English school and (5) a zoo. Walk around the class and offer help if necessary. Classcheck. Personal answers.
D
MAKE IT PERSONAL
Point to the rules in A again and ask the class: Which rules are the most important? Pair sts up and have them discuss important rules by taking turns asking and answering these questions: ‘Have you ever broken any of these rules?’ and ‘Would you ever break any of these rules?’. Classcheck. Personal answers.
empty and I… and I just need to cash a cheque at the bank. Can I park here for just ten minutes?
C I’m afraid not. D But I’m starving. I can bring you a muffin on my way back; how about that? C I’m sorry, miss. Our parking a rea’s for patrons only. There’s another car park just over the road and… D Well, I want to speak to the manager… Conversation 3 E How may I help you sir? F What do you mean ‘how may I help you’? Can’t you see I’m going for my morning run? E I’m afraid this is private property sir. You can’t go beyond this point. F Since when? E Since yesterday. Mr Polachek just bought this whole area. You see the gate? F Well, I’ve been jogging here since 1999, so this is my area too. They can’t just close it off like that. E Sir, I’m afraid I’m going to have to ask you to step back. Conversation 4 G Hmm… excuse me. H Yes? G I was er… I was walking right behind you and I saw… Well, there’s a little something you might have forgotten to do. H What do you mean? G Well, ask your dog. H What? Oh… Oh! I’m sorry. Did I forget to clean up after Alfred? G I’m afraid so. H Whoops! Sorry again. How embarrassing. Well, thanks for the heads up. G No problem. Bye! H By the way, I’m Bruce. Your face looks familiar. Do you…
in Action: Explaining and questioning rules A Tell sts that they are going to hear four conversations about the signs in Skills A. Instruct sts to listen and circle the correct signs as you play 3.12. Paircheck. Classcheck. 3.12 Notice
the intonation on questions . Conversation 1 A Excuse me… B Hang on a second, Julie. Yes? A Oh, hi… er… Meditation 102 is about to begin. B Yeah, I know. I’m in that group. Can’t wait! A Well, you see, we like to keep the school as quiet as possible, so… er… I was wondering… could you continue your conversation outside? B Oh, I’m sorry. Was I speaking too loud? A I’m afraid so. B I’m sorry. I didn’t realise that. Julie, gotta go, I’ll catch up with you later. Conversation 2 C Excuse me… Excuse me, miss. D Yes? C Are you shopping with us? D Well, no, not now. Why? C Er… I’m afraid you can’t park here. D What do you mean I can’t park here? Says who? C Just look at the sign over there. D Oh, come on. Be reasonable. The car park’s nearly 66
1. In order to maintain a relaxing environment, please refrain from mobile phone use. 2. Don’t even think about parking here. Unauthorised vehicles will be towed away at owner’s expense. 3. Trespassers will be prosecuted (if the dogs don’t get you first). 4. Attention dog owners! Please clean up after your dog. Thank you. Attention dogs! Grrrr woof. Good dog.
B Ask sts: Which speakers don’t accept the regulations easily? Replay 3.12. Classcheck. 2, 3
C Elicit answers for sentence 1. Then, have sts complete the gaps for sentences 2-7. Play 3.13 so sts can check their answers. Replay 3.13 and have sts listen and repeat, copying the intonation. 3.13
1 2 3 4 5 6 7
I’m afraid you can’t park here. I’m sorry. I didn’t realise that. Whoops! Sorry again. What do you mean I can’t park here? Says who? Oh, come on! Be reasonable! I’m afraid so. I’m afraid not.
3.5
1. afraid / can’t 2. realise 3. Whoops 4. mean / Says 5. come 6. so
as many situations and signs as they can. Monitor pairs closely and offer help whenever needed. At the end, invite volunteer pairs to role-play situations for the whole class. Ask the class to guess which sign is being acted out. Personal answers.
7. not
Finally, have sts read Common Mistakes and go over the sentences with them.
D Introduce photos 1-4 and have sts briefly describe details they can see in each of them. Tell sts to read the confessions and match them to photos 1-4. Play 3.14 so sts can check their answers. At the end, ask: What rules had these people broken? 3
1
2
F
MAKE IT PERSONAL
Divide the class into small groups of three or four and have sts in each group share stories about breaking rules and getting in trouble for it (or not). Monitor sts’ stories closely and take notes for delayed correction. Classcheck by asking the groups to report the funniest stories to the whole class. Provide sts with language feedback at the end. Personal answers.
4
E Have pairs of sts role-play a situation about one of the signs in A. Instruct sts to read the model dialogue in the speech bubbles first. Allow pairs some time to plan what they will say, if necessary. Encourage sts to act out
Workbook p. 18 ID Online Portal Grammar p. 120 ID Café Video p. 140
67
4.1
4 Unit overview: In unit 4, sts are presented with the should + have + participle construction and the third conditional via the contexts of education systems, school and university life, career choices and regrets. Sts also learn and practise too and enough.
Does your school system work well? Lesson Aims: Sts use language related to school subjects and discuss topics related to education systems. 1 . 4 n o s s e L
Function
Language
Noticing and practising pronunciation patterns.
Expression, conclusion, passion.
Talking about school subjects.
I used to hate maths ’cos the teacher couldn’t explain it to us.
Reading about Finland’s school system.
… and 60% of its 5 million population are university graduates.
Comparing an education system to your own.
Students usually behave well there, but in my school they didn’t.
Talking about your ideal school.
It’d be a nice modern building.
Vocabulary: School subjects. Expressions related to school life: ‘take tests’, ‘get a low / high marks’, ‘get kicked out of class’. Grammar: Verb + noun collocations.
Warm-up Have sts review pp. 26-35 and, in pairs, take turns asking and answering the questions that form the lesson titles in unit 3. Monitor closely for accuracy. Take notes not only of sts’ mistakes, but also of their best answers, to provide them with positive feedback as well. Classcheck.
1 Reading A Books open. Write translation on the board. Elicit and then mark the stress on the penultimate syllable. Read World of English with st s. Then, ask sts to work in pairs to come up with an example word for each suffix listed that has the stress on the penultimate syllable (-sion, -tion, -ic). Tell them to look for examples in units 1-3. Classcheck and list sts’ examples on the b oard. Drill pronunciation for all the words suggested by the group. Follow the same process for the suffixes l isted with stress on t he antepenultimate syllable.
B Point to the weekly lesson ti metable and elicit pronunciation of a few of the school subjects. Have sts swap partners. Then, ask pairs to practise saying all the school subjects in the timetable. Refer sts to World of English and correct any mistakes on the spot. Classcheck and drill pronunciation for all subjects. Invite a volunteer to read the model in the speech bubble. Have pairs of sts take turns saying how they feel about each school subject in the timetable. Classcheck by having sts report some of their partners’ opinions. Read the Song line on the top of p. 37 with sts and ask: Do you know this song? Who recorded it? What’s the song about? If time allows, find the full lyrics online and explore more parts of the song on education. Song line: All in all you’re just another brick in the wall. Song: ‘Another Brick in the Wall’ Band: Pink Floyd (UK) Year: 1979
Suggested words: From unit 1: -sion – expression, conclusion, passion, admission, -tion – question, relation, definition, emotion, attraction, attention, communication -ic – graphic, emphatic, specific, optimistic From unit 2: -sion – omission -tion – conditioning, pronunciation, question, action, duration, intonation, deforastation, population, dictation, definition, conversation, meditation, interruption, collection, information, extinction, donation, preposition -ic – plastic, organic, public, optimistic, pessimistic, topic, electric From unit 3: -sion – impression, permission, confession -tion – observation, introduction, definition, pronunciation, isolation, convention, contraction, action, pollution -ic – traffic, music, chaotic, public 68
Personal answers.
C Read the title of the article and ask: Which country is this text about? Have sts read the first part of the article and guess the missing words. Paircheck. Then, play 4.1 so sts can check their answers and allow them time to complete the gaps correctly. Ask the class: Were you surprised by this information? Sweden 60 5 Finland
4.1
D Ask: Why might Finland’s education system be so good?
do
Have two sts read the model dialogue in the speech bubbles. Point to topics 1-8 and have sts discuss the topics and make their predictions in pairs. Classcheck sts’ ideas.
get
sts listen and read along to check the predictions they made in D. Classcheck.
homework
Point to the first word in bold and then direct sts’ attention to photos 1-8 on p. 36. Ask: In which photo can you see tuition fees? (photo 3). Have sts continue matching the words in bold to photos 1-8. Classcheck. tuition fees (3) behave badly (1) cheat on exams (4) subjects (2) timetable (5) report (8) fail a test (6) one-on-one tutoring (7)
kicked out of class
B
an exam / tests a low / high mark
4.2 as
take
Personal answers.
E Play
make
mistakes well (in school)
MAKE IT PERSONAL
Ask sts to swap partners. Instruct pairs to use photos 1-8 to compare school life in Finland to their own country’s education system. Refer sts to the model in the speech bubble. Monitor pairs’ work closely and correct pronunciation mistakes on the spot, but leave other mistakes for delayed correction. Classcheck ideas and give sts language feedback on their performance. Personal answers.
C MAKE IT PERSONAL Ask the class: What’s your idea of a perfect school? Divide the class into groups of three and
2 Vocabulary: School life A Model the activity. Ask: Do you ‘do’, ‘get’, ‘make’, or ‘take’ an exam or tests? (take). Have sts tick the corresponding verb in the table. Tell them to work individually to tick one verb for each school life item on the right. Paircheck. Then, ask sts to look for the correct answers in the text in E and Common Mistakes . Classcheck.
have sts in each group share their views on what an ideal school would be. Encourage them to use ideas from 1D. Classcheck by having sts report their group members’ opinions to the whole class. Personal answers.
Workbook p. 19 ID Online Portal Grammar p. 122
69
4.2
What’s the ideal age to start university? Lesson Aims: Sts practise too and enough in the context of school systems. They also learn vocabulary related to higher education. 2 . 4 n o s s e L
Function
Language
Listening to students describe British education system.
If your results aren’t good enough, you won’t get into the university you want to go to.
Debating school systems.
I think schools should make us feel unique, as we all learn in different ways.
Reading a website about choosing a career.
All my friends will do a summer placement, so that’s what I’ll do.
Talking about career choices.
I’d study gastronomy at the Sorbonne.
Vocabulary: Placement, scholarship. Expressions related to university life: ‘drop out of (university)’, ‘get into (medical school)’. Grammar: Too and enough . Before the lesson: Write the following questions on the board:
Did you go to a public or private school? Where was (or is) it? Did you have to wear a school uniform? What was it like? Have you ever got into trouble because of a low mark?
Warm-up Point out the questions you wrote on the board (see Before the lesson ). Pair sts up and have them ask and answer the questions. Ask s ts to find three things they have in common with their partners. Classcheck.
Have you ever been kicked out of a lesson? Are your kids doing well at school? Who was your favourite teacher? Which subject did he / she teach?
B2 Every day I wake up dreading school. My parents have got super high expectations of me to do well, succeed, get into medical school. They don’t even care what I want. I can’t cope with the stress.
mostly negative
3 Grammar: Too and enough A Books closed. Ask: What do you remember about the Finnish education system? Have as many sts as possible participate, saying what they remember from the previous
B Replay
4.3 and ask sts to notice and tick the four problems mentioned. Paircheck. Classcheck.
The UK My school Too much homework.
Would you consider studying at a British university?
Too much pressure to get into a good university.
Books open. Point to the photo and tell sts that they are
Overcrowded classrooms.
going to listen to four students talking about the British
Badly paid and demotivated teachers.
education system. Say: Decide if what you hear is mostly
Too much emphasis on tests and marks.
positive or negative. Play
Too many extracurricular activities.
lesson. Ask: What about education in the UK? Is it good?
4.3.
Classcheck.
Discipline problems. Not enough careers advice.
4.3
G = girl
B = boy
G1 There’s so much pressure on me to do well in my exams. I had a kind of breakdown earlier this year and was off school sick for ages. Some of my friends are being treated for depression and anxiety. We’re all caught up in it. It’s just extreme. B1 Yeah, because the thing is, if your results aren’t good enough, you won’t get into the university you want to go to. Then you can’t get the job you want. You will be poor. So you end up dedicating your whole life to getting good marks. It’s impossible. G2 And it’s not just about the results, either! You have to do languages, you have to be involved in the arts, you have to do sport and show that you are a well-rounded team-player who can set goals and multitask. Every day after school I’ve got choir practice or netball practice or a match or ballet lessons or singing lessons... Plus homework on top of that, sometimes three or four hours a night! I’m exhausted. B2 Right! I can’t even remember the last time I had fun . G2 Fun – what’s that? 70
C Re-read the phrases in the table in B and go over the Grammar box with sts. Then, ask sts to read Common Mistakes and match sentences 1-9 to the rules in the box. Paircheck. Classcheck.
Tip Remind sts that too means ‘also’ at the end of sentences, as in sentence 6. 1. My school was ver y fun. I really enjoyed it. (rule 1) 2. Are there enough tables in your classroom? (rule 3) 3. It was a hard lesson / The lesson was too hard. I didn’t understand anything. (rule 2) 4. There was not enough time for relaxing. (rule 3) 5. I have a lot of / many friends at school. It’s great fun. (rule 1) 6. My teacher is very helpful. She’s really friendly too. (rule 1) 7. This is difficult homework. / This homework is too difficult. I can’t do it. (rule 2)
4.2
8. This exercise was ver y easy. It wasn’t challenging enough for me. (rule 3)
B Ask: Do you think it’s easy to choose a career? What type of mistakes can people make?
9. I gave up Chinese because it was too difficult. (rule 2)
Read the Song line on the top of p. 39 with the whole class and find out whether sts know the song or the singer who recorded it. Explain that, in fact, the Song line is about restarting a relationship, but it was chosen here to illustrate the topic of career changes (i.e., quitting a job or career and ‘starting over’).
D
MAKE IT PERSONAL
Point to the second column in the chart in B. Ask sts to work individually to tick phrases that are true according to their school experiences. Have sts read the model comments in the speech bubbles before they begin. After they have finished, pair sts and have them share facts about their schools. Classcheck. At the end, ask: Did you find any similarities or big differences?
Song line: It’ll be jus t like starting over, starting over. Song: ‘(Just Like) Starting Over’ Singer: John Lennon (UK) Year: 1980
Personal answers.
E
MAKE IT PERSONAL
Have sts swap partners. Ask the new pairs to discuss questions 1-5 on the topic of education. Monitor closely and offer help as necessary. At the end, open the debate to the whole class and have sts share their ideas. Encourage them to agree or disagree and to justify their views.
Read the website’s title and introduction with sts. Draw their attention to classic mistakes and typical examples listed on the website. Sts read the text and match the two columns. Paircheck. Play 4.5 to classcheck. 4
5
2
1
3
6
Personal answers.
At the end, read the cartoon on p. 39 and ask: Have you or anyone you know made these mistakes?
4 Vocabulary: University life
C
A Focus on the words in bold and phrases in
B.
Have sts match them to the correct definitions. Paircheck. Classcheck. 1. placement 2. start over 5. degree 6. drop out of
3. scholarship
4. get into
Play 4.4 for sts to listen as they read World of English . Drill pronunciation for all words in bold in the box, and elicit more examples of nouns and adjectives ending in -ate but pronounced as /ət/, such as chocolate, (il)literate , approximate , as opposed to verbs ending in -ate and pronounced as /eɪt/, such as consolidate, approximate , participate, illustrate .
MAKE IT PERSONAL
Read sentence 1 with sts. Ask sts to use the words and phrases from A to complete sentences 2-5. Paircheck. Classcheck. 2. get into
3. placement
4. dropped out of
5. start over
Go over Common Mistakes with the whole class. Then, have pairs of sts take turns asking and answering questions 1-5. Classcheck by getting sts to report their partners’ answers.
Workbook p. 20 ID Online Portal Grammar p. 122
71
4.3
What do you regret not having done? Lesson Aims: Sts learn and practise should (n’t ) + have + past participle to talk about regrets in the contexts of career choices and school life. 3 . 4 n o s s e L
Function
Language
Listening to people talk about wrong career choices.
He should’ve studied music instead of engineering.
Talking about regrets.
I shouldn’t have missed so many classes. I shouldn’t have told my boss she looked like a giraffe.
Vocabulary: Differences between British and American English: college vs university , center vs centre , neighbor vs neighbour , meter vs metre , graduate . Grammar: Should (n’t ) + have + participle. Before the lesson: Prepare a list of 20 to 25 irregular verbs of your choice from pp. 136-137. Before sts arrive, write the infinitive form of the selected verbs on the board.
Warm-up After you greet sts, tell them that they are going to play a game. Assign pairs. Point to the verbs on the board and say: You have one minute to write down the past participle forms of all the verbs on the board. When time is up, ask sts to check their answers against the list of irregular verbs on pp. 136-137. Sts score one point for each correctly spelled participle. At the end, drill pronunciation for the past participle forms of all the verbs on the b oard.
5 Listening A Books open. Focus on photo 1 and elicit details from the picture. Ask: What’s his name? What does he do? Does he look happy with his career choice? Do the same for photos 2 and 3. Tell sts: You’re going to listen to Justin, Zoe and George talk about their career choices. Read the sentences with the whole class and encourage sts to try to predict the missing words. Say: Listen to the interviews and complete the gaps. Play Replay the track if necessary. Paircheck. Classcheck by writing the answers on the board. 4.6 Notice
4.6.
the weak form /ə/.
Conversation 1 C = careers adviser
J = Justin
C Right, so you’re basically saying that you hate the work you do. J Well, I’m not sure about ‘hate’. C But you dislike engineering? J Yeah… I guess. I’m good at it, though. C Oh, yeah? J People at work say I’m really good at what I do, and… they must be right. C So… Why exactly are you looking for a career change? J ’Cause… ’cause that’s not where my heart is. I love music. Always have, always will. C So how come you studied in engineering, Justin? J Well, Dad’s an engineer and I’m an only child… Do the maths. C And you’ve never considered getting a degree in music, the arts or something? J Nope. Dad wanted me to follow in his footsteps, but I shouldn’t have listened to him. 72
C Well, you’re still young, you know. Have you thought about starting over? J Nah. I’m way too old now. I should’ve gone to music school years ago. C Well, I disagree. Conversation 2 C = careers adviser Z = Zoe C … so, Zoe, you’re at university at the moment, is that correct? Z Mmm-hmm. C First year? Z Nope. Second year. C And you’ve been thinking of dropping out. Why’s that? Z Well, basically, journalism’s not my thing. I should’ve chosen another course. C Right, but… how can you be so sure that you’ve picked the wrong career? Z Well, for starters, I can’t stand writing and… C Oh… Z Yep. My writing really sucks. I can barely put two words together. C I hear you, but… erm… Did you enjoy writing at all when you were at school? I mean, there’s got to be a reason why you picked journalism. Z Well, I didn’t want to lose touch with Kaylie, Bonnie and Tom. C Excuse me? Z My best friends. They all wanted to study journalism, so I… erm… I thought I’d get into it eventually. Guess I was wrong... Look, I know it was a stupid decision and I should’ve thought about it more carefully, but what’s done is done. So my question to you now is: Is it too late to switch degrees? C Hmm. Yes and no. You see… Conversation 3 C = careers adviser G = George C … so what is it that you do exactly, George? G I’m a… Roger, get out of here. I told you to wait outside, didn’t I? Just go! Bad dog. C You were saying… G I’m a dog walker. C Uh-huh.
4.3
G The money’s not bad and I… I like dogs. But I’m 41 and… you know, the wife says there’s no future in it.
4 Look, I know it was a stupid decision and I should’ve thought about it more carefully.
C Did you attend university at all?
5 Every day I wake up and ask myself: Should I have persevered a little more?
G One year. Then I dropped out. You see, I really enjoyed college, but I just hated university; I didn’t like being away from my family. But now I guess I’m paying the price. Every day I wake up and ask myself: Should I have persevered a little more? C Well, yeah… probably. But have you considered going back? G Hmm… Well, the thing is…
3
2
4
5
1
Read the Song line on the top of p. 41 and ask: Do you know this song? Who sings it? Draw sts’ attention to the regret expressed in the line. Song line:
1. music / engineering 2. journalism / can’t stand 3. university / dog walker / likes
Too young, to o dumb to reali ze that I should have bought you flowers and held your hand. Song: ‘When I Was Your Man’
B Ask: Are there many differences between British and American English? Elicit a few examples from sts. Have sts do the quiz, circling the correct flag for each underlined word. Paircheck. Classcheck. Play 4.6 again and ask sts to find out which person is British. Quiz: UK, US, US, UK, US, US George is British (he says he enjoyed college , but hated university ).
Cultural note Both the UK and US have colleges and universities; but in the US people use the term college (go to college, in college, college students ) to refer to both. In the UK, college is not the same as university; college is either a continuation of school education between the ages of 16–18 in preparation for university (at the same s chool or at a separate institution), or it is a place to follow vocational studies. In both the UK and USA, undergraduate university education (often resulting in a bachelor’s degree) typically lasts 3–4 years and is expensive, unless a scholarship can be won. University graduates often find themselves in debt from student loans.
C Read Common Mistakes with the group. Then ask: Do you know anybody who had trouble choosing a career? Are they happy now? Before sts answer, have them read the model in the speech bubbles. Pair sts up and ask them to share their stories with their partners. Classcheck. Personal answers.
6 Grammar: Should have + participle
Singer: Bruno Mars (USA) Year: 2013
B Allow the class more autonomy at this stage and encourage them to work out the directions by themselves. Ask sts to work in pairs, looking at sentences 1-5 in A and answering questions a-c. Monitor sts’ work, offering help only if requested. Classcheck and go over Common Mistakes with the whole class.
Tip Replay
4.7 so
sts can listen and repeat the sentences. You may wish to pause in order to split sentences in two, so sts can repeat one half at a time. a. things that happened in the past b. past participle c. should + subject + have + past participle
C Ask two sts to each read one of the examples of regret in the speech bubbles. Have the class look at p. 36 and ask: Do you regret having done anything at school? Do you regret not having done anything? Pair sts up and ask them to look at photos 1-8 and tell each other their regrets using the should(n’t) + have + participle construction. Refer sts to the list of irregular verbs on pp. 136-137 for irregular part iciple forms.
Weaker classes Write the following sentence star ter on the board: I should’ve / shouldn’t have + participle… Monitor closely and correct any mistakes on the spot. Classcheck by inviting volunteers to report their partners’ school regrets to the whole class. Remind sts that the should + have + past participle construction does not change for third-person singular.
A Instruct sts to match the two halves of sentences 1-5. Play
4.7 so
sts can check their answers.
Personal answers.
4.7
1 Dad wanted me to follow in his footsteps, but I shouldn’t have listened to him. 2 I’m way too old now. I should’ve gone to music school years ago. 3 Basically, journalism’s not my thing. I should’ve chosen another course.
7 Pronunciation: /ʃʊdəv/ and /ʃʊdntəv/ A Point to photo 5 and read the example sentence in the speech bubble for sts. Have sts work in pairs to write sentences for photos 1-6 using the should(n’t) + have + past participle construction. Classcheck and have sts choose the funniest sentences in the class. 73
4.3
Personal answers.
B Play
4.8.
Ask sts to listen for the real captions for the photos in A and to notice that have is not stressed when pronounced. Replay 4.8 for individual and choral repetition. Monitor closely for the non-stressed pronunciation of have and correct mistakes on the spot.
them to include at least one regret sentence using the target language. Ask sts to include one lie in their story. For item 2, split the class into groups of four or five. Within the groups, sts should take turns telling their stories. The other group members should try to spot the lie. Monitor sts’ work and take notes for delayed correction. Classcheck the lies sts have managed to spot and the most interesting stories. Provide sts with language feedback.
4.8
1 I shouldn’t have joined the army.
Personal answers.
2 He should’ve bought some glasses. 3 He shouldn’t have said that. 4 I should’ve chosen a different colour. 5 We should’ve got a cat. 6 I should’ve had more driving lessons.
C MAKE IT PERSONAL Say: We’ve all done things we regretted later, haven’t we? For item 1, point out the various topics. Have sts each choose one and write down a brief story about it. Remind
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Workbook p. 21 CD Online Portal Grammar p. 122
4.4
What would you have said if you’d been late today? Lesson Aims: Sts learn and practise the third conditional via the contexts of procrastination and talking about past events. 4 . 4 n o s s e L
Function
Language
Reading funny quotes about procrastination.
If it weren’t for the last minute, I wouldn’t get anything done.
Talking about activities people often put off.
I always put off doing the washing up, especially at the weekend.
Listening to a dialogue about procrastination.
Hey Rick, have you finished that article yet? We have to start printing in one hour.
Speculating about different outcomes of stories.
If I’d met an alien on the way to school today, I’d have…
Vocabulary: Procrastination, procrastinate, procrastinator, put off, postpone. Expressions of procrastination: ‘ do (things) at the last minute’. Before the lesson: Write a list of the following activities on the board (or, if the technology is available, find photos online that sts would associate with the following): doing the washing up, paying bills, doing homework, doing the washing, shopping for food, answering emails at work, waking up early, and any other activities people often find unpleasant.
Warm-up Display the photos or p oint out the list of activities on the board (see Before the lesson ). Say: I do the washing up every day, about twice a day, and I hate it! What about you? / I shop for food once a week and I don’t mind it. What about you? Then, have sts work in pairs. Tell them to discuss how often they do each activity and how they usually feel about doing it. Ask partners to find at least three things they have in common. Classcheck.
model sentence in the speech bubble and have sts work in pairs to discuss how long they usually put off the activities in photos a-f . Classcheck and find out who procrastinates more in each pair of sts. a. do the washing up
d. check his emails
b. tidy his desk
e. do his homework
c. pay the bills
f. be somewhere else
Question: Personal answers.
8 Listening A Books closed. Play a quick hangman game on the board with the word procrastination . When sts guess the word, elicit its meaning and what sts associate it with. Introduce some topic-related verbs, such as put off and postpone. Then ask: How often do you postpone until tomorrow things that could be done today? Why do some people put off things until the last minute? Do you always do your homework at the last minute?
Books open. Say: Here are some quotations about procrastination. Read and match 1-5 to the right halves. Paircheck. Classcheck. Pair sts up and ask them to define the words in bold. Then, have them choose the funniest and their favourite quotes. Classcheck. 4
2
5
3
1
Definitions: procrastinate = to delay doing something because you don’t want to do it put off = to procrastinate procrastination = the act of delaying procrastinator = somebody who delays get around to something = do something after a delay (maybe after procrastinating or maybe because you have been busy)
B Point to photo a and ask: What does he need to do? Have the class look at the photos and identify what activity people are putting off in each of them. Then, read the
C Tell sts that they are going to listen to six conversations from the situations they saw in B. Play 4.9 and have sts match conversations 1-6 to photos a-f from B. Paircheck. Classcheck and then ask sts to predict the ending of each conversation. 4.9
1 Notice /w/. A = Angie W = Wayne A What? No… er… Wayne?… Are you going to work by car today? W Yeah... Why? Do you need it? A No, no, but, er… You, you might want to drive really really slowly today. W What do you mean? A Well, see it for yourself. W Oh, no. No, no, no, no. Don’t tell me they’ve cancelled… 2 Notice /w/. B = Brenda S = Simon B Lorna’s pretty mad at you. S Oh yeah? What have I done this time? B What do you mean? Oh, no, you forgot, didn’t you? S Forgot what? B Hello? Lorna’s email? You read it, right? S Are you joking? B You didn’t? S Well, I… Well, I saw that she sent it. I was going to read it today and… 3 Notice /aʊ/ and /ɔ/. P = Petra R = Rick P Hey Rick, have you finished that article yet? We have to start printing in one hour. 75
4.4
R Er… Didn’t I give it to you last week? P No Rick, you didn’t. and I need it now. R OK, right… It must be here somewhere. Maybe it’s on my desk. P Yeah, or in a drawer, or in your bag. Rick, I’ve told you a thousand times. You need to be more organised. 4 Notice /m/ and /n/. J = Jimmy
M = Mum
M Do you know what time it is? J Mum, it’s not even midnight. Chill! M We’ve got to talk about your marks. I just saw your school report. Jimmy, Jimmy, you’ve got to get your act together. Last night you, erm, you spent the whole night in front of the computer, playing video games. You didn’t do any school work.
P = Petra R = Rick P Rick, I’ve told you a thousand times. You need to be more organised. R No, no, I know it’s here somewhere. I promise I haven’t lost it. I’ll get it to you straight away. If I had tidied my office, I wouldn’t have lost that report. What was I thinking? I knew I should’ve tidied this mess sooner. Now, where is that report? 4
M Well, you wouldn’t have failed physics if you’d done your homework, that’s for sure. J OK, Mum, I promise, I promise…
H = Harry
H Hello, sweetheart. Busy day? K Busier than yours, that’s for sure. H Hey, hey, hey… What’s wrong?
5
K Harry, would it kill you to hel p with the housework e very now and then?
K = Karol
6 Notice the sentence stress and /ə/. F = Frank
L Mate, you almost gave me a heart attack! Our presentation begins in ten minutes! F Er… What presentation? L Hello! The group project on climate change!
5. a
6. f
D Have sts recall part 1 of the dialogues from
4.9 in
C.
Then, read sentence 1 and elicit guesses by asking: Do you think the problem was money or time? Play the rest of conversation 1 in 4.10, and then pause the track. Classcheck. Have sts listen to the rest of 4.10 to check the conversation endings and underline the correct words or phrases in bold. Classcheck.
L Yes, it is. And you know what? If you hadn’t spent the whole night partying, you wouldn’t have overslept… and we wouldn’t be in trouble now. F You’re beginning to sound a lot like my father! Don’t worry. We’re going to do great.
1. time 2. meeting 6. partying
3. report
4. physics
5. ask me to
9 Grammar: Third conditional
4.10
1 A = Angie
K I can’t believe you have the nerve to say that. Since when do I have to ask for help? Well, I’m asking you now. Here’s the washing-up liquid. Have fun. F = Frank L = Louis L Did you oversleep again? F Is it that obvious? I shouldn’t have pressed the snooze button.
L Did you oversleep again?
4. e
K Harry, would it kill you to hel p with the housework e very now and then?
6
F Oh, yeah, of course...
3. b
H = Harry
H Mmm… In a bad mood, are we? Guess we should’ve hired that cleaner. Look, I would’ve done the washing up if you’d asked me to. Why didn’t you?
L = Louis
F Excuse me. Sorry I’m late.
1. c 2. d
M = Mum
J I should’ve turned off that stupid computer. So…?
5 Notice /iː/ and /ɪ/.
W = Wayne
W Oh, no. No, no, no, no. Don’t tell me they’ve cancelled… A … the car insurance. Yep. You forgot to pay. Again. W Angie, listen, I swear I was going to. I swear. But you know how crazy things have been in the office and… A Blah, blah, blah… W I would’ve paid that bill if I’d had time. I swear. A Well, you should’ve known better. 2 B = Brenda
S = Simon
B You didn’t?
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3
J = Jimmy
J I should’ve turned off that stupid computer.
K = Karol
S I should’ve checked my new messages… No, no, I didn’t! I mean, if I’d got the email, I wouldn’t have missed the meeting, would I? I’m not stupid! B Well, what’s done is done.
A Read the cartoon with sts. Ask: Did the man update his antivirus software? Elicit the answer (no) and have sts circle it in a. Then, have sts answer items b-e and paircheck. Classcheck. Read the Song line on the top of p. 43 with sts and check if they know the song or any of the singers who have recorded it. Song line: I would have given you all of my heart, but there’s someone who’s torn it apart. Song: ‘The First Cut is the Deepest’
S Well, I… Well, I saw that she sent it. I was going to read it today and…
Singer: Cat Stevens (UK) Year: 1967 The song was also recorded by Rod Stewart (UK, 1977) and
B Simon! The meeting was today! And you didn’t go.
Sheryl Crow (USA, 2003).
4.4
a. no b. yes c. past d. past participle e. I had
B Read Common Mistakes with the whole class. Have sts look at sentence 1 and refer them to activity 8D. Then, ask sts to complete the gaps the blanks in sentences 2-6. Paircheck. Play 4.11 to classcheck.
Tip For further practice, ask the group to go to Grammar on p. 123.
Tell sts that team 1 will star t the game. Ask them to toss their coin and move one (head) or two (tails) spaces. When team 1 stops at a space, each student in the pair must complete the sentence on it; that is, the team must come up with two different endings for the prompt. Remind sts to use third conditional sentences only. Explain that team 2 will check if the sentences are right or wrong. Then, it will be team 2’s turn to play. If one (or both) ending(s) for the sentence is / are not correct, sts have to wait one extra turn for the other team to play. In each group, teams 1 and 2 should play against each other and alternate turns, moving across the board game and making third conditional sentence endings. The team to finish first is t he winner. Monitor groups closely and encourage peer correction. At the end, elicit some of the sentence endings sts remember from the game.
2. ’d / have 3. tidied / lost
Personal answers.
4. wouldn’t / done 5. would have / had asked 6. hadn’t spent / wouldn’t have overslept
C Ask sts to cover the sentences in B. Have them turn to the photos in 8B on p. 42 and, in pairs, try to say the sentences from memory. Classcheck. See answer key in
.
D Have sts swap partners. Ask the new pairs to look at situations 1-3 and write two third conditional sentences for each of them. Walk around the classroom and monitor sts’ work. Classcheck. Possible answers: 1. If I hadn’t gone to that party, I wouldn’t have met that girl. If I hadn’t met that girl, I wouldn’t have got married. 2. If the police had not stopped him, he wouldn’t have lost his licence. If he hadn’t offered them a bribe, he wouldn’t have gone to jail. 3. If Sue hadn’t taken the bus, she wouldn’t have had her ticket stolen. If Sue hadn’t bought a lottery ticket, she wouldn’t have won.
E Tell sts that they are going to play the game ‘If stones!’. Divide the class into groups of four. In each group, assign two pairs: team 1 and team 2. If there is an odd number of sts in class, assign one group of three with two people on team 1 and one person on team 2. Give each group two coins, one for team 1 and another for team 2. Ask sts to set their coins just in front of the first square – ‘If I hadn’t come here today, I would have…’. Refer sts to the instructions on the page and demonstrate tossing a coin and getting heads (to move one space) and tails (to move two spaces).
F
MAKE IT PERSONAL
Assign new pairs. Have sts play ‘What would have happened if…?’. Ask sts to look at D again and instruct them to come up with a similar sequence of at least three sentences about an event to create a story. Read letter a, ‘an accident that could’ve been a lot worse’, and elicit an example sequence. Then, model the activity by writing on the board: I put a flower vase on my window ledge. My cat started playing with it. The vase fell off into the street. Nobody got hurt. I cleaned up the mess on the sidewalk. Leave the model on the board for sts to use as a reference. Allow pairs of sts time to think of sequences for contexts b-f . Walk around the class and offer help if necessary.
Stronger classes Ask sts to look at their sequences and create third conditional questions using ‘What would’ve happened if I had (n’t ) + participle…?’. Tell sts to save their questions to ask the whole class later, when sts read their sequences to the group.
When all sts have finished, refer to your model sequence on the board a nd elicit thi rd conditional sentences related to the sequence, e.g., ‘If your cat hadn’t played with the vase, it wouldn’t have fallen off the wi ndow ledge / this accident wouldn’t have happened’ / ‘If you hadn’t put the vase on the window ledge, your cat wouldn’t have played with it’. Invite sts to read their sequences to the class and have the class come up with as many related third conditional sentences as possible. Monitor closely for accuracy and pronunciation, correcting on the spot, but also promoting peer correction and collaboration.
Workbook p. 22 ID Online Portal Grammar p. 122
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4.5
Would you like to be a genius? / How do you deal with criticism? Lesson Aims: Sts continue to practise should + have + past participle and third conditional through the contexts of predicting and checking predictions and expressing sympathy or criticism. 5 . 4 n o s s e L
Function
Language
Predicting information from text titles and headlines.
Maybe the boy has an IQ of 5,000.
Reading an article about a young genius.
Meet the 14-year-old who might change the way we see the world.
Listening to people sympathising or criticising others.
Don’t let it get you down. You should’ve known better.
Telling a story and responding sympathetically or critically.
It’s not the end of the world.
Vocabulary: Gifted, learn by heart, skip (school), enrol (at university). Expressions of sympathy and criticism: ‘It could’ve been worse’, ‘Will you ever learn?’, ‘What’s done is done’. Grammar: Review should + have + past participle and third conditional.
Warm-up Use the title question on the top of p. 44 to introduce the lesson topic to sts. Write the question Would you like to be a genius? on the board and have sts discuss it in pairs. To encourage sts to add more details, ask: Why? Why not? What would you like to be able to do as a genius? What special talent would you like to have?
E Ask sts to swap partners. Have the new pairs take turns asking and answering questions 1-3. Classcheck and identify any similar views. Personal answers.
F Point to the word theory in the table and elicit the
Skills: Predicting and checking predictions A Books open. Ask questions to introduce the text about Jacob Barnett. For example, point to the title and headline, ‘Meet the 14-year-old who…’ and ask: What might be special about this boy? Point to the items in the box and have sts work in pairs to make predictions about the story using those ideas. Classcheck. Personal answers.
B Assign roles A and B to the sts in each pair. Have st A read paragraph 1 and st B read paragraph 2. Then, without looking at the text, sts should share as much as they can remember from what they have just read. Play 4.12 as sts listen to and read along the first two paragraphs. Pause the track before the third paragraph starts. Then ask pairs: Did your partner forget to tell you any important information? Any ideas from paragraphs 1 and 2.
C Read items 1-3 with the whole group and elicit guesses from sts. Then, have sts read the third and fourth paragraphs quickly to check their guesses. If t ime allows, play the rest of 4.12 for sts to li sten and read along for the last two paragraphs. 1. high
2. 8
3. has
D Point to the first word in bold in the text, gifted, and have sts look at definitions 1-4. Ask: What does ‘gifted’ mean? (very talented). Then, instruct sts to match the words in bold to their definitions in 1-4. Paircheck. Classcheck. 1. skipped 78
2. gifted
3. learn by heart
4. enrolled
correct pronunciation from the whole class. Draw sts’ attention to the stressed syllables marked in pink and the number of syllables of the words in each column. Have sts work in pairs to practise pronunciation for all the words in the table. Play 4.13 to classcheck. Then, replay it, pausing after each word for choral repetition. 4.13
three syllables
theory, actually, constantly, easily
four syllables
ability, incredibly, unusually, eventually
five syllables
relativity, disability
G Tell sts they’re going to play ‘Guess the word’. Explain that they will guess the beeped words in sentences about Jacob Barnett, the genius from t he article in B. Tell them that all the words are from the table in F. Play the first part of 4.14 and challenge sts to say the missing word before it is actually said on the recording. Sts must be fast; do not pause the audio track. Award one point for sts who say the correct word and two for sts who say the correct word with the correct pronunciation, placing the stress on the correct syllable. Play the rest of 4.14 and continue the game. The answers are provided in the recording itself, at the end of each pause.
Tip If the number of sts is too large and it is difficult to hear which sts are pronouncing the word correctly, divide the class into two groups, team A and team B. Alternate turns, awarding sts’ points to their teams. 4.14
1 His parents suspected he had 2 He has trouble sleeping because
a learning disability. he constantly sees numbers in his head.
4.5
3 By the age of three, Jacob could easily solve complex equations. 4 At age eight, it was clear that his mathematical ability was unusually high. 5 He attended Purdue University and eventually became a paid researcher. 1. disability 2. constantly 5. eventually
3. easily
4. unusually
H Have sts swap partners. Ask them to hide the article about Jacob Barnett with a sheet of paper, their notebooks or their workbooks. Ask them to leave the first line of the text visible and to cover the rest. Explain that sts should work in pairs to read the first line of the article and guess the fir st word of the following line. Sts should then slowly slide the paper down to reveal only the next line of the text and check their guesses. Direct sts to repeat the procedure with all the lines of the article. At the end, ask pairs: Was it easy or difficult? How many did you get right?
in Action: Sympathising and criticising A Have sts look at the photos and elicit as many details as possible by asking: Where are these people? What might’ve happened? How do you think they feel?
F Oh my goodness! Well, look, at least you didn’t get hurt. [beep] It could’ve been worse. Conversation 2 Jo = Josh B = Belinda Jo Oh, no! Oh, no! Not again. B What? Jo Seven hours of work gone to waste. B What? Jo Oh, you don’t wanna know. B Know what? Jo PC crashed again. B Don’t tell me you had no backup. Josh, this is the third time this year! [beep] You should’ve known better. Conversation 3 G = Gina J = Jay G I thought this was a new car. J It is. G Oh… er… so… J Worst thing I’ve ever bought. G Oh, no. Really? J Yeah, this is the second time it’s broken down. And don’t get me started on the price I paid. G Oh Jay, what a shame! You used to love your last Focus. Well, [beep] what’s done is done. You can always get rid of this one and get yourself a new model.
Read both examples for dialogue 1 in the table: ‘It could’ve been worse’ vs ‘Will you ever learn?’. Point to both possibilities and say: Listen to the first conversation again and, when you hear the beep, guess which sentence will be used. Explain that sts will have four seconds to say it.
Conversation 4 D = David C = Carl A = Anna D God, I hate this one. C What? No, you don’t. D What do you mean? Look at this painting. My four-year-old could’ve done better. C David, shut up. A No, go on. I’m listening. D You know what I hate about it? A What? D The use of colours. The whole thing’s so primitive, you know? How can they call this art? C Listen, what my friend means is that… A Can you excuse me for a moment? There’s somebody I’ve got to speak to. C David, are you out of your mind? She’s the artist! D What? Oh my God. [beep] C What were you thinking? D But how was I to know?
Play 4.16 and elicit, or prompt sts to guess, the sentence after the beep. Challenge them to do so within the pause in the audio track. Pauses are followed by correct answers.
1. It could’ve been worse. 2. You should’ve known better. 3. What’s done is done. 4. What were you thinking?
Tell sts that they are going to listen to four dialogues. Ask them to number photos 1-4 according to what they hear. Play 4.15. Paircheck. Classcheck. 4, 3, 1, 2
B Tell sts that they are going to hear the four conversations again. Point to the table and explain that, for dialogues 1-4, sts should guess whether the missing (beeped) sentences in the conversations will express sympathy or criticism.
4.16 Notice
the intonation of What . Conversation 1 I = Iris F = Fiona I Hi, sorry I’m late. I missed the five o’clock bus. F What happened to your car? I Oh, you don’t wanna know. F What? I I drove into a tree. F What? I Yep. I should’ve known better than to text and drive at the same time.
C Play
4.17 and
ask sts to listen to all the sentences from the table in B and copy the pronunciation and intonation they hear.
D Pair sts and have partners take turns saying phrases from B with the correct sympathetic or critical intonation. Monitor their pronunciation closely and correct any mistakes on the spot.
E Have sts swap partners. Ask pairs to discuss questions 1-4 for the situations from A. Before sts start, go over 79
4.5
the model sentences in the speech bubbles, as well as Common Mistakes . Monitor sts’ work and take notes for delayed correction. Classcheck.
he / she should use as the basis for making up a story. St should listen and respond using phrases from B.
Have sts swap roles. Monitor and offer help if necessary. At the end, ask: Who was the most sympathetic listener in your pair?
Personal answers.
F
MAKE IT PERSONAL
Assign roles A and B within pairs and have sts read the instructions for their roles. For a change, you may ask sts to explain (to you) what they have to do. St A should revisit p. 43 and look at activity 9F, which
80
B
Workbook p. 23 ID Online Portal Grammar p. 122 ID Café Video p. 141
Review 2 Units 3-4 Grammar and Vocabulary A Picture dictionary. Pairwork. Sts test each other and review vocabulary items learned in units 3-4. Throughout Picture dictionary tasks, monitor closely and correct vocabulary and pronunciation on the spot.
Tip In order to provide sts with as much fluency practice as possible, expand the activity into the mini-dialogues suggested below.
Picture dictionary
Features of a city, pp. 26-27
Social rules in Hong Kong, p. 28
Urban problems, pp. 30-31
Traffic stories, p. 32
Rules / Signs, p. 34
Stories about breaking rules, p. 35
Procedures
Mini-dialogues / Suggested language
Sts cover texts in 1A. In pairs, sts take turns pointing to photos a-g and saying seven city features.
St A: (points to photo a) What’s this? St B: That’s an upmarket neighbourhood near / by the beach. (points to photo b) What’s letter b? St A: It’s a square. (points to photo c) What’s…
Sts cover the text in 2A and look at photos a-h only. In pairs, they name the customs in the photos from what they remember to be usual or unusual in Hong Kong.
St A: It’s usual for people to shake hands and bow slightly. St B: When you greet people, you shouldn’t hug them or kiss them on the cheek.
Sts cover 1-10 on p. 30 and take turns naming the urban problems (in New York or their own city) in photos a-h.
St A: (points to photo a) Some streets have potholes. St B: (points to photo b) There are huge lines everywhere.
Ask sts to look at the pictures in 7A and briefly retell / summarise Juan’s and Sandra’s stories.
St A: The man was stuck in traffic and he missed the job interview. St B: Sandra missed most of a U2 concert she had paid a lot of money to go to because she was stuck in a traffic jam.
Give sts about half a minute to look at the Skills A. signs in Then, ask them to cover the signs and focus on photos a-j . In pairs, sts say rules for each photo.
St A: (photo i) Dogs must be on lead. St B: (photo h) Speed limit 5mph. St A: (photo c) Smile! This building is under 24hr surveillance.
Sts cover the texts in in Action D and, in pairs, try to remember stories from photos 1-4.
St A: (photo 3) The guy was in Poland a nd nearly got a fine for crossing the road in the wrong pla ce. St B: (photo 1) This man was taking photos in the countryside of Egypt. Suddenly, two soldiers appeared and confiscated his camera for photographing a military installation.
School words, p. 36
Regrets, p. 41
Third conditional sentences, p. 42
Words for each diphthong, p. 154
Sts cover the text in 1E and say school words / phrases from photos 1-8. At the end, have sts uncover the text to check their answers.
St A: (photo 1) The boy is behaving badly. St B: (photo 2) These are school subjects. St A: (photo 3) These are tuition fees.
Sts use should’ve / shouldn’t have + past participle to say regrets of people in photos 1-6.
St A: (photo 1) He should’ve obeyed the rules. St B: (photo 5) They shouldn’t have let the dog into the toilet.
Sts look at photos a-f in 8B and, in pairs, say third conditional sentences about situations / stories from the photos. Classcheck with 9B.
St A: (photo a) I would’ve done the washing up if you’d asked me to. St B: (photo b) If I’d tidied my office, I wouldn’t have lost that report.
Sts go to the Pronunciation Chart on p. 154. Focus on the list of words for diphthong sounds at the bottom of the page. Model the activity. Choose two words for the sound /eɪ/ and test the whole class. Ask: How do you spell ‘stay’? Tell sts to choose two words (but not the picture words / the first two) and test their partners.
St A: How do you spell made ? St B: M-A-D-E. St A: Right. How do you spell eight ? St B: E-I-G-H-T. St A: That’s right. St B: Now you. How do you spell pie ? / How do you spell buy ?
Features of a city: Neighbourhood, slums, harbour, skyline, smog, square, skyscrapers. Social rules in Hong Kong: It’s usual for people to shake hands and bow slightly. When you greet people, you shouldn’t hug them and kiss them on the cheek. When you’re walking through a crowd, you should gently push your way through and say nothing. When you receive a gift, it’s go od manners to open it later. Clocks make bad gifts. When drinking tea, you should pour your friend’s cup first. In Hong Kong it’s OK to blow on your soup. Leaving your chopsticks straight up means bad luck. After eating, you shouldn’t leave a tip on the table. Urban problems: Roadworks, thieves, litter, potholes, traffic queues, lines, security checks, noise, people go through red lights, it is hard to find a parking space. Traffic stories: The man was stuck in traffic and he missed the job interview. Sandra missed most of the U2 concert she had paid a lot of money to go to because she was stuck in a traffic jam. 81
R2
Rules / Signs: Dogs must be on lead.
3 When we came out of the restaurant, my car was gone. Someone had stolen it.
Speed limit 5mph.
4 The authorities discovered that the athlete had been using drugs for months, so they disqualified him.
Smile! This building is under 24hr surveillance. Please fasten seat belt while seated. Life vest under your seat. In order to maintain a relaxing environment, please refrain from mobile phone use.
5 I would have made a cake if I had known it was your birthday. 6 I was really excited when I arrived in Barcelona. I had been looking forward to it for ages.
Drink or smoke here and you will end up in jail! Trespassers will be prosecuted (if the dogs don’t get you first). Attention, dog owners! Please clean up after your dog. Thank you.
1. had done / have got 2. cancelled / had not (hadn’t) prepared 3. came / was gone / had stolen
Swim at your own risk – the sharks will be delighted! By the way, no lifeguards on duty here.
4. discovered / had been using / disqualified
Don’t even think of parking here! Unauthorised vehicles will be towed away at owner’s expense.
6. arrived / had been looking forward
Stories about breaking rules: Crossing the road in the wrong place. Taking photos of a military installation. Wearing shorts to go into St Peter’s. Not wearing the correct school uniform, not wearing the correct shoes, not wearing a tie, dying her hair.
5. have made / had known
C Divide the class into groups of three or four. Within their groups, sts collaboratively tell a story using pictures 1-3. Draw sts’ attention to the model in the speech bubble and instruct them to use a variety of verb tenses to tell the story. Monitor and offer help. Then, play R2.2 for sts to compare their narrative to the story in the audio.
School words:
R2.2
Tuition fees, behave badly, school subjects, timetable, report, fail a test, one-on-one tutoring, cheat in exams.
M = man
Regrets: He should have obeyed the rules.
W Yeah. I think it had been raining.
They shouldn’t have let the dog get between them.
W Uh-huh. The wind had taken the other tent.
She should have been more careful with her luggage.
M Unlucky, huh? And what’s this picture? They look cold.
She should’ve chosen another dress.
W Yeah, right. I guess they had been expecting hot weather because they are wearing T-shirts.
W = woman
M Well, they arrived at the festival, but it had been cancelled. M Yeah. It looks like it. And then they all stayed in one tent.
The dog shouldn’t have had access to the toilet paper. The man should have been more careful. Third conditional sentences: I would’ve paid that bill if I’d had time. If I’d got the email, I wouldn’t have missed the meeting, would I?
Possible answer: They arrived at the festival, but it had been cancelled. Then, they decided to stay in a tent, but it started to rain. The weather was ver y bad; it was raining a lot and the wind was strong too. The wind des troyed their tent. They ended up cold and wet and without shelter.
If I’d tidied up my office, I wouldn’t have lost that report. You wouldn’t have failed physics if you’d done your homework. I would’ve done the washing up if you’d asked me to. If you hadn’t spent the whole night partying, you wouldn’t have overslept… Words for each diphthong (possible answers): /eɪ/
stay, steak
/ɔɪ/
oil, coin
/aɪ/
buy, height
/oʊ/
know, toe
/aʊ/
mouse, town
At the end, ask: Have you ever had an exper ience like this? Personal answers.
Tip Get sts to notice and underline the verbs in AS
R2.2 on
p. 160. M Well, they arrived at the festival, but it had been cancelled. W Yeah. I think it had been raining. M Yeah. It looks like it. And then they all stayed in one tent.
B Get sts to complete the gaps in 1-6 with the present perfect, past simple, past perfect or past perfect continuous forms of the verbs given. Play R2.1 to check. Classcheck by writing the answers on the board. R2.1
1 If you had done as I told you, you wouldn’t have got into trouble. 2 The teacher cancelled the test because she hadn’t prepared it. 82
W Uh-huh. The wind had taken the other tent. M Unlucky, huh? And what’s this picture? They look cold. W Yeah, right. I guess they had been expecting hot weather because they are wearing T-shirts.
D
MAKE IT PERSONAL
Ask sts to answer 1-5 according to their opinion. Have two sts read the model dialogue in the speech bubbles. In trios, sts compare their views, 1-5. Classcheck. Personal answers.
R2
E Read question 1 with the whole class and elicit the most suitable answer from the options given. Sts match 1-5 to the appropriate answers. Paircheck. Play R2.3 to check answers. R2.3
M = man 1 M W
W = woman
Are we lost? Maybe. I think we should’ve turned left back there.
2 M1 That was a dirty game. M2 I know! There should’ve been at least three red cards. 3 W1 I’m sorry. I shouldn’t have said that. W2 I agree. But we all say stupid things sometimes. 4 M W 5 M W
R2.4
1 Kissing on the cheek (and hugging) is not practised. 2 Gifts are never opened in front of the person that gave them. 3 Fill the tea cups of others before pouring your own cup, even if their c ups are not empty. 4 There’s so much pressure on me to do well in my exams. 5 I can’t even remember the last time I had fun. 6 Every day I wake up dreading school. 1. on the / and 2. are / in front of the / that 3. the / of / your / even if / are 4. so / do / exams 5. remember 6. Every day / school
I can’t believe I crashed my car. You really should’ve known better than to drive that fast. What! Vic’s going out with Jill? You didn’t know? Forget I said anything. I shouldn’t have mentioned it.
5, 4, 2, 1, 3
C Say: Let’s practise pronunciation now. Tell sts to copy the exact intonation of each sentence t hey hear. Play R2.5 for chorus repetition. If time allows, replay and get some individual repetitions. R2.5
1 Kissing on the cheek and hugging is not practised. 2 Gifts are never opened in front of the person that gave them.
F Sts correct Common Mistakes sentences 1-10. Call their attention to the number of mistakes between parentheses. Whenever sts are uncertain, encourage them to flick back through p. 26-45 and check their answers in units 3 and 4. Classcheck by writing the answers on the board.
3 Fill the tea cups of others before pouring your own cup, even if their cups are not empty . 4 There’s so much pressure on me to do well in my exams. 5 I can’t even remember the last time I had fun. 6 Every day I wake up dreading school.
1. I’ve enrolled at the university. 2. If you had got up e arly enough, you wouldn’t have missed the bus.
Intonation from audio.
3. ‘Did you make many mistakes?’ ‘No, I don’t think so.’
D Point to the photo and ask: Who’s she? What does
4. He loves travelling. He has been to every place in Europe.
she do? Where was she born? Then, ask sts to make two predictions in pairs about Dakota’s career. Classcheck.
5. London is such a big city and the people are s o nice! 6. Studying hard doesn’t mean you will pass the tes t, but it helps. 7. I feel bad. I shouldn’t have eaten that old pizza. 8. You should have gone to the party last night. 9. He was angry because he had been waiting for 40 minutes before the police arrived. 10. People who go to Miami are often surprised because they don’t expect Spanish speakers.
Point to phrases 1-6 and the timeline just above the text. Get sts to match phrases 1-6 to the correct circles in the timeline. Classcheck guesses and ask sts to read the text to check the correct chronology of facts. Classcheck by writing the answers on the board. 3, 5, 1, 4, 6, 2
E Sts re-read the text in
Skills Practice
D and
mark statements 1-6 as true ( T), false (F) or not mentioned (N). Paircheck. Classcheck.
A Ask sts to go to p. 35 and look at stories in
in Action D. Tell sts to listen to and read the text and underline any words that they find diff icult to hear or understand. Play 3.14. Classcheck underlined words. Ask: Why are these words difficult to understand? Go back to p. 47 and have sts read options a and b. Replay 3.14 for sts to choose t he best answer according to t heir perception. Classcheck. Personal answers.
1. N
2. F
3. F
4. T
5. N
6. F
F Sts compare the sounds of underlined letters in each of phrases 1-3 and cross out the odd ones. Paircheck. Then, ask sts to make sentences with the remaining words. Play R2.6 to check answers. R2.6
B Tell sts they’ll hear six ext racts from units 3 and 4. Play
1 afraid apples Asia they volcano
sts to listen and complete 1-6. Paircheck. Replay if necessary. Classcheck by writing the answers on the board.
3 away eight pair stay straight
R2.4 for
2 crazy fashionable statue taxi traffic
83
R2
1. apples 2. crazy Possible answer: The fashionable taxi driver took me to the statue, avoiding the traffic. 3. pair Possible answer: Go straight ahead if I have to stay away until eight.
Then, ask sts to make sentences with the remaining words in 2-3, as the example in 1, ‘In Asia they are afraid of the volcano’. Classcheck.
G Role play! Swap partners. In pairs, sts come up with three social etiquette rules and write them down. Monitor for accuracy and correct mistakes on the spot. Then, sts swap rules with another pair. In pairs, sts act out roles A and B. St A role-plays a tourist breaking one of the social rules and st B explains the rule and gives st A tips on what’s appropriate / usual according to the rule. Have sts swap roles once. Classcheck by having a few pairs acting out the situations to the whole class.
Play R2.7. If necessary, pause after each question, but not for long – get sts to jot down very brief notes. Sts look at the Language Map on pp. 2-3 and take turns asking and answering the lesson title questions from units 3 and 4. Monitor closely for accuracy and encourage sts to ask follow-up questions when suitable. At the end, ask them how they felt performing the task: Did you feel comfortable answering all the questions? Which ones were easy? Which ones were difficult? R2.7
Which city would you most like to visit? Was your weekend as fun as you’d hoped? Does the traffic drive you mad? Have you ever missed any important dates? How many pets have you owned? When did you last break a rule? Does your school system work well? What’s the ideal age to start university?
Personal answers.
What do you regret not having done? What would you have said if you’d been late today?
H
MAKE IT PERSONAL
Question Time! Tell sts they’re going to hear 12 questions, the lesson titles from units 3 and 4. Ask them to listen and write their personal answers briefly onto their notebooks / a sheet of paper. Ensure sts understand they don’t have to write the questions down, only their answers.
84
Would you like to be a genius? How do you deal with criticism?
Personal answers.
5 Unit overview: In unit 5, sts learn and practise modal verbs to talk about possibilities and express uncertainty via the contexts of money and shopping. Sts also learn about adjective order and word formation.
Are you a shopaholic? Lesson Aims: Sts learn strategies to remember prepositional phrases in the context of talking about money and shopping. 1 . 5 n o s s e L
Function
Language
Reading a cartoon about a shopaholic.
You won’t ‘just die’ if you don’t get that new designer handbag.
Doing a quiz to discover if you are a shopaholic.
I can’t resist a bargain.
Listening to an interview for a community support group.
Are you in debt?
Interviewing a friend on consumer habits.
Do you often just see things and buy them on impulse?
Vocabulary: Expressions about money and shopping: ‘go window shopping’, ‘credit card statement’, ‘pay in monthly instalments’, ‘overspend’, ‘go on shopping sprees’. Words with the suffix -holic : chocoholic, workaholic, shopaholic. Grammar: Prepositional phrases: in debt, in instalments, in trouble, in cash, on impulse, in a sale, on a shopping spree.
Warm-up Ask sts to revisit pp. 36-45 and, in pairs, take
Tip Elicit pronunciation for all wo rds with pink letters
turns asking and answering the les son title questions in unit 4. Monitor closely for accuracy and take notes of any mistakes for delayed correction. Ensure that sts ask follow-up questions when appropriate. Classcheck.
in the quiz. Then, draw sts’ attention to the glossary just below the quiz results.
1 Vocabulary: Money and shopping
Ask: How different would your quiz results be if you were a billionaire? Link the idea to the Song line on the top of p. 49 and ask whether sts know the song or the singer who recorded it. Song line:
A Books open. Point to the cartoon of Ms Smith at the
I wanna be a billionaire so freaking bad. Buy all the things I never had.
doctor’s and ask sts to read it. Then, pair sts up and have them answer questions 1-5. Classcheck. Read World of English with the whole class. Drill the pronunciation of all the words ending in - holic. Ask whether any of the sts in class are chocoholics, shopaholics, workaholics and so on.
Song: ‘Billionaire’ Singer: Travie McCoy (USA) Year: 2009
Personal answers.
Suggested answers: 1. no 2. She wants to buy a bag. answer. 5. Personal answer.
3. no
4. Personal
B Point to the words and phrases in bold and have sts listen to
5.1 to
match them to photos a-f on p. 48. Paircheck.
go window shopping – b bargain – a
D
MAKE IT PERSONAL
Have sts swap partners. Instruct pairs to work together to read the model dialogue in the speech bubbles. Then, go over Common Mistakes with the whole class. Ask pairs to look at photos a-f on p. 48 again and ask questions to find out which partner is a more compulsive shopper. Classcheck by inviting volunteer pairs to share what they found out. Personal answers.
statement – c save – f in monthly instalments – e go on shopping sprees – d
C Read the quiz title, introduction, and scoring system with the whole class. Have sts work individually to do the quiz and add up their scores. Then, ask sts to find and read their results in the quiz key. Have pairs of sts compare their outcomes. Ask the class: So, are you a shopaholic? Do you agree with your results?
2 Listening A Say: Ms Smith wants to join Shopaholics Anonymous. Ask whether sts are familiar with groups and organisations such as Alcoholics Anonymous, which are intended to offer psychological help and support to addicts. Show sts the Shopaholics Anonymous admission form and have them quickly guess the answers to questions 1-5. Play 5.2 so sts can check t heir guesses. Then ask: Does Ms Smith pass the interview? 85
5.1 5.2 Notice
the rising intonation and Do you = /djuː/.
I = interviewer
M = Ms Smith
I Ms Smith, welcome to our group. It’s a pleasure to have you with us. Er… You do know how we work, right? M Yeah. A bunch of maniacs like me get together once a week and try to help each other. I Well, er, I wouldn’t put it in those terms, but, basically… Yeah, that’s the idea. Erm, do you mind if I ask you a few questions first? M Sure. Go ahead. I Thanks. The, er, first question is really simple and objective. M Oh yeah?
M Young man, I would buy a ruined castle if it was in a sale. That’s why I’m here. This has got to stop. So, er, did I pass? I Oh yes, madam, you’re in! M Good! So, see you on Wednesday then? 2. yes
3. yes
4. yes
5. yes
B Ask sts to turn to pp. 160-161 and read AS
5.2.
Tell them to focus on the underlined questions and notice their rising intonation, as well as contractions. Pair sts up and have them practise pronouncing each of the underlined questions. Monitor sts’ work closely and correct pronunciation and intonation on the spot.
I Uh-huh. Ms Smith, are you in debt? M Well, I am in debt right now, but it’s not that bad… Like, less than a thousand, I guess… Anyway, my daughter will lend me some money… But, yes, I’m in debt. Happy? I OK. Thanks. Now, the second question is really important. It’ll show us if you’re really, really trying to change… Ms Smith, do you really think you’re in trouble? M Deep, deep trouble, young man. I OK. That’s a good start. Third question… Do you often just see things and buy them on impulse? M Do I buy things on impulse? Are you joking? I So that’s a yes. OK… Next… Ms Smith, do you prefer to pay by credit card rather than in cash so you can overspend? You see, credit cards create the illusion that… M Well, I hardly ever pay for anything in cash. I find credit cards far more practical. I OK. Ms Smith, do you ever buy useless things just because they’re in a sale?
86
C
Read the R box with the whole class. Have sts swap partners. Ask the new pairs to hide questions 1-5 in the shopaholic admission form in A, leaving only the two first words of each question visible (for example, ‘Are you…’ in 1 and ‘Do you…’ in 2). Have partners interview each other and ask questions 1-5 from memory. Monitor and encourage peer collaboration. MAKE IT PERSONAL
Classcheck by having sts report their partners’ answers. Ask pairs: Did you both pass the interview? Personal answers.
Workbook p. 24 ID Online Portal Grammar p. 124
5.2
Have you ever borrowed money from a relative? Lesson Aims: Sts continue to practise money and shopping vocabulary and study the pronunciation of words with silent letters in the contexts of helping shopaholics and discussing consumerism. 2 . 5 n o s s e L
Function
Language
Listening to shopaholics talk about their problem.
It hit me that I had a shopping problem when I was like £7,000 in debt.
Noticing / Pronouncing words with silent letters.
I have no doubt you’ll be able to pay off your debt.
Discussing controversial statements.
Men often buy things they can’t afford just to impress their friends.
Reading a website with an unusual cause.
I’m in serious debt and I need ten grand to pay it off. If you help me, then someday someone might help you when you need it.
Vocabulary: Review and practice money and shopping words and phrases. Different ways to refer to British money: quid , grand , fiver , tenner , dosh . Grammar: Verbs: lend , borrow , loan . Before the lesson: Write the following questions on the board:
When did you last buy something because it was in a sale? What was it? How much did it cost? Did you find it useful afterwards? Do you save money every month? What for? / Why not? Have you ever noticed a billing error on your credit card statement?
Warm-up To review vocabulary from the last lesson, have sts work in pairs to ask and answer the questions you wrote on the board (see Before the lesson ). Ask partners to find two things they have in common. Classcheck.
3 Listening A Books open. Divide the class into groups of three and assign roles A, B and C for sts in each group. Tell sts that they are going to listen to an interview with a shopaholic. Explain that st A is responsible for answering question a, st B for question b and st C for question c. Advise sts to take notes while they listen. Play 5.3. Have sts share answers to their assigned questions within their groups. Classcheck by asking sts to report their partners’ answers. 5.3
S = Sarah W = woman S Er, hi there. I’m Sarah and I’ve got a shopping problem. I’ve had a job since I was 15, like six years, and I haven’t saved any money at all, like, not a penny! W So, can you tell me how the problem started? S Well, it hit me that I was a, that I had a shopping problem when I was like £7,000 in debt. I had, like, credit cards with so many shops, and I just paid for everything on the cards, you know? But you know what? Most of the debt isn’t purchases. I mean, I’ve got a LOT of stuff, but not seven thousand pounds’ worth! I maybe only spent, you know, like three-four thousand pounds on bags and shoes and things, but the rest of the money, the rest of the debt is the percentage, you know, the percentage the card company wants me to pay, the er... the interest I have to pay. W And how did you feel? S So, it started to get, like, a BIG problem, you know? Like, I felt sick when I looked at my credit card statements and I just didn’t know what to do, I mean, how was I going to pay that money? I started borrowing money from friends,
How often do you go on shopping sprees? What type of products do you buy? What kind of products do you prefer to pay in monthly instalments?
£10 here, £20 there. But most times I just spent it again, so that was no good. My friends told me I should ask my dad, but I couldn’t ask him to lend me money, ’cause he would be so angry with me. You know, it was so terrible. My relationships were breaking up, I was getting depressed, you know, and behind it all just this huge debt, you know? W That’s bad. So what did you decide to do about it? S So, yeah, then I heard about Shopaholics Anonymous, and I went to some meetings and got some help. And now, now I think things are getting better, you know? Like, they told me to contact all the credit cards and promise to pay and I, er, also I, er, cut up my credit cards, that was REALLY hard. And they helped me to make a plan, like, now I only go to the shops once a month, can you believe that? And I try to only spend £50 a week – I only use cash, so I put £50 in my bag on Monday and that’s it, no more for the week. Well that’s the plan, sometimes I spend a little more, like on holidays and things, you know? But you know what the big lesson I’ve learned is? Don’t buy what you can’t afford. Simple as that. A. She bought many things on her credit cards, and the interest is very high. B. She was worried about telling her father. Her relationships were breaking up and she felt depressed. C. She contacted Shopaholics Anonymous. She cut up her credit cards. She contacted the credit card companies. She has a spending limit of £50 a week.
B Ask: How much did you understand (from listening to 5.3)? 70%? 80%? Say: Listen again and see if you can understand more this time. Replay 5.3. Classcheck. Personal answer.
C Ask sts to rejoin their groups from A and to use their notes to decide whether sentences 1-6 are true (T) or false (F). Paircheck. Classcheck. 87
5.2
1. F
2. T
3. T
4. F
5. F
D Tell sts that they are going to play the ‘Competitive
6. F
4 Pronunciation: Silent consonants A Assign new pairs. Have sts practise saying words with silent letters. Play 5.4 to classcheck. Replay individual and choral repetition.
dictation’ game. Explain that they will hear five sentences. Working in pairs, they should write the full sentences with the correct spelling. Play 5.6. Replay the track. Classcheck by writing the answers on the board and checking whether any pairs got all the words right.
5.4 for
Ask sts to think of other words that also have silent consonants. Allow them about a minute to think of and write words down in pairs. Classcheck, keeping a record of sts’ contributions on the board. At the end, drill pronunciation of all words.
Tip If time allows, ask sts to turn to the list of irregular verbs on pp. 136-137 and look at past forms ending in -ght , e.g., taught , caught , thought . Drill pronunciation and have sts look for more verbs with silent letters on these pages.
5.6
So, do you come here often? Mary had a little lamb, little lamb, little lamb… Hello and welcome to my castle. I caught a terrible cold, so I’ll have to stay home till Wednesday. 5 Call the plumber! Quick! Oh, how could I be so dumb? 1 2 3 4
1. So, do you come here often? 2. Mary had a little lamb, little lamb, little lamb... 3. Hello and welcome to my castle. 4. I caught a terrible cold, so I’ll have to stay home till Wednesday.
Suggested answers: s(t) – Christmas, whistle, wrestle, fasten (see lesson 3.5
Skills)
5. Call the plumber! Quick! Oh, how could I be so dumb?
m(b) – limb, climb, crumb, dumb, bomb
E
(b)t – doubt, debt (gh)t – caught, taught, thought, might (k)n – knee, knight, know, knowledge
B Read World of English with the whole class. Point to sentences 1-5 and tell sts there are two words with silent letters in each sentence. Have sts find and cross out the silent letters. Paircheck. Play 5.5 so sts can listen and check their answers. Classcheck by writing the answers on the board. Have pairs of sts practise saying words with silent letters from 1-5 at the same time. Before pairs begin, model the activity with a student to demonstrate saying words together simultaneously. Monitor sts’ pronunciation closely and correct any mistakes on the spot. At the end, have the whole class say the words together. Signal or conduct the choral recitation, e.g., at the count of three or by raising your hand. 1. I have no doubt you’ll be able to pay off your debt. 2. The traffic cop whistled and told me to fasten my seat belt. 3. It’s difficult to understand signs in a foreign language. 4. My neighbours’ daughter has moved out. 5. The police will climb the mountain to look for the bomb.
MAKE IT PERSONAL
Divide the class into groups of four or five. Each student in the group should choose two opinions to agree or disagree with, sharing his / her reasons with the other group members. Encourage sts to respond to and question their group members, and refer them to the model sentences in the speech bubbles. Monitor and take notes for delayed correction. Classcheck sts’ opinions and provide sts with language feedback. Personal answers.
5 Reading A MAKE IT PERSONAL Ask: How often do you access the Internet? Ask sts to list the five websites they visit most often. Read the model sentences in the speech bubbles with the group. Pair sts up and ask them to share and compare their lists. Classcheck and try to discover the most visited website among the sts in the class. Personal answers.
B Point to the website URL in the rubric and ask sts to dictate it for you to write it on the board. Ask: What’s this site about? Have sts guess and discuss their guesses in pairs. Classcheck sts’ guesses.
C Allow sts time to figure out the rules by themselves and ask them to complete the A and B. Classcheck.
R
box in pairs. Refer them to
Tip Raise sts’ awareness and prevent hypercorrection. Warn sts that letters st do not always mean a silent t . Often, both sounds are pronounced. Have sts compare custom , costume , hamster , fast and sister with the suggestions in A. B is often silent before t and after m. G is often silent before h and n. T is often silent between s and e or le. 88
Personal answers.
C Ask sts to hide the text with a sheet of paper, their notebooks or their workbooks. Ask them to leave the first line of the text visible and to cover the rest. Sts should guess the first word in the next line and uncover the text, line by line, to check their answers. Classcheck and ask: How many words did you guess right? Read World of English with sts. Tell them that they are going to listen to the text as they read along and look for examples of money references. Play 5.7. Classcheck.
5.2
dollar, debt, grand, credit card debt, s alary, buying, store, shopping sprees, borrow money, bank, pay, rent, spending, buy, sale, Shopaholics Anonymous, lend me money, quid, donate, a pound, two pounds, donate, tenner, fiver
Ask sts if they know the song mentioned by John in his website. Point to the Song line on the top of p. 51 and, if possible, play part of t he song’s video on YouTube.
D
MAKE IT PERSONAL
Assign new pairs. Have sts read the directions for the activity. Ask partners to share their opinions about John Smith’s website idea and think of somebody who’s been in the same situation. Classcheck. Personal answers.
Song line: I had a job, but the boss man let me go. He said ‘I’m sorry, but I won’t be needing your help no more.’
Workbook p. 25 ID Online Portal Grammar p. 124
Song: ‘I Need a Dollar’ Singer: Aloe Blacc (USA) Year: 2010
89
5.3
Are you a good guesser? Lesson Aims: Sts learn about and use modal verbs in the context of speculating and expressing possibility and uncertainty.
Function
3 . 5 n o s s e L
Language
Listening to someone speculating while on the phone with a friend. You’re telling me there’s actually a chance your crazy idea might work? Talking about possibilities and probabilities.
Who knows? It could work. You must be kidding.
Guessing about classmates’ lives. You’re in shape. I think you might work out a lot in your free time. Vocabulary: Phrases to emphasise uncertainty: ‘I’m not sure, but…’, ‘Who knows?’, ‘I guess…’, ‘I don’t know, but…’. Grammar: Modals for possibility and probability: must , can’t , might , could . Before the lesson: Write the following sentences on the board:
1. I hate borrowing money. People never pay me back! 2. The bank lent me three grand at 5% interest a month. 3. I loaned £2,000 from the bank, and now I owe them £5,000!
Warm-up Review the differences in the meanings of the
called Karyn… Bosnak, that’s right. Well, a few years ago,
verbs lend , loan and borrow with a short activity. Show sts the sentences you wrote on the board (see Before the lesson ) and ask them to find and correct three mistakes. Paircheck. Classcheck.
when she was – what – in her early 20s, she got into some
1. I hate lending / loaning money. People never pay me back! 3. I borrowed £2,000 from the bank, and now I owe them £5,000! 5. I forgot my pen at home. Can I borrow yours?
6 Listening A Books open. Point to the man in the photo and say: This is John Smith from the last lesson. Do you remember his blog? What was it about? Elicit what sts remember about the website ww w.savejohnsmith.com (see p. 51). Point to the woman in the photo and say: He’s on the phone with Laila. Read sentences 1-3 and have sts predict the answers. Say: Let’s listen to their conversation and circle the correct choices. Play 5.8. Paircheck. Classcheck. 5.8 Notice
L L J L J L J
L J L
J L J 90
4. Never lend money to family or friends. 5. I forgot my pen at home. Can I lend yours?
-ous = /əs/ and -en = /en/ or /ən/. = Laila J = John Hi John, it’s Laila. I saw your site. Pretty cool, huh? Are you insane? You can’t be serious! I’m dead serious. Savejohnsmith.com is my last hope. No way! You must be joking! Look, you know how much I owe the credit card company, don’t you? I’m out of work, I’ve run out of money, Dad won’t help me and… So you start begging online. Yeah, brilliant. Look, I overspent. Big deal. It could happen to anyone. You’re right. I’m sorry, er, it’s just that… I mean, this is so freaking unusual. My best friend has become some sort of… a… virtual beggar! Well, I’m not the first one, you know? Huh? What do you mean? Last week I read an article about this New York woman
horrendous debt…
L Sounds suspiciously familiar. J Yeah… She’d just finished uni and was working as, er, as a chat show producer or something. Anyway, she lost her job, kept on shopping, just couldn’t stop, and er… anyway, she ran up a huge debt. Massive debts. She owed the credit card company more than 20 grand, I think. So, long story short, here’s what she does… She creates a site, writes an honest letter on the home page – just like mine – and bingo! In a matter of days, the donations start pouring in, from all over the world. Turns out she was able to pay off her debt in 20 weeks. L Wow! So you’re telling me she got 20 grand from complete strangers? J No, no... It was actually 13 grand in donations and the rest… Well, I think she used her savings and sold some of her stuff on eBay or something like that… She actually wrote a book about her experience, and then, erm, another one, now she’s a famous writer, apparently… They even made a film out of her last book. L Incredible! I don’t know what to say… Now, seriously… You’re telling me there’s actually a chance your mad idea might work? J Why not? If the site worked for her, it could work for me. Who knows?
1. bad
2. is
3. was
B Have sts briefly read sentences 1-6. Play
5.8 again
ask sts to mark true (T) or false (F). Paircheck. Replay if necessary. Classcheck. 1. F
2. F
3. T
4. T
5. F
and 5.8
6. F
C Ask: Who’s Karyn Bosnak? If necessary, refer sts to AS 5.8 on p. 161. Write on the board, She ran out of money . Ask: What does ‘run out of money’ mean?
5.3
Point to photos 1-3 and have sts work in pairs to decide what each person has run out of. Classcheck.
Mus t I’m almost sure this is true.
1. He has run out of petrol.
I’m almost sure this isn’t true.
2. He has run out of time.
Maybe this is true.
C an’ t
Migh t
Could
3. He has run out of milk.
D Have sts swap partners. Ask partners to discus s questions 1-3 and tr y to fi nd at least one opinion they have in common. Have sts read the model dialogue in the speech bubbles before they start the t ask. Classcheck by inviting st s to say what they remember from their partners’ answers. Personal answers.
7 Grammar: Modals of possibility / probability
C Point to 1-6 and say: These are comments on John’s website. Look at what people are saying… Are they positive or negative? Allow sts to quickly read the sentences. Ask sts to complete the gaps with must or can’t plus a verb from the box. Classcheck. At the end, ask: What would you say to John? Have sts write a short comment they could post on John’s blog. Then, ask sts to read their sentences aloud to their peers. 1. can’t be 2. must think 3. can’t / telling 4. can’t / expect 5. must have 6. must be
A Point to speech bubbles 1-4 and ask sts complete the
D Tell sts that they are going to play a guessing game.
gaps with one word. Paircheck. Play their answers.
Explain that they are going to hear some short extracts of different conversations, and then they should guess the answers to questions 1-6.
1. must
2. can’t
3. might
5.9 so
sts can check
4. could
Read the R box with sts and draw their attention to the examples in speech bubbles 1 (‘You must be joking’), 2 (‘You can’t be serious’), 3 (‘might work’), and 4 (‘It could work for me’). Play 5.9 again so sts can notice the pronunciation of t and d before consonants. Lead the class in choral repetition of the phrases. R
box: consonant
Go over World of English with the whole class and elicit which phrase is used in speech bubble 4. Who knows?
Refer sts to the Song line on the top of p. 53 and share the cultural note about the song and the band. Song line: I could be wrong, I could be right, I could be black, I could be white. Song: ‘Rise’ Band: Public Image Ltd (UK) Year: 1986
Ask sts to read the model guesses in the speech bubbles and instruct them to use modals in their guesses for 1-6. In addition, encourage them to use phrases from World of English (see p. 52) when appropriate. Read all the questions with sts and then play 5.10. After each extract, pause to allow sts to discuss possible answers in pairs. Monitor closely for the use of modal verbs and encourage sts to share and compare their guesses with the rest of the class. Classcheck in E. 5.10
1 What would you like for dinner, Rico? Tuna or chicken? Oops, we’re out of tuna, Rico. Sorry. 2 Help! Somebody help! Oh my God. Not now. I’m late for work. Can anybody hear me? 3 I swear I did it, Mrs Andrews, I swear, but Bart ate it. I tried to stop him, but I couldn’t. It won’t happen again, I swear. 4 [breathing] 5 OK… done that. What should I do now? Really? Well, if you say so… OK, I’ve closed the window, but… I don’t understand… How will that help?
Personal answers. Sts should guess using modal verbs.
Cultural note Public Image Ltd was a post-punk band formed by John Lydon (also known as Johnny Rotten, former lead singer of the Sex Pistols). The song ‘Rise’ was written about the apartheid that took place in South Africa in the 1980s.
E Have sts listen to the conversations in full and check their guesses from D. Play
5.11 and
classcheck.
5.11
B Have sts study 1-4 in A and tick the correct definitions in the Grammar box. Paircheck. Classcheck. Read Common Mistakes with sts. Do a quick substitution drill with correct sentences in the box. Say: It could rain today. Repeat! Prompt may and then might to direct sts to change the original sentence to ‘It (may / might) rain today.’ Monitor pronunciation closely for t he application of the tip from the R box on p. 52.
A = Alberto L = Laura E = Ernie Mrs A = Mrs Andrews T = Tony W = woman S = Susie M = man 1 A
What would you like for dinner, Rico? Tuna or chicken? Oops, we’re out of tuna, Rico. Sorry. You poor baby!
2 L
Help! Somebody help! Oh my God. Not now. I’m late for work. Can anybody hear me? Excuse me… hi… I’m stuck between the fourth and the fifth floor. 91
5.3
3 E
Mrs A 4 T W
5 S
M S
Could you send someone, please? Quick! I swear I did it Mrs Andrews, I swear, but Bart ate it. I tried to stop him, but I couldn’t. It won’t happen again, I swear. ‘The dog ate my homework.’ Yeah, right. Pretty lame, Ernie. Pretty lame. [breathing] OK, great. Breathe in as you move your left leg, and breathe out as you move your right leg to the left. Is everybody OK? Now, feel the vital energy flowing to your arms and hands. OK… done that. What should I do now? Really? Well, if you say so… OK, I’ve closed the window, but… I don’t understand… How will that help? Ma’am, I asked you to close the computer window – your browser, you know – not your living room window. My computer has no windows. Or doors. What are you talking about?
Sample answers: 1. I think he might be talking to his cat. 2. She must be in a lift. 3. He must be talking about his dog eating his homework. 4. I don’t know. He could be doing yoga. 5. I think she might have a computer problem.
F Pair sts up. Ask them to look at statements 1-6 and decide whether they are ‘fact’ or ‘fiction’. Have two sts role-play the
Students should use modals to express whether they think these are fact or fiction. The actual answers are as follows: 1. T 2. F 3. T 4. F (It is 75% water.) 5. T (if crying refers to tears) or F (if crying refers to a sound) 6. T
G
MAKE IT PERSONAL
Assign groups of three or four sts randomly, or if you prefer, assign sts who usually sit away from one another to take part in the same groups. Point to the lesson title question on the top of p. 52 and ask: Are you a good guesser? Explain that sts should guess the answers to 1-6 for each of their group members. Allow sts two or three minutes to read questions 1-6 and jot down a few notes about their classmates. When time is up, ask sts to read the model guesses in the speech bubbles. Then, sts have to do the same and make guesses about their classmates within the groups. Monitor sts’ work and take notes for delayed correction. At the end, ask: Who’s the best guesser in your group? Why? Provide sts with feedback on their performance, as well as any necessary correction. Personal answers.
model dialogue in the speech bubbles for the whole class and highlight the use of might, could and the phrase ‘I’m not really sure’. Then, ask pairs to discuss 1-6. Monitor pairs’ discussions closely and correct any mistakes on the spot. Classcheck sts’ opinions first and then provide them with the answer key.
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Workbook p. 26 ID Online Portal Grammar p. 124
5.4
Have you ever bought a useless product? Lesson Aims: Sts look at and practise adjective order via the contexts of reading an article about infomercials and listening to and talking about frustrating shopping experiences. 4 . 5 n o s s e L
Function
Language
Reading an article about infomercials.
As far as I’m concerned, infomercials are an unappreciated art form.
Reading / Listening to unsuccessful shopping experiences.
… here, for your enjoyment, are two of the most useless gadgets I’ve ever bought!
Talking about a frustrating shopping experience.
I bought some very expensive sunglasses and left them in a taxi.
Writing an infomercial. Glamorise your look with these fashionable silver earrings. Vocabulary: Word formation: Suffix patterns for adjectives, nouns, verbs and adverbs. Grammar: Adjective order.
Warm-up Ask sts to open their books to the pronunciation
actually
adverb
chart for vowel sounds on p. 154. Tell sts that sounds have been marked with ! when the phoneme is often mispronounced by non-native speakers. Have sts work in pairs to find the vowel sounds marked with ! and take turns pronouncing the words in the drawings, as well as some of the words listed at the bottom of the page. Monitor their pronunciation closely and correct any mistakes on the spot. Ask: Which sounds are difficult for you (personally)?
currently
adverb
enjoyment
noun
useless
adjective
gorgeous
adjective
8 Reading A Books open. Write the portmanteau word infomercial on the board and challenge sts to infer its meaning. Point to World of English and play 5.12, asking sts to listen and read about words combined to make new words. If the technology is available, google ‘portmanteau words’ to find more examples. Ask: Do you ever watch infomercials? Do you have a favourite?
remarkable adjective tighten
verb
freaky
adjective
Draw sts’ attention to the word classes in the box (adverb, noun, adjective, verb). Have sts match the underlined words from the article to their correct meanings and copy them into the box. Paircheck. Classcheck.
Tip At the end, drill the pronunciation of all the underlined words. Lead choral and individual repetition for each word. gorgeous, remarkable, freak y, actually, useless, enjoyment, tighten, currently
Personal answers.
E Pair sts up and have them answer the question. B Ask sts to read the introduction of ‘Two useless products I’ve bought!’ and tick the answer choice that best describes the author of the article. Paircheck. Classcheck. often disappointed with the products
C Play
5.13 as
sts listen to and read the article in full. Have sts match two of the photos on the right to products 1-2 mentioned in the text. Classcheck. 1. man using a HooverTM on his hair 2. woman wearing a mask
D Model the activity. Point to the first underlined word in the article, actually. Point to the box of definitions and synonyms and ask: What does ‘actually’ mean?
Refer sts to the model dialogue in the speech bubbles. Classcheck by asking sts to share their partners’ opinions with the whole class. Personal answers.
F Point to the photos on the right side of the page again and ask: Which product was not mentioned in the article? Check whether sts can name the product being advertised (hair straighteners). Tell sts that they are going to hear two friends talking about this product. Say: Listen to the dialogue and find out the answer to this question: Was the woman happy about it? Play 5.14. Classcheck. 5.14 Notice
M = man
the intonation of the echo questions.
W = woman
Stronger classes Ask sts to look at the underlined words in
M … can’t believe you bought one of those. You can’t be serious.
the article and classify them as adjectives, adverbs, verbs or nouns. Classcheck.
W I swear. I bought it on impulse. It was pure madness, I know. M You bet. Was it expensive? 93
5.4
W Expensive? It cost a fortune. I felt really guilty afterwards, of course. M Buyer’s remorse, huh? W Yeah, at the time it seemed like a wonderful product, but… It was such a disappointment. M Well, what would you expect from these awful infomercials? W I know, yeah… And this thing was… like, actually quite dangerous. M Dangerous? W Mmm, it nearly killed me. M Killed you? What do you mean?
Paircheck. Play 5.15 to classcheck. Write the answers on the board to help ensure spelling accuracy. 2. guilty 3. wonderful 4. disappointment 5. actually / dangerous 6. hospitalised 7. assistance 8. fashionable
Read Common Mistakes with the whole class and elicit other adjectives ending in -ful, e.g., beautiful, meaningful, successful, helpful, painful, colourful.
C
W Huh, it got stuck! And it, it wouldn’t let go of my hair… I swear… And the temperature switch fell on the floor when I tried to turn it down. M Well, it could’ve hospitalised you, but not really killed you. Come on! W I know, I’m joking… Yeah. Anyway, the product stopped working after a week or two and there was no technical assistance at all. What a waste of money. M But, er, why on earth did y ou want to straighten your hair, Liz? I love it the way it is. W You do? Thanks. Well, it was fashionable at the time, I guess.
MAKE IT PERSONAL
Pair sts up. Ask pairs to look back at 1-8 in B and share similar experiences or talk about the last time they felt like that. Classcheck sts’ stories and ask partners: Whose experience was worse? Personal answers.
10 Grammar: Order of adjectives A Read the sentences in the Grammar box with sts and encourage them to notice the adjectives. Ask: Which ones are opinion adjectives? Then, have sts read and circle the correct rule for adjective order. Classcheck.
She thought it was dangerous.
Tip For further practice, ask sts to complete the activities on Grammar, on p. 125.
9 Vocabulary: Word formation
Opinion adjectives usually come b efore facts.
A Direct sts’ attention to the words in bold in the article on p. 54. Instruct sts to copy these words into the correct column of the table. Ask sts to underline suffixes that helped them identify the word class. Paircheck. Classcheck by writing the answers on the board.
Weaker classes For this activity, have sts work collaboratively in pairs.
B Direct sts to read infomercials 1-7 and find five mistakes in adjective order. Paircheck. Classcheck. 1. Correct. 2. A miraculous Japanese knife that can cut through anything! 3. Correct.
Nouns
Verbs
enjoyment
generalise
useless
seriously
solution
tighten
gorgeous
apparently
ability
purify
remarkable
shockingly
appearance
rejuvenate
freaky
actually
fitness
Adjectives
Adverbs
currently
4. Jeans that look fashionable, but feel like comfortable cotton pyjamas. 5. An incredible metal accesso ry that creates gorgeous hairstyles instantly! 6. Glamorise your look with these fashionable silver earrings. 7. Throw out your ugly leather shoes and buy our fantastic waterproof boots today!
B Focus on the example sentence 1. Ensure that sts understand that they need to transform the root word given by adding a suffix. Complete number 2 with sts. Then, ask them to complete the gaps with the given words and appropriate suffixes.
C
MAKE IT PERSONAL
Have sts read the Song line on the top of p. 55 and elicit or provide the names of the song and band. Song line:
Tip Before sts star t thinking of suffixes and complete the gaps, have them carefully read 1-8 and analyse which class of word (adjective, adverb, noun or verb) they will need in e ach context. Ask them to make brief notes next to the sentences (adj., adv. etc). After that, they can go back to the beginning to transform the root words with the correct suffix and complete the gaps. 94
I’m advertising love for f ree, so you can place your ad with me. Song: ‘Hard to Handle’ Band: The Black Crowes (USA) Year: 1990 This song was originally recorded by American singer Otis Redding in the 1960s.
5.4
With the whole class, read the product options in the box and have sts guess what each product is or could be about. Divide the class into groups of three or four sts. Within their groups, t hey should collaboratively create a 30-second infomercial advertising one of the products. Ask sts to use adjectives and phrases from the lesson. Walk around the classroom and offer help whenever necessary. When sts are ready, have groups present their adverts to the whole class. Ask: Which one was the most creative? Which was the funniest? Which products would you consider buying?
Tip Refer sts to the Writing Bank on p. 150. If time is available, go over some of the exercises with sts, or assign the page for homework. Personal answers.
Workbook p. 27 ID Online Portal Grammar p. 124 Writing Bank p. 150
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5.5
Do you often buy things on impulse? / When did you last complain in a shop? Lesson Aims: Sts learn to name the five senses via reading an article about supermarket psychology. Sts also listen to and role-play assistant–customer dialogues about shopping problems. 5 . 5 n o s s e L
Function
Language
Reading an article about supermarket psychology. Talking about how supermarket strategies influence you.
… whichever supermarket you go to, you’ll inevitably find the same basic arrangement of products. It doesn’t work on me ’cause I only buy the basics.
Listening to customer and shop assistant’s dialogues.
Unfortunately, we can’t give you a refund.
Acting out dialogues about shopping problems.
Why do you never have larger sizes? I’m not coming here again!
Vocabulary: The five senses: sight , hearing , touch , smell , taste . Supermarket checkout, aisles, gadgets. Expressions related to shopping problems: ‘I’m afraid your credit card has been declined’, ‘We’d be happy to exchange it for another one’.
Warm-up Books closed. Ask sts who does the food shopping
Board:
in their house and where they usually shop. Encourage sts to describe the places they mentioned, asking questions about the location / arrangement of products.
1. They place the exit far from the entrance. They let you try food and drinks. They put vegetables at the front of the store to make you feel fresh and happy. They place everyday items at the back of the store so that customers will walk past lucrative items. They use food aromas to make customers hungry. They place expensive items at eye level. They place items to encourage children to ask for items. They play slow music to encourage customers to walk more slowly.
Skills: Reading for confirmation A Books open. Ask: Have you ever heard about ‘supermarket psychology’? Elicit possible definitions from sts and then instruct them to read the introduction to the article in C. Ask: Were your guesses correct? Refer to the introduction again and ask Who are ‘they’? Classcheck.
2. Personal answers.
Draw sts’ attention to the glossary at the bottom right of the article. Have sts match the bold words checkout , gadgets and aisles to photos 1-3. Classcheck. Photos:
Personal answers.
checkout – c
‘They’ are supermarket managers.
gadgets – a aisles – b
B Ask: Can you name the five senses in English? Elicit or teach the words sight, hearing, touch, taste and smell. Ask: How do you think supermarket managers might ‘assault’ our five senses? Have sts discuss the question in pairs. Classcheck personal ideas. Get sts to briefly read paragraphs 1-8 and identify references to the five senses. Classcheck. Personal answers.
C Tell sts t hat they are going to listen t o the whole text as they read along. Write two questions on the board: (1) How do supermarkets make us spend more? and (2) How can we avoid it? Then, pair sts and assig n roles A and B withi n each pair. Explain that st A should look for answers in paragraphs 1-4, and st B should do the same for paragraphs 5-8. Play 5.16 as sts l isten and read along. Allow time for partners to exchange their text findings. Classcheck. 96
D
MAKE IT PERSONAL
Have pairs of sts take turns asking and answering 1-4. Refer sts to the model in the speech bubble. Classcheck and ask partners: Have either of you succumbed to supermarket psychology? Personal answers.
in Action: Shopping problems A Write shopping problems on the board and have the class brainstorm the types of problems people can have when purchasing goods. Tell sts that they are going to listen to three conversations about shopping problems. Ask Which were successful shopping experiences? and play 5.17. Classcheck. 5.17 Notice
C = customer
/ʤ/, /ʧ/ and the consonant clusters.
SA = shop assistant
1 Choosing SA Hello, madam, do you see anything you like?
5.5
C SA C SA C
Oh, hi. Yeah, I like these shoes. Can I try them on? What size do you take? Do you have a size ten in stock? A ten? Er – I’m sorry, madam, we’re sold out. Typical! Why do you never have larger sizes? I’m not coming here again!
2 Paying SA Next, please… Hello. Just the jeans and these two T-shirts? C Yes... No, sorry, this dress too. SA OK, that looks very nice. C Oh, it’s for my girlfriend. SA Very nice. So that’s $174.70. Cash or charge? C Er, charge. SA OK. Swipe your card, please. C Uh-huh. SA Ah. I’m afraid your card has been declined. Erm, do you have another card? C Declined! But that’s ridiculous! It’s a new card, so I know I’m not over my limit. Your machine must be broken. 3 Complaining C Hello, hello. Yes, I’d like to return this TV. I bought it here the other day and it doesn’t work. SA I see. Er… What seems to be the problem? C Well, I bought it here the other day, er… Thursday, and when I got it home, I took it out of the box and… well, you can see. This button is broken. Look, it’s coming off. SA Oh, oh yes. Well, er, unfortunately we can’t give you a refund, but we’d be happy to exchange it for another one. C Oh, that’s great. Thank you so much. SA Sure, er, I just need to see your receipt. C Yes, of course. Er, it’s in here somewhere. Here it is. 1. The shop didn’t have the correct size – unsuccessful 2. The credit card was declined – unsuccess ful 3. The TV didn’t work – successful
B Point to the three shopping ‘stages’ in the table:
(5) SA (8) SA (2) SA (6) SA (7) SA (4) SA (10) SA (3) C (1) C (9) SA
C Have pairs of sts hide the right-hand column in
B and
role-play the three dialogues from memory. Then, ask sts to act out the conversations again, swapping roles. Monitor pairs’ work closely and correct any mistakes on the spot. At the end, invite a pair of sts to role-play the dialogues for the whole class. Refer to the answer key in .
D Have sts briefly read 1-3. Play
5.18 and
ask sts to listen and complete the gaps with the missing verbs. Classcheck and ask: Which one sounds more polite? Replay 5.18 and lead choral repetition of each sentence. 1. do / have / coming 2. Declined / know / ’m / broken 3. like / return / bought / work
E Have sts swap partners. Ask pairs to choose one situation from B and study AS 5.17 on p. 161 for a minute. Then, have them close their books and act out their chosen dialogue. Monitor and encourage peer correction and collaboration. At the end, invite volunteer pairs to act out their dialogue from memory for the whole class. Refer to AS
F
5.17.
MAKE IT PERSONAL
Have sts swap partners once again. In these new pairs, sts should choose one of situations 1-3 to act out. Ask sts to use sentences from B and D. Monitor closely and take notes for delayed correction. Round off the class with three different pairs role-playing one dialogue each for the whole group. Personal answers.
‘choosing’, ‘paying’, and ‘complaining’. Read sentence 1 and elicit the correct ending in the second column. Then ask: Who says that: the customer or the shop assistant? Instruct sts to match sentences 2-10 to the correct endings and then to write C for customer or SA for shop assistant. Paircheck. Replay 5.17 to check answers. Classcheck by writing the answers on the board.
Workbook p. 28 ID Online Portal Grammar p. 124 ID Café Video p. 142
97
R3
Review 3 Midterm The 55 Seconds game is an extended collaborative speaking game. Pairs play against each other as two teams competing and scoring points. Tip This is an opportunity for an oral evaluation of the class at the end or midpoint of the course, depending on whether you are using the split or the full edition. The aim is to generate enough speech to give an oral mark. Monitor sts closely, so you hear enough of each student’s speech to be able to award a simple, impressionistic evaluation mark, for example: A = Excellent B = Very good C = Good D = Needs improvement This can translate into a significant percentage—20%, 30% or even more—of your overall evaluation score for each student.
To play the game, divide the class into groups of four. Each group is divided by two teams of two. Within each pair, sts should decide who is st A and who is st B. Groups can toss a coin to decide which team starts the game. Each of the five rectangles represents a unit, from unit 1 on the top left and continuing counterclockwise to unit 5 in the middle. There are four games in each unit square. Explain to sts that they will have 55 seconds for each game. One team monitors the time (55 seconds) while the other team plays. Once both teams have played all four games on a unit square, they should move on to the next one. The winner is the first team to reach a total of 55 points. They should shout out “55 finished!” when they get there. To begin, team 1 should start at the square for unit 1 (top left), and team 2 should start at the square for unit 4 (top right). First team 1 and then team 2 should play “Count the questions”. Then, the teams should follow the arrows to their next units and play “Describe discover”. Teams should continue following the arrows from one unit to the next, playing the games in this order: first “Count the questions”, next “Describe discover”, then “Role-play”, and finally “Topic talk”. Set up each game carefully the first time sts play it, so they know how to play it (see the examples below). Point out the instructions and scoring for each game under the unit 4 square. Have sts read the instructions before they start playing the game. To make sure they understand, ask them to give an example of what to do each time.
Count the questions In this game, the opposing team chooses one of the small photos for the other team to speak about and counts the correct questions the sts are able to ask about it. St A asks all the questions he / she can about “the story behind the photo”. Each question scores one point, so the more correct 98
questions the student asks, the more his / her team scores. St B answers st A’s questions however he / she likes, trying to be as imaginative as possible. They score 1 point per correct question. The sts on the other team make a note of any questions they think are wrong and can challenge them at the end. If any of the questions are found to be incorrect, the team loses the point scored. Then sts swap roles and repeat the process using a different photo. For example, questions for the first photo in the unit 1 square might be the following: Who’s the woman in the photo? (The old lady on Facebook.) Is she sleeping? (No, she’s using a computer.) Is she alone? What’s she wearing? Is she eating? What’s she thinking? What’s behind her? Sts may make up any questions and answers they like; they do not need to match or remember the story from the book, as long as the question is accur ate and the answer is reasonable for the question.
Describe discover In this game, the opposing team chooses a noun, adjective or verb from the unit and whispers it to st A. Then, st A must define and describe the word or phrase—without using the word itself—for st B, who listens, asks questions and takes guesses until he / she identifies and says the word. The team scores 5 points for a correct discovery within the 55 seconds. Then sts swap roles and repeat the process using a different word. For example, if the word were speed dating, st A might say, “It’s a noun. It’s something you do w ith people you don’t know. You go to a special place and meet lots of new people quickly. You ask questions and they ask you questions in a limited time, until you meet a person you like...”.
Role-play In this game, teams act out the situations illustrated in the large cartoons. Encourage sts to be creative! Give them 30 seconds to prepare and 55 seconds for the role-play itself. First one team and then the other should act out the same role-play. If they land on the same role-play twice, they should swap roles. Sts should be familiar with the idea of role-playing, as they have already done several role-plays during the course. Teams should calculate their points at the end of each role-play. To score, teams begin with 10 points and lose: • 1 point for each mistake the other team notices. (The opposing team should note mistakes and tell the other team at t he end of t he role-play.) • 5 points each time they pause for 5 seconds or more. (The other team should time this accurately.)
R3
Tip Before sts begin, you may wish to remind them of some useful fillers and hesitation devices, e.g., uh , er , erm , well , you know , I mean , right , you know what I mean , where was I , so , as I was saying, anyway , the thing is, actually , literally , basically .
Topic talk In this game, the opposing team chooses a topic from the three listed in the blue box and counts the mistakes as sts on the other team discuss the topic. In their discussions, sts should ask questions, give opinions on the pros and cons and generally say as much as they can that is relevant in 55 seconds. Then, sts should swap roles and the opposing team should choose a different topic for them to discuss. Remind sts to use each topic only once.
Teams should calculate their points at the end of each discussion. To score, teams begin with 10 points and lose: • 1 point for each mistake the other team notices. (The opposing team should note mistakes and tell the other team at the end of the discussion.) • 5 points each time they pause for 5 seconds or more. (The other team should time this accurately.) Monitor closely as sts play, resolve any questions about what is or is not accurate and keep a running tally of teams’ score to keep the games competitive and add to the fun. If one group finishes very quickly, have them swap partners and play again.
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6.1
6 Unit overview: In unit 6, sts study restrictive and non-restrictive relative clauses in the contexts of TV, films, and videos. Sts also watch a ‘How to’ video on how to make a film and write their own tip on a different ‘How to’ topic using imperatives.
Are you addicted to TV? Lesson Aims: Sts learn various T V genres, expressions and T V-related vocabulary and use this vocabulary to talk about their personal viewing habits and programmes in general. 1 . 6 n o s s e L
Function
Language
Doing a survey about TV.
Which kinds of TV programmes are you into? How do you prefer foreign TV programmes: dubbed or with subtitles?
Listening to a father and daughter talk about the history of TV.
The first TV I remember was in black and white, and it was massive.
Talking about viewing habits.
I often watch TV on my tablet in bed.
Vocabulary: TV genres: cartoons, soap operas, sports events, live gigs, medical drama . Compound nouns: billboards, chat shows . Dubbed, subtitles, reviews, subscribe to, streaming, trending, cyber pals, be into (something), be addicted to (something). Grammar: Review present simple for habits and routines.
Warm-up Have pairs of sts take turns asking and answering the lesson title questions from unit 5 on pp. 48-57. Encourage sts to ask follow-up questions when appropriate. Monitor pairs closely and take notes of interesting or creative answers, as well as of the use of appropriate vocabulary and grammar, so you can provide them with positive feedback at the end. Classcheck.
1 Vocabulary: TV genres and expressions A Books closed. Invite sts to list the best TV programmes on local channels. Ask the whole class: In your opinion, which are the best TV programmes on (sts’ nationality) channels? Think of at least five programmes. Then ask: Which are the five worst programmes? Classcheck. Discuss the genres of the TV shows sts mentioned by asking: What type of TV programme is (name of show)? Is it a sitcom? Ask the same question about more local programmes to preteach some TV genres: game shows, cartoons, reality TV , soap operas, documentaries, the news and chat shows.
Books open. Focus on the photos on the top of pp. 60-61 and find out whether sts recognise any of the programmes, people or characters. Point to photo a and ask: What type of TV programmes is this? (chat show). Get sts to look at question 1 and match photos a-i to the TV genres. Paircheck. Play only question 1 in 6.1 and pause after each genre for choral and individual repetition. Classcheck sts’ answers to the matching activity by having them point to each photo as the genre is named in the track. Resume 6.1 for sts to listen to and read the rest of the survey.
B Point to the words in bold in question 1 in A. Ask: What does it mean to ‘be into’ something? Have sts look at that part of speech and the definition in the box: ‘(verb) really like’. Instruct sts to match the other words in bold and phrases from A to the remaining definitions in the box. They should write the ‘glossary’ or base form of the words. Paircheck. Play 6.2 so sts can check their answers. 8. billboards 7. reviews 5. subscribe to 1. be into 2. (be) addicted to 3. dubbed 4. subtitles 6. season
C Read World of English with the whole class and elicit and drill pronunciation for all the compound nouns in the box. Ask: Can you think of any other compound nouns? Have pairs of sts take turns saying words from World of English on their own. Monitor sts’ pronunciation closely for word stress and correct any mistakes on the spot. Classcheck by inviting volunteers to pronounce a word for the class to repeat after them.
D
MAKE IT PERSONAL
Have sts do the survey in A individually. Then, ask them to read the model dialogue in the speech bubbles. Invite sts to work in pairs to compare their answers to the survey. At the end, ask pairs: Did you find any big differences in your opinions? Personal answers.
2 Listening A Focus on the lesson’s Song line on the top of p. 61
(h) cartoons (b) stand-up comedy (c) game shows (e) medical drama (d) sitcoms (g) live gigs (a) chat shows (i) reality TV 100
and find out whether sts k now the song or the band. Ask: How often do you have the feeling that there’s nothing on TV?
6.1 Song line: There’s no thing on the TV, nothing on the radio. That mea ns that much to me. Song: ‘America’ Band: Razorlight (UK) Year: 2006
Go over Cyber English with the class. Then ask: What about ‘social TV’? Have you ever heard about that? Tell sts that they are going to listen to a conversation between a father and a daughter to learn about social TV. Play 6.3 and ask sts to tick the correct answer. Paircheck. Classcheck. Ask: What else did you understand? 6.3 Notice
D = daughter
the sentence stress and weak forms.
F Or in the car on long journeys… You never speak to us! Yeah, and TV is just about everywhere now – on tablets, computers, smartphones – you name it. D Sure… F Hmm…, and even watching TV has changed. D How? We still use our eyes… F Yeah, right, but instead of chatting to friends or family in the same room, everybody uses their smartphones to chat with their ‘cyberpals’, you k now, somewhere else. D Oh, come on, Dad! That’s social TV! Twitter is the best place to talk about TV now. F Uh-huh. But there’s one thing I’m sure of. The word ‘viewer’ will never mean the same again.
It’s where TV meets social networking.
F = father
D Hey, did you have a TV when you were young, Dad?
B Have sts read sentences 1-5 and play
F Yeah, believe it or not. TV has been around pretty much for ever. But it’s changed a lot in my lifetime.
Direct sts to li sten and tick the changes mentioned. Paircheck. Classcheck.
D What? TV’s just TV, isn’t it? F No way! The first TV I remember was in black and white, and it was massive. TVs now, you can put them on the wall and they take up no space. When I was young, they were like a piece of furniture. D Huh. F And the way you watch TV is very different from my generation. D I don’t get it. What do you mean? F Just think. When I was young, we watched TV together in the evening as a family. D Watch TV with your parents? Yuck! F Yeah, really, and there was no choosing. We watched what Mum and Dad wanted to watch! Now, you all just download or stream everything – sitcoms, films, the news – and watch what you want, when you want. D Live gigs, soaps, yeah, that’s true, I guess. Er, I mean, I hardly ever watch TV in real time. Only big sporting events.
6.3 again.
2, 4, 5
C
MAKE IT PERSONAL
Have sts swap partners and ask and answer questions 1-4 in their new pairs. Refer the class to the model dialogue in the speech bubbles. Classcheck and ask: Is anyone addicted to TV? Personal answers.
Tip If time allows, have sts walk around the classroom and discuss questions 1-4 with as many classmates as possible, as if they were doing a class survey.
Workbook p. 29 ID Online Portal Grammar p. 126
101
6.2
What Wh at’s ’s you y ourr fa favo vour urit ite e TV pr prog ogra ramm mme? e? Lesson Aims: Sts practise relative pronouns and form restrictive relative clauses in the context of expressing opinions about TV programmes and other well-known people or things. 2 . 6 n o s s e L
Function
L anguage
Disc Di scus ussi sing ng the the qua qualit lityy of TV TV and and radi radio o show showss nowa nowada days ys..
Over the Over the las lastt five five yea years rs,, do you you thi think nk TV TV and and radi radio o show showss have have got better or worse? Why?
Reading about ‘trashy’ old TV programmes.
Peace-loving family decides to keep their new pet.
Listening to a TV TV critic talk about a show.
If you’re over 30, you might actually remember this one.
Defining new words with relative pronouns.
I think ‘viewers’ means people that watch TV.
Expressing opinions about various things.
It’s a film that I can’t stand.
Vocabulary: Turn up, turn into, turn out, take turns. Grammar: Restrictive relative clauses.
Warm-up Pair sts up and make sure each pair has a pen and a sheet of paper. Explain that pairs will have one minute to write as many TV genres as they can thin think k of. Time the activity and have all pairs start at the same time. When time is up, ask pairs to count the number of T V genres they listed. Have the pair with the longes t list call out their TV genres, as the rest of the pairs check similarities similarities and add any differences to their lists. Write the words on the board to classcheck spelling. Drill pronunciation for all words. At the end, have sts ask and answer the following questions in pairs: What’s your favourite TV programme? Why do you like it? What channel is it on? What time is it on?
C Point to the article in B and ask: Which show is not fictional? Which three shows did the critics hate the most? Have sts work in pairs to re-read the article and answer the questions. Classcheck. Jerry Springer is not fictional. The critics hated 1 (My Mother the Car ), ), 3 (Manimal ) and 6 (The Jerry Springer Show ). ).
D Point to the phrases highlighted in yellow in t he article in B. Ask: What do these phrases have in common? (the word turn turn). ). Point to question 1 and ask: Which turn phrase means ‘become’? (turn into). Have sts answer questions 1-4. Paircheck. Classcheck. 1. turn 1. turn into
3 Reading 1-3 3 in pairs. Monitor A Books open. Have sts discuss questions 1their discussions and take notes for delayed correction. Classcheck by having sts report their partners’ answers to the whole class. Provide sts with language feedback.
Personal answers.
6.5 Notice
DJ 2 DJ 1
and tell them that a couple of additional variations they will hear in this unit’s audio are movie (British (British film ) and talk show (British chat show ). ). Explain that because English is becoming so international, they are likely to come across both variations on either side of the Atlantic.
DJ 2 DJ 1
4, 2, 6, 1 3, 5, (blank) 102
DJ 2 DJ 1
Cultural Note Refer sts to the UK / US differences on p. 40
Play 6.4 to classcheck. Then, ask: Do you know any of these programmes? Have you ever watched them on cable TV or online?
4. turns 4. turns up
TV critic talk about it. Read questions 1-4 with the whole class. -4 with Play 6.5 and have sts listen for the answers. Classcheck.
B Read the article’s title to the class and tell sts that they
Point to programme descriptions 1-6 1-6 and and instruct sts to match these to the illustrations. Tell sts that there is one extra illustration which will not be used. Paircheck.
3. turns 3. turns out
E Point to the extra picture in B and ask: What programme do you think this is from? Tell sts that they are going to hear a
DJ 1
are going to listen to and read information about old TV programmes. Draw sts’ attention to the definition of trashy and the accompanying illustration in the bottom right corner of the article.
2. take 2. take turns
DJ 2 DJ 1
the falling intonation when actually is is at the
end. … right, and that brings us to our next show in today’s ‘worst of the worst’ list. Can’t wait. Well, our next show is one of the trashiest ever produced. If you’re over 30, you might actually remember this one. It’s called Cop Rock and… and… You mean ‘cop’ as in ‘policeman’? Yep. Cop Rock , and aired on ABC in the late 80s… No, no, no… Make that early 90s. 1990, actually actually.. I wouldn’t remember it. I was still a baby baby.. Yeah, right. Anyway, Cop Rock is is about a group of policemen who – are you ready for this? – sing and dance while they’re at work arresting criminals and keeping the city safe. Kind of like Glee , you know, but with cops instead of high school students. TV Guide actually actually named it one of the worst shows ever and, honestly, I’m not surprised. Singing cops! Come on! How many episodes were there? Well, it lasted a whole season, actually. ABC spent a lot of money on Cop Rock and and they really wanted it to succeed, but I guess America wasn’t ready for singing and dancing cops.
1. Cop Rock 2. 2. 1990 1990 3. 3. singing singing and dancing police officers 4. 4. one one season
6.2
F Pair sts up and ask them to discuss questions 11-2 2. Classcheck by having sts report their partners’ answers.
Weaker classes Write the following model on the board: I think lawyer means ‘a (person / something) (whose / that / who)…’
4 Grammar: Restrictive relative clauses A Read item 1 and elicit the correct ending. Have sts match the sentence halves and paircheck. Classcheck by writing the answers on the board. 5, 6, 4, 2, 1, 3
Then, point out the cartoon and elicit possible endings for the sentence starter, sta rter, ‘That’s the woman woma n who…’ who…’. Remi nd sts to base their answers on the picture, but encourage creative and silly answers. Read the lesson’s Song line (p. line (p. 63) with the class and elicit or tell sts the names of the singer / band who have recorded the song. Draw sts’ attention to the use of the relative pronoun who who in in the line. Song line: Oh no, not me. We never lost control. You’re face to to face with the man who sold th e world. Song: ‘The Man Who Sold the World’ Singer: David Bowie (UK) Year: 1970 1970 The band Nirvana (USA) recorded a cover version for their MTV Unplugged in New York album album and VHS in 1993.
Instruct sts to study the sentences they matched and tick the correct boxes in the Grammar box table. Classcheck. t o de scribe / u se
who se
t h a t / w hi c h
who
people
things
Tip If time allows, have sts turn to Grammar on p. 127 for Grammar on further practice.
B Point to sentences 1 and 2 and ask: In which sentence can we omit the relative pronoun ‘that’? Have sts answer individually and paircheck. Then, tell sts to check their answers in the Manimal Manimal review review in 3B. 2. The 2. The professor profess or has the ability to turn into any animal that he wants to.
C Have sts complete the gaps in sentences 1-5 1-5 with with the relative pronouns whose whose,, that that or or who who.. Tell sts that where more than one pronoun is possible, they should write both options. Paircheck. Classcheck. At the end, ask: Which two sentences don’t need a relative pronoun? 1. that 1. that / who OR that
2. whose 2. whose
3. that 3. that
4. whose 4. whose
begin their answers. Have sts find the other underlined terms in 3B and define them using relative pronouns.
5. that 5. that
Relative Relati ve pronouns can be omitted in 3 and 5.
D Point to the underlined word viewers viewers in in the review of The Jerry Springer Show in Show in 3B and ask the class: What does the word ‘viewers’ mean? Model the activity first and then have sts use the model phrase in the speech bubble to
Monitor sts’ sentences closely for accuracy and correct any mistakes on the spot. At the end, invite volunteers to share their definitions with the whole class. Some model answers: lawyer = a person who gives legal advice; peace-loving family = a family who loves peace; professor = a person who teaches at a university: engineer = a person per son who designs machines and large constructions; laughter-induc laughter -inducing ing theme song = a theme song that makes people laugh; theme song = the music that plays before and after a TV programme; viewers = people who watch a programme;; violence-hungry audience = a group of viewers programme who want violence.
E
MAKE IT PERSONAL
Invite two volunteers to read the model dialogue in the speech bubbles for the class. Focus on the R box and drill other possible endings for the model sentence about Joss Stone, e.g., ‘She’s a singer that most of my friends are into’, ‘She’s ‘She’s a singer who I’ve never even heard of’, ‘She’s a singer I can’t stand.’. Model the activity. Pair up with a student and say: You’re st A. I’m st B. Point to the first item in row A (‘a singer / group’) and elicit an example from st A, e.g., ‘the band U2’. Then, point to the R box and say: It’s a band that I’m getting tired of. St B should use the name of the band supplied by st A to start the sentence, e.g., ‘U2 is…’. Have sts work with partners they don’t usually get a chance to talk to. Assign roles A and B within each pair. Explain that st A should look at row A and give an example of each item, i.e., the names of a singer / group, a song, a TV programme, and an actor. St B should look at the R box and use phrases with relative pronouns to express opinions about each example provided by st A. Monitor pairs closely and offer help as necessary. Take notes for delayed correction. Have sts swap roles, with st B referring to line B, giving examples of a film, a politician, a scientist and a website. St A should use phrases from the R box to express opinions about each example. At the end, have sts suggest names of items from either A or B and invite several volunteers to give their opinions on the examples provided, using phrases from the R box. Personal answers.
Go over Common Mistakes with t he whole group. Reinforce the use of that that / / who who / / which which with with st s. Tell sts to pay special attention to the use of the prepositions at the end of the sentences.
Workbook p. 30 ID Online Portal Grammar p. 126 103
6.3
What Wh at we were re th the e la last st th thre ree e fi film lmss yo you u sa saw? w? Lesson Aims: Sts study and practise inserting extra information with non-restrictive relative clauses through the context of listening to and reading about blockbuster movies (succesfull films). 3 . 6 n o s s e L
Function
L anguage
Reading about curious film facts.
James Cameron initially didn’t want Titanic to to have a theme song.
Adding extra information.
George Clooney, who has starred in over 30 films, also played Batman in 1997.
Listening to to a radio qu quiz ab about a film di director.
Which Am American ac actor ha has st starred in in mo more th than fifive Ti Tim Burton movies?
Writing questions for a film quiz.
Which superhero does Robert Downey Jr, who I’m really into, play?
plot. Vocabulary: Star (in a film), sequel, plot. Grammar: Non-restrictive relative clauses. Before the lesson: Sts will work in groups of six. Prepare a set of six paper cards for each group. On each card, write the name of a blockbuster movie or series: (1) Titanic , (2) Toy Story , (3) Avatar , (4) The Lord of the Rings , (5) Harry Potter and and (6) Pirates of the Caribbean . Shuffle the cards in each set so that although groups will be guessing the same six films, the films will appear in different orders, so sts won’t be able to copy or guess answers from the film being described at the same time by other groups.
Warm-up Divide the class into groups of six. Give one set of
Song line:
cards (see Before the lesson ) to each group. Explain that sts should take turns picking picking up a card and saying what the story is about. The other sts in the group should try to guess the film title. title. The group that guesse s all six film titles titles fastest is the winner. winner. Monitor and give sug gestions, encouraging sts to describe the plot and setting, but not allowing them to say actors’ or characters’ names. Classcheck. Ask: Which film
C Point to phrases 1-4 1-4 and and have sts choose the correct
was the most difficult to guess?
phrases to complete gaps a-d a-d in in B. Paircheck. Classcheck.
Near, far, wherever you are I believe that the heart does go on. Song: ‘My Heart Will Go On’ Singer: Celine Dion (Canada) Year: 1997 1997
a. 3 a. 3
5 Reading A Books open. Have sts work in groups of five or six and prepare a list of the ten most successful films of all time. Sts can be in the same groups as the ones they worked with in the Warm-up. Walk around the classroom and offer help with film titles in English. Classcheck. As of 2014, the ten most successful films of all time were Avatar , Titanic , The Avengers , Harry Potter and the Deathly Hallows: Part 2 , Iron Man 3 , Transformers: Dark of the Moon , The Lord of the Rings: The Return of the King , Skyfall and and The Dark Knight Rises . Source: . Accessed on 15th August 201 2014. 4.
b. 4 b. 4
c. 2 c. 2
d. 1 d. 1
Point to gap a in the first paragraph in B and ask: If I read the sentence without phrase 3, will it still make sense? Then, read the sentence without phrase 3. Do the same with the sentences in B containing gaps b-d b-d.. Lead sts to notice that phrases 1-4 1-4 could could have been omitted. Write the sentences on the board if necessary.
6 Grammar: Non-restrictive relative clauses A Ask sts to study the sentences in B containing gaps a-d and circle or underline the correct choices in the Grammar box. Paircheck. Classcheck. 1. use 1. use 2. can’t 2. can’t 3. always 3. always
B Have pairs of sts use a sheet of paper, their notebooks or their workbooks to cover the text, leaving only the first line uncovered. Play the first line in 6.6 and pause the track. Have sts work in pairs to guess the first word of the following line. Ask sts to uncover the second line to check their answers. Play 6.6 for one more line and repeat the process. Continue through the text and then ask: How many did you get right? Read the Song line on line on the top of p. 65 and ask if sts remember the theme song for the blockbuster movie Titanic and the singer who recorded it. 104
4. extra 4. extra
Tip Write the sentences below on the board and elici elicitt the difference between them:
1. Julia, whose mother is German, speaks four different languages. 2. The woman whose mother is German speaks four languages. Classcheck. Explain that, in sentence 1, ‘whose mother is German’ is non-restrictive and only adds more detail. Highlight the use of commas. Tell sts that, in sentence 2, the same phrase is restrictive re strictive and the clause ‘restricts’ – i.e., specifies specifies
6.3
or defines – the woman who is being talked about. Refer sts to 4A in lesson 6.2 for examples of restrictive relative clauses. Reinforce the use of commas in non-restrictive relative clauses (as in sentence 1 on the board) and the absence of commas in restrictive relative clauses (as in sentence 2).
Go over Common Mistakes with the whole group to teach the concept of that vs which.
been talking about filmmakers who have changed American cinema. And we have Gloria on the line. Gloria, how’s it going?
W
I’m good, thanks.
DJ The first question is about Tim Burton, who many people consider the finest filmmaker alive today. W
Oh my God, I love Tim Burton. I think he’s the best.
DJ So, here’s our first question… Are you ready?
Tip For more practice, direct sts to Grammar on p. 127.
B Ask sts to find and underline four other non-restrictive relative clauses in the text in 5B. Remind sts that nonrestrictive relative clauses can also be at the end of sentences, after a comma. Paircheck. Classcheck.
W
DJ Which American actor has starred in more than five Tim Burton movies? W
Paragraph 2: ‘James Cameron, who also directed Titanic , initially didn’t want Titanic to have a theme s ong.’ and ‘Horner then played the song to James Cameron, who immediately changed his mind.’ Paragraph 3: ‘In fact, it won all the Oscars it was nominated for, which was a huge achievement.’
the comma followed by a relative pronoun in the example. Have sts connect sentences 2-4, following the pattern from 1 and using an appropriate relative pronoun. Classcheck.
Oh, I love him too. Great actor.
DJ Second question… In 2005, Tim Burton directed a movie based on an old British novel. It was about an eccentric guy who owned a factory. What did his factory produce? W
Can you give me a clue?
DJ Well, it’s something that some people are addicted to. W
Oh, I know, I know. Chocolate.
DJ Did you say chocolate? W
C Read sentence 1 with sts and make sure they notice
That’s easy. Johnny Depp.
DJ Correct! Tim Burton and Johnny Depp, who are also close friends, have been collaborating since 1990. W
Paragraph 1: ‘... it was easier to master Na’vi than to fake an American accent, which he had to do for the movie.’
I guess…
Yep.
DJ You’re absolutely… right. The movie, which only received one Oscar nomination, is called Charlie and the Chocolate Factory . Although it’s supposed to be for kids, I loved it! Anyway, here’s our third question. What colour does Tim Burton wear most of the time?
2. The Witch of the West is played by Mila Kunis, whose family is from Ukraine.
W
3. The main character, Oscar, meets Theodora, who falls in love with him.
W
4. Oz the Great and Powerful was directed by Sam Raimi, who also directed the first three Spider-Man films.
DJ Well, actually, no… Tim Burton once allegedly said he likes to wear black because he’s too lazy to match up different colours when he’s getting dressed.
D Read example 1 with the whole class and point out the placement of the non-restrictive relative clause (in between commas). Have sts connect sentences 2-4 following the pattern from 1 and using an appropriate relative pronoun. Classcheck. 2. The Dark Knight , which was a box office success, got more positive reviews than Batman Begins . 3. Heath Ledger, whose sudden death shocked the world, played the Joker in The Dark Knight . 4. The Dark Knight Rises , which is the sequel to The Dark Knight , was one of the most succes sful films of 2012.
7 Pronunciation: Pauses in speech A Have sts look at items 1-3. Say: You’re going to listen to a radio quiz about a film director. His name is Tim Burton. Have you seen any of his films? Play 6.7 and have sts circle the correct answers. Paircheck. Classcheck. 6.7
Notice the h is weak in pronouns.
DJ … and, remember, today’s prize is two front row tickets for Lady Gaga’s October shows. Wow! This week we’ve
What colour does he like to wear? Oh… That’s a tough one.
DJ OK, Gloria. Time’s up.
W
Well, there’s a lot of blood in some of his movies, so I think he likes… red?
Well, that makes sense. Most of his films are pretty dark, aren’t they?
DJ Question 4 is about Steven Spielberg. Are you ready?
1. Johnny Depp
2. chocolate
3. black
B Read World of English with sts and explain that pauses in speech are often represented by commas in wr itten form. Point to numbers 1-5 and ask: Where would you pause in these sentences? Have sts insert slashes (/) to signal pauses. Paircheck. Play 6.7 to classcheck. Then, write the answers on the board. Point out that the slashes should all be commas. 1. This week we’ve been talking about filmmakers who have changed American cinema. 2. The first question is about Tim Burton / who many people consider the finest filmmaker alive today. 3. Tim Burton and Johnny Depp / who are also close friends / have been collaborating since 1990. 4. It’s something that some people are addicted to. 5. The movie / which only received one Oscar nomination / is called Charlie and the Chocolate Factory . 105
6.3
At the end, ask sts to cross out the incorrect choices in the R box . Classcheck. 1. essential
Explain t hat each team should write four different questions, one for each clause in the speech bubbles. Monitor sts’ work closely and offer help while they are preparing their questions.
2. periods
C
MAKE IT PERSONAL
Divide the class into g roups of six. Within each group, sts should form two teams of three. Tell sts that they are going to write questions for a quiz to test the other team in their g roup. Model the activity by wr iting a model question on the board, using one of the non-restrictive relative clauses given in the speech bubbles, e.g., Which film, which very few people know, won the Oscar for best foreign film in 2012? or Which superhero does Robert Downey Jr, who I’m really into, play?
106
Have the teams in each group play against each other and take turns asking and answering questions. Monitor and take notes for delayed feedback. Classcheck. Personal answers.
Workbook p. 31 ID Online Portal Grammar p. 126
6.4
Where do you usually watch films? Lesson Aims: Sts watch a ‘How to’ video and use imperative verbs to write their own tips on various topics.
4 . 6 n o s s e L
Function
Language
Doing a media quiz.
What is Gangnam? What role does Robert Pattinson play in the blockbuster Twilight saga?
Talking about videos and films you have seen.
I heard a great song on YouTube last week. It was by…
Watching a ‘How to’ video on how to make a short video.
How to make a short video.
Writing tips and advice for a ‘How to’ video.
How to be green. Make sure you recycle. Always use public transport.
Vocabulary: Words related to films and videos: prequel , shoot , views , cast , portray . Grammar: Imperatives.
Warm-up Write viral video on the board and ask: What’s a viral video? Have sts answer in pairs. Classcheck. Then, invite the pairs to discuss the following questions: What is the best / funniest viral video you have ever watched? Have you ever uploaded a video on YouTube? If so, what was it about? Who did you share it with? Encourage sts to give as many details as
The big three are Sylvester Stallone, Bruce Willis and Arnold Schwarzenegger, but you could also have Jet Li, Jason Statham, Dolph Lundgren, Mickey Rourke... the list goes on.
4 One of the biggest YouTube memes of 2013 was ‘Harlem Shake’. There were over 33 hours of ‘Harlem Shake’ clips uploaded every day. What did people do in the videos?
possible, describing the video content. Classcheck by inviting
Have you seen this clip? Do they (a) play basketball, (b) sing, (c) dance?
volunteers to share their partners’ answers with the class.
They do a very, very strange dance.
Cultural note A viral video is a video that becomes rapidly popular – worldwide or nationally – via Internet sharing, usually on websites such as YouTube or Facebook, or via email. Such videos often contain humorous, polemical or gossipy content. Up to 2013, ‘Gangnam Style’ by Psy was the most watched video of all time on YouTube, with over 1.7 billion views.
5 British actor Andrew Garfield stars as which wall-climbing superhero? In 2013, British actors starred as three famous superheroes including Batman, Superman and Spiderman, but which one is Andrew Garfield? Andrew Garfield is Spiderman.
6 Andy Serkis, who was the gorilla in King Kong , had to learn to move like a chimpanzee in which famous trilogy? Was it (a) Star Wars , (b) Planet of the Apes or (c) The Lord of the Rings ? The answer is (b) Planet of the Apes .
8 Vocabulary: Films and videos A Books open. Point to the photos in the media quiz and ask if sts recognise any of the people, films, or videos. Have sts do the quiz in pairs. Play
6.8 so
pairs can
check their answers. Classcheck and ask: How many did
you get right? 6.8
1 Which fantasy prequel to The Lord of the Rings did director Peter Jackson shoot in New Zealand between 2011 and 2013? Was it (a) Twilight , (b) The Hobbit or (c) Narnia ? The answer is (b) The Hobbit .
2 ‘Gangnam Style’, the YouTube video with people dancing like horses, became the first to have over one billion views. What is Gangnam? Is it (a) a type of dance, (b) spicy Korean food (c) a rich district in Seoul? Of course, it’s (c).
3 The Expendables is an action movie about a group of mercenaries. The cast includes many big names from this genre. Can you name three of them? There’s a lot of choice here. Some of their other movies include Rambo , Terminator and Die Hard .
7 What role does Robert Pattinson play in the blockbuster Twilight saga? This romantic character loves blood, but doesn’t like going out in the sun. He’s a vampire.
8 Which romance movie set in Ireland portrays a young widow who receives messages from her dead husband? All of the letters have the same ending. Is it (a) Lots of Love , (b) Yours Sincerely or (c) P.S. I love you ? It’s (c) P.S. I love you .
9 Who directed and wrote the script for To Rome with Love ? He also starred in it with Penélope Cruz and Jesse Eisenberg. He’s famous for his big glasses, but is this director (a) Woody Harrelson, (b) Woody Allen or (c) Sheriff Woody? Of course it’s Woody Allen, who has directed over 40 movies since his first in the 1960s.
1. The Hobbit 2. a rich district in Seoul 3. any three: Sylvester Stallone, Bruce Willis, Arnold Schwarzenegger, Jet Li, Jason Statham, Dolph Lundgren, Mickey Rourke 4. dance 5. Spiderman 107
6.4
6. Planet of the Apes
3 Notice /ʒ/, /ʤ/ and /g/. E Hey, I’ve got this movie from iTunes, do you wanna watch it with me?
7. a vampire 8. P.S. I love you
F Uh... What’s it about? It’s not filled with explosions like that last one you got, is it?
9. Woody Allen
E Uh... uh... Well, it might be. It’s about some guys who try to defeat a dictator, so I guess there’s going to be a lot of guns and fighting and...
B Draw sts’ attention to the bold words in A. Have sts match them to the correct definitions in the box. Paircheck. Classcheck.
F Oh, come on! You know I’m not into action movies. I like something with a bit of intelligence, you know? E Duh, always the same. Why can’t you just relax and enjoy the fun? And it has all the great actors in it.
trilogy – prequel – shoot – set in – view – cast – clip – role – star – script
C Go over World of English with the whole class. Then, ask sts to look at the quiz in A again and find and explain three examples of as or like. Paircheck. Classcheck. people dancing like horses (like = in a manner similar to)
Planet of the Apes , ‘Gangnam Style’, and The Expendables .
E Say: Listen again. In which dialogue do the speakers disagree? Replay 6.9. Classcheck. Then ask: Which person in dialogue 3 do you agree with?
Andrew Garfield stars as which wall-climbing superhero? (as = job) Andy Serkis… had to learn to move like a chimpanzee (like = in a manner similar to)
D Tell sts that they are going to hear three conversations about the videos and films from A. Say: Listen and notice which films or videos they are talking about. Play 6.9 and have sts paircheck. Replay the track if necessary. Classcheck. 6.9
1 Notice /k/. A And it’s just such a powerful movie, you know, like how science could destroy us e ventually. I really think it could be true. B Yeah, like, some of the experiments they do on animals now, it’s pretty sad. But didn’t they use animals for the movie too? I mean, that’s bad as well, right? A No, no animals. They are all actors, but they have to wear this special suit when they shoot the movie. It captures all the movements of the actor and then they can add everything else with computers. It’s very clever. B No way! So the actors actually move like that? They look so real! Man, he should get an Oscar for that! Acting as a chimpanzee! That is real acting! 2 Notice /eɪ/. C Bah! I’ve got that song in my head again! D Huh, I hate it when that happens. But that song’s, like, old now, right? C I know, but I saw the music video again on a TV show last night about the power of the Internet. It was funny to see it again. It was such a cool video and the song is so catchy! D Huh, really? I didn’t see that. But yeah, the video was great, wasn’t it? I mean, everybody learned to do that dance, with the hands like this, and jumping up and down. ‘Hey, sexy lady.’ C That’s more like the Macarena dance! Ay! Macarena hu-hum! 108
They disagree in dialogue 3. Personal answer.
F
MAKE IT PERSONAL
Read Common Mistakes with the whole class. Ask sts to make a list of the last five films or videos (e.g., on YouTube) they saw. Invite two volunteers to read the model dialogue i n the speech bubbles to the whole class. Divide the class into groups of three or four and have sts share their lists w ithin the groups and give their opinions about the fi lms and videos their classmates have listed. Monitor sts’ discussions and write down mistakes for delayed correction. Classcheck sts’ ideas and provide language feedback. Personal answers.
9 Listening A Have sts read the lesson’s Song line on p. 67 and guess the singer and song title. Song line: If we were a movie, you’d be t he right guy and I’d be the best friend that… Song: ‘If We Were a Movie’ Singer: Hannah Montana (Miley Cyrus) Year: 2006
Say: Imagine that you’re going to make a film now. Point to the items listed and ask: How would these elements be important to you? Pair sts up and have them read the model dialogue in the speech bubbles and discuss the elements in the box. Classcheck. Personal answers.
B Tell sts they’re going to watch and listen to some tips on how to make a video. Ask sts to see if any of their ideas from A are mentioned. Play 6.10. Replay the video if necessary. Classcheck.
6.4 6.10 Notice
the stress and weak forms.
Here are some tips and tricks to making a shor t video. Plan your shoot. What is your video about? Sketch out your idea. Think about what your topic will be and how many people will be in it. What do you want the final video to look like? Technologies. Decide what media you will be using: digital camera, camcorder, webcam or mobile phone. Capture your clips. Press the record button a few seconds before the actual shoot. The professionals always say ‘Keep it steady’. If possible, use a tripod. Take lots of shoots and s till images – they might come in handy. Try not to cut off the top of the subject’s head. Lighting. Shoot in a well-lit area. Make sure there is not a bright light like the sun behind the subject. Before your final recording, do a test shoot to check the lighting. Length of shoot. Plan your script beforehand. Don’t talk about one topic for too long, as this may lose the viewer’s interest. Keep the video short and simple.
E Say: Let’s look at more tips on how to make a film. Read item 1 with the whole class and match it to the correct ending. Then, have sts match the rest of the sentences. Paircheck. Classcheck. 3, 1, 5, 2, 4
Tip Draw sts’ attention to the use of imperatives in sentences 1-5. If time allows, elicit names of songs with examples of Imperative verbs, e.g., ‘Express Yourself’ (Madonna), ‘Don’t Stop Believing’ (Journey), ‘Don’t Stop the Music’ (Rihanna), ‘Come as You Are’ (Nirvana) and others that sts can remember.
Then, point to the topics in A and ask: How are sentences 1-5 related to the topics in A? Have sts work in pairs to decide. Classcheck. 1. story
Sound and audio. It’s best to use an external microphone. Always be conscious of background noise. Always do a sound check before the actual shoot.
2. shooting, light
Copyright. If you are shooting outside, make sure you don’t capture anyone on camera without their permission. It can be difficult to use images from the Internet, so be adventurous and take your own. Always gather written permission from your subjects.
4. sound
Accessibility. To make your video accessible to all: Prepare transcripts, use subtitles, record a voiceover if you are making a video of still images. And remember, have fun making your video. Personal answers.
C Tell sts that the notes in the text ‘Tips and Tricks to Making a Short Video’ are from a student who watched the video. Have sts read the notes and predict the two missing words in each gap. Then, play 6.10 again, so sts can check their predictions. Classcheck. How many / look like; digital camera / mobile phone; record button / still images / cut of f; Make sure; your script / too long
Focus on the R box and elicit more examples of Imperatives from the notes, e.g., ‘Plan your shoot’ (vs ‘You plan your shoot’), ‘Press the record button’ (vs ‘You press the record button’) and ‘Don’t talk about one thing for too long’ (vs ‘You don’t talk about one thing for too long’).
D Point to the underlined words and phrases in C. Ask sts to find the equivalent words and phrases underlined in AS 6.10 on p. 162. Paircheck. Classcheck.
3. permission 5. shooting
F Say: Now you are going to write your own tips for a ‘How to’ video. Instr uct sts to choose only one topic from the box and wr ite at least five tips using t he underlined words and expressions in E. Have sts work in groups of four. Walk around the classroom and offer help as necessary. Classcheck by having groups read their tips to the whole class.
Tip You may wish to have each group read their tips to the class without stating the topic, and then ask the class to gues s which topic the tips are about. Personal answers.
G
MAKE IT PERSONAL
Point to the pictures and read the film titles with the whole class. Have sts read the model text and ask: Which film title is this text about? (One Wednesday Evening). Divide the class into groups of three and have each group choose a film title and write a story for it. At the end, invite groups to read their stories to the whole class and ‘award an Oscar’ to the best one.
Tip If your sts are enthusiastic about the idea, encourage them to film their stories outside the classroom – in English – and assign a day to view their productions in class.
in the end = the final stop the camera from moving = keep it steady be useful = come in handy in advance = beforehand
Workbook p. 32 ID Online Portal Grammar p. 126
109
6.5
When was the last time you did something crazy? / When were you last embarrassed? Lesson Aims: Sts practise listening for details and learn interjections and phrases to express surprise in the context of an interview with Lady Gaga on The Late Show with David Letterman, an American chat show. 5 . 6 n o s s e L
Function
Language
Talking about a TV interview.
I think he asked her why she wears clothes like that.
Listening to two friends comment on a chat show.
I can’t get enough of Letterman. I think he’s awesome.
Listening to people expressing surprise.
She sleeps in an egg?
Practising word stress in questions to express surprise.
You’re making spaghetti?
Vocabulary: Interjections: ‘Eek!’, ‘Huh?’, ‘Wow!’, ‘Whoa!’. Phrases expressing surprise: ‘What?’, ‘No way!’, ‘My goodness!’, ‘Are you serious?’. Grammar: Prepositions on and in for media: on Facebook , on a memory stick , in print , in a magazine . Before the lesson: Write the following words on the board in three columns, as shown:
nice cool gorgeous ugly intelligent delicious elegant sophisticated interesting funny
young old new fast cheap slow little American Italian tall expensive
bus man book lady restaurant product kid website president watch food
Warm-up Review adjective order using the list of words on the
J So do I. I’m a huge fan. He’s a terrific chat show presenter.
board (see Before the lesson ). Tell sts that they should choose one word from each column and have pairs of sts say or write down as many meaningful combinations as they can think of in two minutes, e.g., ‘a gorgeous young lady’, ‘delicious Italian food’, ‘an ugly little kid’. (Note that sts should supply the articles a or an as necessary.) If time allows, make the activity competitive by awarding a p oint for each original combination no other pairs came up with. Classcheck.
S Yeah, I can still remember the Lady Gaga interview a while ago.
Stronger classes Challenge sts by asking them to use the adjective phrases in full, contextualised sentences, e.g., ‘I had dinner at a sophisticated Italian restaurant last week’, ‘My nephew is a cool little kid’, ‘My neighbour is an intelligent old man’.
J Oh, yeah? Mmm… Gaga’s not my thing. I like a song or two, but that’s about it. S Yeah, me too. ‘Born this Way’ isn’t half bad. I actually kind of like it. Anyway, I’ll never forget that interview… J Why? What happened? S This is how it goes... First he asks her about the last CD, the tour… you know, the usual. J Right. S Well, then he asks her to confirm or deny certain rumours about herself. You know, things like ‘Is it true that you sleep in an egg?’ or… J What? That’s insane! She sleeps in an egg?
Skills: Understanding details A Books open. Focus on the image on the TV and ask: Who are these people? (Lady Gaga and David Letterman); What kind of TV program is this? (a chat show). Read items 1-3 with sts and have them complete the task in pairs. Classcheck. Personal answers.
B Read World of English with the whole class and draw sts’
S Well, rumour has it that she sleeps in an egg instead of a double bed, but no one knows for sure. J Really? You’re joking, aren’t you? S It’s true. It’s all over the Internet. Well, anyway… He asks her all these questions and she starts to get really annoyed. The people around me start whispering and then, all of a sudden… J What do you mean the people around you? S Oh, I was actually in the audience. I got two tickets for my birthday. J No way! You were actually in the audience? You never told me that!
attention to the use of the prepositions on / in. Tell sts that they are going to hear a woman named Sue talking to a friend about the show in the photo in A. Play 6.11. Then, point to the answer choices in B and ask: Where did Sue watch the interview? Paircheck. Classcheck. 6.11
S = Sue
J = Joe
S I can’t get enough of Letterman. I think he’s awesome. 110
Live in the studio.
C Point out the three illustrations and elicit what is happening in each of them. Then ask: What do you think happened during the interview? Listen and choose the best picture. Play 6.12 for the rest of the dialogue and have sts tick the picture that best represents what took place. Classcheck.
6.5 6.12
J = Joe
S = Sue
J No way! You were actually in the audience? You never told me that! S It’s true! So, as I was saying… she gets really angry, gets his script, tears it in half, makes a little paper ball and… J And then what? S She eats it! J My goodness! You mean she actually eats Letterman’s script? S Uh-huh. J Are you serious? S I swear it’s true. I couldn’t believe my eyes. Just ask Alice – she was right next to me. And it was all over the Internet at the time.
2 S Well, rumour has it that she sleeps in an egg instead of a double bed, but no one knows for sure. J Really? You’re joking, aren’t you? 3 S Oh, I was actually in the audience. I got two tickets for my birthday. J No way! You were were actually in the audience? You You never told me that! 4 J And then what? S She eats it! J My goodness! You mean she actually eats Letterman’s script? S Uh-huh. 5 J Are you serious? S I swear swear it’s it’s true. true.
J So what happens next? 1. insane 1. insane
S Well, she throws it away, obviously.
2. joking 2. joking
3. No 3. No
4. My 4. My
5. Are 5. Are
J Well, at least she didn’t swallow it. How did he react? S Well, he was in shock too. But he kept his cool, made a joke or two and the interview went on.
B Point to questions 11-3 3 and ask: Do you remember Sue’s friend’s frien d’s questio questions? ns? Was Was he surpr surprised ised with with Sue’s Sue’s story? story? Read
J Wow! I wish I could’ve been there.
question 1 with sts and ask volunteers to say the sentence aloud, copying the intonation they remember from the track.
the second picture
Say: Listen to these questions again and underline the most stressed word in each of them. Play 6.15. Paircheck. Classcheck. Replay 6.15 for choral repetition.
D Allow sts time to briefly read sentences 1-8 1-8.. Then, explain that sts will l isten to the full d ialogue and mark the sentences true (T) or false (F). Play 6.13. Paircheck. Classcheck. 1. T 1. T
2. F 2. F
3. T 3. T
4. F 4. F
5. T 5. T
6. T 6. T
7. F
8. F 8. F
E Assign new pairs and have them complete sentences 1-2 according to their personal views. Monitor and offer 1-2 help if requested. Then, have sts compare their sentences with another pair. Classcheck.
Tip Refer sts to the less on title question, ‘When was the last time you did something crazy?’. Have sts ask and answer this question in pairs. Classcheck by inviting volunteers volunteers to report repo rt their partners’ answers. Personal answers.
in Action: Expressing surprise A Read number 1 emphatically, as if you were angry or surprised, and prompt sts to complete the gap. Encourage them to use their intuition to guess the missing words in items 2-5 2-5.. Play 6.14 so sts can check their guesses. Replay 6.14 for choral repetition of these expressions. Encourage sts to copy the intonation in the track, saying phrases as emphatically as they can. 6.14
S = Sue
J = Joe
1 S Well, then he asks her to confirm or deny certain rumours about herself. You know, things like ‘Is it true that you sleep in an egg?’ or… J What? That’s That’s insane! She sleeps in an egg?
6.15
1 She sleeps in an egg? 2 You were actually in the audience? 3 You mean she actually eats Letterman’s script? 1. egg 1. egg
2. in 2. in
3. eats 3. eats
C Read World of English with sts and have them work in pairs to practise saying the example sentences. Monitor sts’ intonation closely and correct any mistakes on the spot. Classcheck.
D Read the three answer choices for item 1 (‘Not your sister?’, ‘Not buying?’ sister?’, buyi ng?’,, ‘Not pizza?’) and tell t ell sts that they are going to listen to a dialogue and tick the question that correctly represents the surprise in the conversation. Play dialogue 1 in 6.16. Paircheck. Classcheck. Play the rest of 6.16 and have sts tick the correct questions in 2-4 2-4.. Paircheck. Classcheck. 6.16 Notice the reductions.
1 A B A 2 C D C 3 E F E 4 G H
Wanna come on over for spaghetti spaghetti tonight? I’m cooking! No way! You’re making spaghetti? Well, there’s there’s always a first time. I’m sick and tired of this SUV. SUV. Gonna buy a smaller car. car. You must be out of your mind! You want to buy a smaller car? Yeah. What’s wrong with that? Janet’s turning 18 next week. Gonna get her a poodle. What? You’re You’re going to get Janet a dog for her birthday? Uh-huh. Love this chocolate diet! I’ve lost ten pounds poun ds in two weeks. Really! You’ve You’ve lost ten pounds in two weeks eating chocolate?
G Yeah. Isn’t it amazing? 111
6.5
1. Not your sister? 2. 1. Not 2. Not Not bigger? 3. Not 3. Not a cat? 4. 4. Not Not vegetables?
E Have sts turn to AS
6.16 on
pp. 162-163. Read the first question aloud, but with a di fferent intonation intonation than the one from t he recording, e.g., You’re making spaghetti? Have sts look at t he answer choices for item 1 in D and elicit the correct sur prise question for this new intonation (‘Not pizza?’). Explain that the meaning of the sentence changes according to the word that is stressed. Practise another intonation possibility for that same question with sts: You’re making spaghetti? Elicit the correct surprise question for this intonation from the answer choices for item 1 in D (‘Not buying?’). In the same way, have pairs take turns shifting the word stress within the same questions in AS 6.16 and guessing which option in 1-4 1-4 in in D best expresses the surprise. Sts should focus on the words that are underlined in the AS 6.16 on pp. 162-163. Monitor sts’ word stress closely and correct any mistakes on the spot. Classcheck by inviting volunteers to act out different surprises with the same questions from AS 6.16
112
and asking the whole class to say the correct surprise question from D. Surprise questions from to stress.
F
MAKE IT PERSONAL
should refer to words sts choose
Play
6.17 as
sts listen to and read
World of English . Replay the track and have sts repeat
phrases from the box with the correct intonation. Tell sts they are going to play a game called ‘Surprise me!’ Have two sts role-play the model dialogue in the speech bubbles for the whole class. Ask the class to read the instructions for roles A and B. Then, have pairs act out the roles. Remind sts in role A to make up one false story or event. Encourage sts to use surprise expressions from the lesson. Encourage Monitor their role-plays closely and save corrections for later. At the end, provide language feedback and invite volunteers to act out their conversations for the whole class.
Workbook p. 33 ID Online Portal Grammar p. 126 ID Café Video p. 143
Review 4 Units 5-6 Grammar and Vocabulary A Picture dictionary. Have dictionary. Have sts work in pairs to test each other and review the main vocabulary items in units 5 and 6. Monitor sts closely throughout the picture dictionary activities and correct vocabulary and pronunciation on the spot. Tip In order to provide sts with as much fluency fluency practice as possibl pos sible, e, expand the activity into the mini-di mini-dialogues alogues sugge sted below. Picture dictionary
Procedures
Mini-dialogues / Suggested language
Have sts hide the quiz in 1A with a notebook or a sheet of paper. Pair sts up and have partners take turns pointing to photos a-f and and saying the six shopping phrases.
St A: (points to photo a) I can’t resist a bargain. St B: (points to photo b) Most women like window shopping. shopping. Do you agree?
Ask sts to look at photos photos 1-3 in 6C and, in trios, say what people ran out of in each situation.
St A: (points to photo 1) He ran out of petrol. St B: (points to photo 2) He ran out of time. St C: (points to photo 3) He ran out of milk.
3 supermarket words, wor ds, p. 56
Have sts hide the article Skills C with a in notebook or a sheet of paper. Ask sts to work in trios to recall three supermarket words from photos a-c .
St A: (points to photo a) Gadgets. St B: (points to photo b) Aisles. St C: (points to photo c) Checkout.
9 TV genres, pp. 60-61
Have pairs of sts hide the TV genres in 1A with a notebook or a sheet of paper and take turns naming the types of TV programmes in photos a-i.
St A: (points to photo a) This is a chat show. St B: (points to photo b) This is a stand-up comedy.
7 ‘trashy” TV programmes, p. 62
Ask sts to hide the text in 3B with a notebook or a sheet of paper and work in pairs to recall the names of the seven ‘trashy’ TV programmes in the pictures.
St A: This is called My Mother the Car . St B: I guess this is Alf is Alf . St A: That’s right. And I think this is Manimal .
2 words for each sound in lines 1 and 2 of the consonants chart (not (not the picture words), p. 155
Have sts turn to the pronunciation chart on p. 155. Focus sts’ attention on the list of words for consonant sounds just below the pictures. Pair sts up and explain that st A should ask ‘How do you spell…? spell…?’’ for two two words (but not the picture words) with each consonant sound in line 1: /p/, /b/, /m/ and /w/. Then, sts should swap roles, with st B testing st A on two words with each sound in line 2: /f/, /v/, /θ/ and /ð/.
St A: How do you spell open ? St B: O-P-E-N. St A: Right. How do you spell apple ? St B: A-P-P-L-E. St A: That’s right. St B: Now you. How do you spell off ? How do you spell enough ?
6 shopping phrases, p. 48
3 ‘run out of’ phrases, p. 52
6 shopping phrases: go window shopping, bargain, save (money), go on shopping sprees, in monthly instalments, instalments, (credit card) statement 3 ‘run out of’ phrases: run out of petrol, run out of time, run out of milk 3 supermarket words: gadgets, aisles, checkout 9 TV genres: chat shows, stand-up comedy, game shows, sitcoms, medical drama, soap operas, live gigs, cartoons, reality TV 7 ‘trashy’ TV shows: Small Wonder, Alf, The Jerry Springer Show, My Mother the Car, Manimal, Barney & Friends, Cop Rock 2 words for each consonant sound (possible answers): open, top top /p/ describe, ab describ able /b/ /b/ /m/ nam na summer er me, summ /w/ square where, squ /f/ off one ff,, ph phone /v/ fivve, hav fi have ank, noth nothing ing /θ/ thank, th e, oth other er /ð/ the, th
B Have sts place the words in bold in the correct order to form adjective phrases. Tell them that one word is out of context and should be crossed out. Paircheck. Classcheck by writing the answers on the board. 1. comfortable 1. comfortable hiking boots, strange 2. well-written 2. well-written romantic novel, short 3. exciting 3. exciting new video game, tasty 4. easy-to 4. easy-to-use -use digital equipment, old
C Read item 1 with sts and elicit the correct response from choices a-e a-e.. Have sts match items 11-5 5 to the correct responses. Paircheck. Play R4.1 to classcheck. 1. d 1. d
2. e 2. e
3. b 3. b
4. a 4. a
5. c 5. c
D Have two sts read the model dialogue in the speech bubbles and ask the whole class: Which dialogue in C is this about? ( about? (1d 1d). ). Have pairs of sts write four more lines for each dialogue, 2-5 2-5,, in C. Monitor pairs’ work closely and offer help if necessary. At the end, have at least four different pairs act out a dialogue for the whole group. Personal answers.
E Tell sts that they are going to play the ‘Feel ’n’ guess’ game. Divide the class into groups of four or five and explain that sts will feel and guess objects in a bag. Make 113
R4
sure all sts in each group take turns choosing and hiding an object, and guessing an object hidden by another student. Refer sts to the model dialogue in the speech bubbles before they begin. Classcheck. Personal answers.
Monitor sts’ role-plays closely and make notes for delayed correction. Then, classcheck and provide sts with language feedback. Ask sts to swap roles as they act out helping a chocoholic, a danceaholic and a workaholic. At the end, invite volunteer pairs to role-play one of their dialogues for the whole class.
F Have sts read sentences 1-6 and add commas to the
J Have sts correct sentences 1-10 in
underlined relative clauses where appropriate. Classcheck by writing the answers on the board and then play R4.2 so sts can relate the pauses they hear to the commas they have written. Then, replay the track for choral repetition. Ask sts to copy the pauses and the intonation.
Point out that sts should find the number of mistakes listed in brackets. Whenever sts are uncertain, encourage them to flip back through pp. 48-69 and check their answers in units 5 and 6. Classcheck by writing the answers on the board.
R4.2
Common Mistakes
.
1. She went to the café to meet her friends.
1 I love my MP3 player, which has over 2,000 songs. 2 I really like people who laugh easily.
2. Rob lent me his phone. 3. I think that shirt looks good on you; you should buy it.
3 Javier Bardem, who starred in No Country for Old Men , is one of my favourite actors.
4. It must be difficult to be in debt.
4 My son just graduated, which made me very proud.
5. When you pay with credit card online, you have to be careful.
5 It’s difficult to find people who you can count on.
6. People who talk in cinemas annoy me.
6 I’d like to get a phone that takes better photos.
7. That’s the house they live in. 8. Bruce Banner is a scientist who turned into Hulk.
1. I love my MP3 player, which has over 2,000 songs. 2. I really like people who laugh easily. 3. Javier Bardem, who starred in No Country for Old Men , is one of my favourite actors. 4. My son just graduated, which made me ver y proud. 5. It’s difficult to find people who you can count on.
10. My favourite song is ‘What’s my name?’ by Rihanna.
Skills Practice A Ask sts to turn to p. 51 and hide the text in 5C with a sheet
6. I’d like to get a phone that takes better photos.
G
9. Panama City, which is famous for the canal, is an amazing city.
MAKE IT PERSONAL
Ask sts to rewrite the underlined phrases in F to make true sentences about themselves. Then, have sts compare their sentences in pairs. Classcheck by having sts report their partners’ sentences. Personal answers.
of paper or a notebook. Looking only at the photo, sts should work in pairs to try to recall John Smith’s story. Classcheck. Then, play 5.7 and ask: Did you forget any details? Personal answers.
B Tell sts that they are going to hear five sentences from
H Have sts review the information about word formation and add two more words with the same endings to groups 1-10. Then, ask sts to mark the stresses of the added words. Have sts compare their lists in pairs. Classcheck.
units 5 and 6. Instruct them to quickly read sentences 1-5. Focus on sentence 1 and say: Listen to the first sentence and circle the correct choice. Play sentence 1 in R4.3 and pause the track. Classcheck. Resume the track and have sts circle the correct choices for sentences 2-5. Paircheck. Replay the track if necessary. Classcheck.
Possible answers: R4.3
1. fluently, quickly, lately 2. government, development, management
1 I’m dead serious. Savejohnsmith.com is my last hope.
3. ambitionless, boneless, colourless, endless
2 Your machine must be broken.
4. abbreviation, education, abortion, acceleration, function
3 Although it’s supposed to be for kids, I loved it!
5. mobility, flexibility
4 You can’t be serious.
6. anonymous, adventurous, ambiguous, conscious
5 Well, I am in debt right now, but it’s not that bad.
7. vegetable, editable, achievable 8. abbreviate, accelerate, accumulate
1. not joking 5. terrible
9. appropriateness, artificialness, attractiveness
2. broke
3. likes
4. don’t think you are
10. abundance, accordance, ambulance, ignorance, distance
C Replay I Role-play. Have sts review the words ending in
-holic
and act out roles A and B. St A should play a shopaholic, while st B asks st A about his / her habits and tries to help. 114
R4.3 for
choral repetition. Encourage sts to repeat the sentences with connecting sounds. Correct pronunciation and intonation on the spot. Then, replay the track for individual repetition.
R4
Sts’ pronunciation and intonation should match the track.
D Keep, Kill, Ignore. Tell sts that they are going to play the game ‘Keep, kill, ignore’. Have sts work i n tr ios. Explain that in items 1-6, sts may choose to keep, kill or ignore topics a, b and c, according to their personal views. Before sts begin, refer them to the model text in the speech bubble. Monitor trios closely and t ake notes for delayed correction. Classcheck sts’ opinions and provide language feedback. Personal answers.
In the text
In the audio
1. rock bands sports teams 2. parties special events 3. for example for instance 4. for the flight and food to cover her expenses 5. writing your information typing a message 6. gives her some money makes a secure online donation 7. tell other people spread the word 8. get withdraw 9. the cash a deposit 10. lots of money thousands of dollars Expressions 2-10 mean the same.
E Focus sts’ attention on the title, ‘Help on the Internet’,
G Shopping problems role-play. Have sts swap partners.
and elicit predictions about the content of the article. Have sts briefly read questions 1-5 and ask them to read the text to find the answers. Paircheck. Classcheck. Then, have sts ask and answer question 6 in pairs. Classcheck.
Ask sts to begin by thinking about the type of shop in which they want to set their role-play. Then, go over the instructions for sts A and B with the whole class and have two sts act out the model dialogue in the speech bubbles.
1. GoFundMe has helped thousands of people to raise many millions of dollars online for different personal causes, like school tuition, rock bands, medical bills, volunteer trips, business ideas, parties, travel expenses and even animals and pets. 2. Peg wants to do a volunteer job. She wants to raise money to buy the flight ticket and pay for her food. 3. Her friends told her about GoFundMe. 4. Dan is Peg’s friend. 5. No, you do not pay to try GoFundMe. 6. Personal answers.
F Point to the article in E and say: Now listen to the text. While you listen, underline ten differences between the text and the audio. Play R4.4. Paircheck. Replay the track so sts can check their answers. Classcheck. Ask: How many different expressions in this track mean the same thing?
Then, assign a st A and st B within each pair and have pairs role-play the shopping problem. Monitor and take notes of sts’ speech production for further comments. At the end, give the group language feedback and invite a volunteer pair to act out the dialogue for the whole class. Personal answers.
H
MAKE IT PERSONAL
Question time! Tell sts that they are going to hear the 12 lesson title questions from units 5 and 6 in random order. Tell sts that you will pause after each question so they can ask and answer it in pairs. Play 4.5 and pause after the first question. Have sts ask and answer the question in pairs. Encourage them to ask follow-up questions when appropriate. Classcheck. Repeat the same procedure for all the questions on the track. Personal answers.
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7 Unit overview: The
main topics of uni t 7 are phrasal verbs, reported speech and indirect questions. Sts also learn and practise the names of car parts, i nstructions for operating machines and phrases for expressing opinions.
Does technology drive you mad? Lesson Aims: Sts learn and use phrasal verbs to talk about cars and car parts. 1 . 7 n o s s e L
Function
Language
Talking about machines and technology.
I hate it when computers freeze while I’m working on something.
Listening to / Reading about an urban myth.
Rumour has it the head of a giant computer company once said…
Describing and naming car parts.
‘It’s the front window of the car.’ ‘Er… windscreen, right?’
Listening to two people on a road trip.
It’s raining. Switch on the wipers, for heaven’s sake.
Using phrasal verbs in conversation.
Do you ever forget to switch things off in class? Have you ever had to ask anyone to turn down the volume?
Vocabulary: Car parts: tyre, bonnet, boot, steering wheel, wipers, engine, clutch, brake, accelerator, windscreen . Phrasal verbs: switch (something) on / off, turn (something) on / off, turn (something) up / down, speed up, slow down . Grammar: Phrasal verbs and object pronouns.
Warm-up Have sts interview each other with the les son title questions from unit 6 on pp. 60-69. Encourage sts to ask follow-up questions whenever pos sible. Monitor their discussions closely and write down mistakes and very good or interesting answers for delayed feedback. To classcheck, say:
Tell me two things you have learned about your partner.
1 Reading A Go over the cartoon with sts and have them work in pairs to ask and answer the title question on the top of p. 72, ‘Does technology drive you mad?’. Classcheck. Point to statements 1-4 and have pairs discuss and complete them with their personal views. Refer sts to the model dialogue in the speech bubbles. Classcheck. Personal answers.
B Write computer companies on the board, and elicit a few names, e.g., Microsoft, Apple and so on. Write automotive industry on the board and elicit a few well-known auto manufacturers, e.g., Honda, Fiat and so on. Then, ask the whole class: Who has the most advanced technology, computer or auto companies? Point to the artwork (a car coming out of a laptop), and ask sts to guess its meaning. Tell sts that they are going to listen to the story of an urban myth involving computer and auto companies. Say: Listen to and read the beginning of the story. Who attacked whom? What was the criticism? Play 7.1. Classcheck. 116
The owner of a computer company attacked auto companies. The criticism was that cars are old-fashioned, expensive and inefficient.
Ask: What do you think the director of the auto company will say? Have sts work in pairs to guess the answer. Classcheck sts’ guesses.
C Point to the title and tell sts they are going to fi nd out what the director of t he auto company said as they read and listen to ‘And if Computer Companies Made Cars…’. Before sts look at the tex t, read questions 1-4 with the whole class. Tell sts not to focus on new vocabular y just yet. Play 7.2. Have sts discuss 1-4 in pairs. Classcheck. Personal answers.
D Point to the first bold term in C, steering wheel. Draw sts’ attention to photos a-h on p. 72 and ask: Where can you see a steering wheel? (photo d). Instruct sts to match the words in bold in C to photos a-h on p. 72. Paircheck. Play 7.3 to classcheck. 7.3
M = man
W = woman
1
M1 Let me help with your suitcase! I’ll put it in the boot. Whoa! That’s heavy!
2
M2 Turn left at the next corner… I said left, left, left. Turn the steering wheel!
3
W1 Hey! What was that? M3 Oh no, I think it’s the tyre.
7.1 4
M1 Can I check the oil, madam?
Cultural note Although the song contains several allusions to
W2 Sure, yes, please. I’ll open the bonnet.
cars and car parts, ‘Shut Up and Drive’ has noticeable sexual connotation in its lyrics, referring to a woman’s body as a c ar.
5
M2 Er… I think you’ve got a problem with your engine.
6
W3 Darling, I think you’d better turn on the wipers.
7
M3 Stop the car! W1 Jeez! That stone broke the windscreen – I can’t see anything.
8
M1 Listen to this beauty when I put my foot on the accelerator. M2 Whoa, mate, that’s incredible!
9 10
W2 Look out, there’s a dog in the road, hit the brakes! M3 OK, first gear… Foot on the clutch and into second.
B Read the definitions in the box with the class. Point to the underlined phrasal verbs in 1C and have sts match them to the correct meanings. Paircheck. Classcheck. switch off / turn off slow down turn down
Then, go over Common Mistakes with the whole class. steering wheel – d tyres – a bonnet – b engine – f boot – c wipers – e windscreen – h accelerator – g brake – g clutch – g
C Ask: Do you enjoy travelling by car? When did you last go on a road trip? Where were you going to? Tell the class they are going to listen to a conversation between two people who are on a road trip. Have sts read questions 1-3 and listen for the answers. Play 7.5. Paircheck. Replay the track if necessary. Classcheck. 7.5
Notice the stress in phrasal verbs.
B = Barry
L = Linda
Tip Drill pronunciation of all car parts. Then, reinforce the
B How many hours till we get to Oxford?
word meanings by having sts cover words in C with a sheet of paper, a notebook or their workbook and testing the whole group by asking What’s in photo a? What about b? and so on.
L At least four.
E Play
sts listen to and read World of English . Then, ask them to find other examples of cc pronounced as /ks/ in the text in C. Paircheck. Classcheck. 7.4 as
B I’m hot. L So turn on the air conditioning. B It’s broken, remember? I told you we needed to fix it, but you didn’t listen. L Well, don’t turn it on then. Open the window or something… B Linda, why exactly are you waiting to switch them on?
accidentally
L Switch what on?
accept
B The wipers, Linda. It’s raining. Switch on the wipers, for heaven’s sake!
accelerate / accelerator
L Do we need to? They make such a loud noise.
2 Vocabulary: Car parts and phrasal verbs A Point to photos a-h on p. 72 again and say: Guess which car part I’m describing. Pay attention to my description. It’s the front window of a car. (windscreen). Have sts continue
L You see that blue car? B The Focus? L Yeah. It’s been following us for the past two hours or so. B Are you sure?
the activity in pairs, describing car parts from photos a-h for their partners to guess. Ask each student to describe four car parts. Monitor sts’ descriptions closely and offer help if necessary. Correct pronunciation on the spot. Classcheck by having some sts describe car parts for the whole class to guess.
L Positive. Speed up!
Focus on the Song line on the top of p. 73 and find out whether sts recognise the singer and the song.
B You know I can’t stand Beyoncé.
Song line: ’Cause it’s 0 to 60 in 3.5. Baby, you got the keys, now shut up a nd drive... Song: ‘Shut Up and Drive’ Singer: Rihanna (USA / Barbados) Year: 2007
B What? I can’t. This road is full of speed cameras. L I don’t care. Step on the accelerator and speed up, Barry. Now. L Thank God we’re almost there… Oh Barry, I love that song. Turn it up! Turn it up! L Would it kill you to turn up the freaking volume on the radio for five minutes?
1. Personal answer. 2. air conditioning (a/c), window, wipers, accelerator, radio 3. It is hot in the car; the wipers make a loud noise; they are followed by a car; they disagree about the radio.
117
7.1
D Have sts listen to the conversation again and note the opposites of the phrasal verbs from B. Play 7.5. Classcheck by writing the answers on the board.
Then, pair sts up and have them work with their new partners to ask and answer items 1-6. Monitor pairs’ work closely and take notes for delayed feedback. Classcheck by having sts report their partners’ answers to the class.
turn on / switch on speed up turn up
E
MAKE IT PERSONAL
Ask sts to complete the gaps with phrasal verbs from B and D. Classcheck. 1. switch OR turn / off 2. switch on OR turn on 3. turn up OR turn down 4. speed up 5. slow down 6. up / down
118
Workbook p. 34 ID Online Portal Grammar p. 128
7.2
What was the last little lie you told? Lesson Aims: Sts study and practise reported speech through the contexts of shopping and talking about the little lies people tell. 2 . 7 n o s s e L
Function
Language
Talking about the little lies people tell.
Yeah, purple looks great on you! The first one could be a shop assistant.
Reading tips for holiday shopping.
Buying a mobile phone abroad can save you a few quid, but…
Talking about shopping experiences.
No, I guess I’m just lucky when I buy things.
Reporting what other people said.
She told me that she would buy it. The shop assistant said some of the keys were different.
Telling a story about a lie someone told.
This guy I met at a club told me he was single…
Vocabulary: Gadget, launch, unlocke d phone, warranty, keys (on a keyboard), carrier. Grammar: Reported speech (1).
Warm-up Tell sts that they are going to play a game called ‘Draw and guess’ in pairs. Give them a time limit of three minutes, in which they should take turns choosing and drawing car parts from p. 72 (steering wheel , tyres , bonnet , engine , boot , windscreen , wipers , accelerator , brake , clutch ) for their partners to gues s. Monitor for correct pronunciation of the names of ca r parts. At the end, elicit all the words sts guessed, write them on the board and drill pronunciation.
2. b
3. d
4. c
5. a
Tip Pair sts up and have them p ractise saying the words with pink letters in the text. Classcheck and drill pronunciation.
D Point out the underlined words and photos a-e in C and ask sts to match them. Paircheck. Classcheck. a. fake goods
3 Reading A Read the lesson title question, ‘What was the last little l ie you told?’. Have sts ask and answer the question in pairs. Encourage them to make follow-up questions to elicit details, e.g., ‘Who did you tell the lie to?’ ‘Why?’ ‘Did it work?’ Classcheck by inviting volunteers to share their stories. Say: Now let’s look at some other little lies. Point to sentences 1-4. Read sentence 1 with sts and ask: Who might’ve told this lie? In what situation? Go over the model in the spe ech bubble. Then, ask sts to read t he sentences in pairs, discuss who m ight have told the lies and why, and then decide which one is t he worst lie. Classcheck. At the end, ask: Have you ever told any lies similar to these? Why? Personal answers.
B Find out if anyone in class works or has worked in sales. Ask: Do shop assistants always tell the truth to customers? Tell sts that promises a-f are quotes from shop assistants. Read the first one with the whole class and ask: What product is the shop assistant trying to sell? Explain that keys might refer to a different keyboard on a laptop or a smartphone. Have sts work in pairs to read b-f and guess the product being sold. Classcheck sts’ guesses. Personal answers.
b. keys c. unlocked d. gadget e. screw
Point to the first bold word in tips 1-5 in C (launch) and elicit its meaning. Have sts find the correct definition in the box (3. verb, to put something on the market). Ask sts to match all the other bold words in C to the correct definitions in the box. Paircheck. Classcheck. 1. carrier
2. warranty
3. launch
4. bug
5. break down
At the end, ask pairs to discuss the question, ‘What’s the best tip in your opinion?’. Have sts follow the model in the speech bubble, ‘I’d say tip 1, because…’
E
MAKE IT PERSONAL
Ask sts to complete the gaps in sentences 1-3 using words from D. Paircheck. Classcheck. Then, have sts swap partners and take turns asking and answering questions 1-3 in their new pairs. 1. warranty
2. carrier
3. launched
Tip Ask sts to go to Writing Bank on p. 151 for further practice, or assign the page as homework.
4 Grammar: Reported speech (1)
C Tell sts to read the text before listening to the audio
A Tell sts that they are going to hear five conversations
and explain that they should match promises a-f from B to tips 1-5 in the text. Remind sts that one promise in B will be left out. Play 7.6. Paircheck. Classcheck.
about shopping problems. Play conversation 1 from and then pause the track. Elicit the corresponding paragraph in 3C. Play the rest of 7.7 and have sts
7.7
119
7.2
match each conversation to the correct paragraph in Paircheck. Replay the track if necessary. Classcheck.
3C.
7.7 Notice the intonation / emotion on right . 1 Notice stress and schwas /ə/. A God, it seems that for every five letters I type, one comes out wrong. B American keyboard layout, right? A Well, the shop assistant said some of the keys were different, but it was basically the same thing, blah, blah, blah. Yeah, right! But how was I to know?
2 Notice stress and schwas /ə/. C Oh Dad, you’re wearing the watch I got you. How do you like it? D Well, I’d like it better if it worked properly. I missed two meetings last week. Have you got the warranty? C Warranty? No, he didn’t give me one. D What? No warranty? Where did you get it? C Well, there was a guy in the market selling this watch really cheap. He said that it worked just as well as the famous brand. D In the market! So this isn’t a Rolex? C Er… no… Maybe not. Oh no, look, it says Polex. 3 F E F
Notice /aʊ/. What in the name of… Oh no… There goes my Christmas bonus. But how… how… did it happen? You didn’t... you didn’t put it up yourself, right? Right? E Er… Well, the delivery guy told me I could mount it on the wall myself. How was I to know? 4 Notice /Ɛ/ and /eɪ/. G Paula, we’re OK, right? I mean, it’s just that… Well, you haven’t returned any of my calls. H Sorry, didn’t get your messages – yours or anybody’s. My phone’s dead. G Dead? H I bought it from this site and it came straight from the States. Turns out I can’t make or receive calls. Some sort of network problem… Which is odd, because on the site it said I’d be able to use it in any country… Guess they were lying. But how was I to know? G Can’t you get a refund or something? 5 Notice /ʌ/ and /ə/. I One of these days I swear I will throw this tablet right out of the window. J Oh, come on! It’s not so bad! I You’re joking, right? The screen sucks and the software’s full of bugs. To think I could’ve got a laptop! I bought it on… on impulse, I guess. The shop manager said it had just arrived and, you know, I couldn’t resist it. But how was I to know? J Well, try to control yourself next time. 1. paragraph 5 2. paragraph 3 3. paragraph 2 4. paragraph 4 5. paragraph 1
B Ask sts to use pencil to complete the gaps in sentences 1-5 with their predictions for what the correct words might be. Play 7.8 so sts can check their guesses. Draw sts’ 120
attention to the use of the verbs say and tell in the track and have them read Common Mistakes . 1. were 2. worked 3. could 4. would OR ’d 5. had / arrived
C Point to sentence a in 3B and have sts compare it with sentence 1 in 4B. Emphasise that ‘some of the keys are different’ became ‘were different’ in reported speech. Have sts continue comparing sentences from 3B to their reported-speech versions in 4B. Classcheck their findings. Ask sts to read the rules in the Grammar box and cross out the incorrect choices in items 1-3. Paircheck. Classcheck. Go over the common collocations for say and tell in World of English . Direct sts’ attention to the Song line on the top of p. 75 and find out whether they recognise the band or the song. Song line: Somebody told me you had a boyfriend who lo oked like a g irlfriend that I had… Song: ‘Somebody Told Me’ Band: The Killers (USA) Year: 2004
Tip For further practice, refer sts to Grammar on p. 129. 1. remains the same 2. necessary 3. Said
D Read sentence 1 and ask a volunteer to change it into reported speech, beginning with ‘He said…’ Have sts write sentences using reported speech for items 2-5. Play 7.9 to classcheck and write the answers on the board. 7.9
1 B American keyboard layout, right? A Well, the shop assistant said some of the keys were different, but it was basically the same thing, blah, blah, blah. Yeah, right! But how was I to know? He said I would learn fast. Guess he was wrong. 2 C Well, there was a guy in the market selling this watch really cheap. He said that it worked just as well as the famous brand. D In the market! So this isn’t a Rolex? C Er… no… Maybe not. Oh no, look, it says Polex. He told me he was there every week and he could get me video games too. Maybe we can ask him for a refund? 3 F But you’re not a pro! You’re a designer! Designers don’t install TV sets. What were you thinking? E But… Look, he said it was easy and it would only take ten minutes!
7.2
4 H ... Which is odd, because on the site it said I’d be able to use it in any country… Guess they were lying. But how was I to know? G Can’t you get a refund or something? H Oh yeah – easily. They told me that lots of people had complained and so on. 5 J Well, try to control yourself next time. I I know... But she said that these tablets usually sold pretty quickly, so... J You were afraid they would sell out? I Bingo.
3 Notice the contractions. G = Geri J = Josh G Hi Josh, er, nice shirt. J Geri, what is this? James Bond night? G Josh, it’s a cocktail party, you are supposed to look smart. J But… but you told me the party was informal and… G No, I said ‘a few friends and drinks’, I didn’t say ‘wear your beach clothes’. 4 Notice /iː/ and /ɪ/. A = Andy
Z = Zoey
A Please leave your message after the beep. 1. I would learn fast. 2. he was there every week and he could get me video games too. 3. it was easy and it would only take ten minutes. 4. me that lots of pe ople had complained. 5. these tablets usually sold pretty quickly.
E Point to the first picture and ask: What do you think the mother told the boy? Instruct sts to write or report what they think the people in the pictures said, using the verbs provided. Paircheck. Play 7.10 to classcheck and write the answers on the board. 7.10
1 M M W M
Notice /ɑ/ and /uː/. = mother W = William William Bonney! What is this? It’s my school report, Mum. I know what it is! But you told me you’d done well this year. You wait till your father sees this.
2 Notice /g/ and /k/. V = Vanessa C = Chris V Hi, Chris. So good that you could come. Come in, come in. C Hi, Vanessa, yeah, it’s gonna be a great party. And this must be Pickles. Who’s a cute little dog then? Huh? V Pickles. Pickles, no! Bad dog, bad dog. C Ow! Get it off! Get it off! Vanessa! I thought you said your dog was friendly.
Z Andy! Where are you? I’m in the queue and the film is going to start soon. Andy, you said that you wouldn’t arrive late.
1. You told me you’d done well this year. 2. You said your dog was friendly. 3. You told me the party was informal. 4. You said that you wouldn’t arrive late.
F
MAKE IT PERSONAL
Read the model in the speech bubble with the whole class and challenge sts to predict how the story ends. Ask: Was it true or was the guy deceiving her? Tell sts to think of a time when somebody deceived them. Read questions 1-3 to sts and give them some time to prepare their stories, using answers 1-3 to organise their ideas. Divide the class into small groups and have the sts in each group share their stories. Monitor sts’ stories closely and write down any mistakes for delayed correction. C lasscheck and provide language feedback.
Workbook p. 35 ID Online Portal Grammar p. 128 Writing Bank p. 151
121
7.3
Are you confident with technology? Lesson Aims: Sts study and practise indirect questions via the contexts of asking for help operating machines, tourist information and further information about products. 3 . 7 n o s s e L
Function
Language
Talking about technophobia.
My sister’s scared of machines, especially smartphones.
Listening to a woman phoning a help desk service.
Check the power cable. Unplug the monitor cable from the wall socket.
Role-playing a dialogue between a customer and a help desk attendant.
‘I can’t get this remote control to work.’ ‘Push the power button.’
Asking indirect questions.
Can you tell me if there is free Wi-Fi in the rooms? I wonder if I could check out late.
Vocabulary: Verbs for operating machines: check, plug, unplug, push, press, click, scroll, set . Nouns for operating machines: monitor, power cable, icon, button, F1 key, wall socket . Grammar: Indirect questions.
Warm-up Say: Tell the person next to you three things about your life. Explain that sts can talk about personal
H Push the power button.
experiences, j obs, family, plans for the future etc, but one of the three things must be a lie. Say: Tell your partner two truths and one lie. To clarify, repeat the instructions or write them on the board if necessary. Instruct sts to take notes on their partners’ answers. Have sts swap partners. In their new pairs, sts should report to each other what their previous partners have said and work together to decide which information was not true. Ensure that sts use reported speech. Classcheck.
H The power button. Er… Do you know where it is?
M Push what? M Well, there’s a blue button at the back… It’s kind of green… H That’s the one I’m talking about. I need you to push it once. M OK… Hang on a second. OK. Done that. H Now wait for the power light to go green. M Light… light… Oh, here… well… Nothing’s happening. H Hmm… That’s funny. Hold on, please. Ms Harris, I’m going to ask you to unplug the monitor cable from the wall socket and start over. M Sorry, didn’t get that. Unplug what from where?
5 Vocabulary: Operating machines A Books open. Focus on the dictionary entry for technophobia. Explain that a person can be a technophobe or have a technophobic attitude towards technology. Ask the class: Do you know anyone who’s a technophobe? Classcheck. Personal answer.
B Point to the woman in the photo and say: This is Ms Harris. What could she be having problems with? Play 7.11 and have sts listen to answer the question. Classcheck. Then ask: How do you know? Elicit clues from the track that helped sts correctly answer the question.
H The monitor is… er… It’s the little TV, you know? M Oh, all right… Just a sec… Got it! Oh, it’s on, it’s on. You’re a genius. H There’s a, a message on the screen, correct? M Yes. H Can you tell me what it says? M Er… It says ‘Welcome’. H OK. Now, I want you to push the F1 key, click on the welcome icon and scroll down to the bottom of the screen and set the time and date. M Key? Icon? What on earth are you talking about? Her computer. Clues: monitor, F1 key, icon, scroll, screen
7.11 Notice
middle and final t is weak or links to the next sound.
M = Ms Harris
H = help desk attendant
M … and I just can’t get it to work – it’s probably broken. I wonder if you can help me. H OK, ma’am, first I need to know if your IX44 is still under warranty. Do you remember when you bought it? M Gee, I don’t know… In January… January or February, I guess. H Right. Hold the line, please. Yes, you’re still covered. Now, before we go any further, could you check the power cable? Has it been properly connected? M Mmm… You mean the white cord? H Yes. Plug it into the wall socket and make sure it’s completely connected, OK? M Let me check... Just a second, please. OK. What should I do now? 122
C Ask: Do you remember the instructions Ms Harris received on the phone? Have you ever had a conversation like this? Point to instructions 1-7 and have sts match the two columns. Paircheck. Play 7.11 again so sts can check their answers. Classcheck. 4, 1, 7, 6, 2, 5, 3
D Ask sts to cover the first column in C with a workbook or a sheet of paper. Have them work in pairs to try to remember the instructions in full. Classcheck.
E Go over World of English with the class. Then, ask sts to turn to AS 7.11 on p. 163 and look for five more examples of ways to ask someone to wait. Paircheck. Classcheck.
7.3
Hold the line, please. Just a second, please. Hang on a second. Hold on, please. Just a sec.
F
MAKE IT PERSONAL
Have sts swap partners. Tell them to read carefully all the instructions for roles A and B and have pairs act out the situation. Encourage sts to use language from C and E. Monitor pairs closely and offer help when necessary. Then, have st A and st B in each pair swap roles and act out one more situation. At the end, invite volunteer pairs to role-play their dialogues for the whole class.
for choral and individual repetition. Listen for rising intonation on questions 1-3 and falling intonation on question 4. While sts are repeating the sentences, correct any mistakes concerning intonation on the spot.
D Say: When we are, for example, staying at a hotel, it’s more polite to ask or request something using indirect questions. Show sts questions 1-6 and say: Rafael works at a hotel in London, and these are tourists’ queries. Have sts correct the indirect questions the tourists have made. Paircheck. Classcheck by writing the answers on the board. 1. Can you tell me if there is free wi-fi in the rooms? 2. Could you tell me how many Starbucks there are in the neighbourhood? 3. I’m taking five suitcases. I nee d to know how big the rooms are.
Personal answers.
6 Grammar: Indirect questions A Have sts read World of English and look for examples of indirect questions in AS 7.11 on p. 163. Then, draw sts’ attention to the direct questions 1-4 and ask them to copy the indirect questions from AS 7.11 next to the corresponding direct questions from A on p. 76. Paircheck. Classcheck. 1. Do you know where it is?
4. I’d like to know if the hotel accepts dogs. I can’t leave Fifi alone. 5. Do you know when this hotel was built? I can’t stand old buildings. 6. I wonder if I could check out late – maybe 4pm?
E Have sts focus on the advert and ask the class: Are you too busy to learn a new language? Point to Monica’s indirect questions 1-5 and have sts complete the gaps. Classcheck by writing the answers on the board.
2. Do you remember when you bought it? 3. Can you tell me what it s ays?
1. when this method was
4. I wonder if you c an help me.
2. how many modules there are 3. if I should practise
Draw sts’ attention to the changes in word order and grammar in indirect questions 1-4, but don’t explain the rules just yet. Point out the Song line on the top of p. 77 and fi nd out whether sts recognise the si nger or the song. Focus on the indirect question, ‘I’m wondering why I got out of bed’, and elicit the corresponding direct question, ‘Why did I get out of bed?’ Song line: My tea’s gone cold, I’m wonderin g why I got out of bed at all… Song: ‘Thank You’ Singer: Dido (UK) Year: 2000
B Ask sts to compare the two columns in A and decide whether rules 1-4 in the Grammar box are true or false. Paircheck. Classcheck. 1. T
2. F
3. T
4. F
Read Common Mistakes with the whole class and, if appropriate, ask: Do we have the same rules in our language?
4. how much the whole course costs 5. if I will become
Then, ask sts to use their imagination to predict the answers in pairs. Classcheck their guesses.
F
MAKE IT PERSONAL
Ask sts to swap partners and assign roles A and B in each pair. Explain that st A should come up with four questions to ask st B about the product in the first advert (a chair). Read the model in the speech bubble with the class and instruct sts to use indirect questions. Explain that st B should use his / her imagination to answer st A’s questions. Allow pairs a minute to read the advert, study the product and plan their questions before they begin. Monitor pairs closely and offer help as necessary. When sts have finished, invite volunteer pairs to act out their dialogues for the class. Point to the second advert and explain that this time st B should think of four questions for st A to answer. Repeat the same process as for the first advert. Personal answers.
Tip For extra practice, refer sts to Grammar on p. 129.
C Point to indirect questions 1-4 in A and say: Listen carefully to questions 1-4 and repeat them. Play 7.12
Workbook p. 36 ID Online Portal Grammar p. 128 123
7.4
Are machines with personality a good idea? Lesson Aims: Sts learn and practise reporting questions, requests and commands in the context of operating voice-activated devices. 4 . 7 n o s s e L
Function
Language
Listening to two friends giving voice commands to their phones.
Will the weather get worse? Please call me an ambulance.
Discussing machines with personalities.
How ‘intelligent’ do you think voice recognition will become in the future?
Reporting questions, commands and requests.
I asked my computer to read my new email. The satnav told me to turn left.
Vocabulary: Voice recognition, voice commands, voice-activated devices. Review words related to operating machines. Grammar: Reported speech (2). Before the lesson: Write the questions and prompts below on the board:
Where’s the toilet, please? Can I speak to the school director, please? Have you ever cheated in a test? Is there Wi-Fi available for students here? What’s your favourite activity in class? Was there any homework from the last lesson?
Could you tell me… I wonder… Can you tell me… Do you have any idea… May I ask you… Do you remember…
Warm-up Pair sts up and have par tners take turns asking and answering indirect questions based on the questions and prompts on the board (see Before the lesson ). Monitor closely for accuracy and correct any mistakes on the spot. Classcheck sts’ questions and answers. Could you tell me where the toilet is, please? I wonder if I can speak to the school director, please. Can you tell me if you have ever cheated in a test? Do you have any idea if there’s Wi-Fi available for students here? May I ask you what your favourite activity in class is? Do you remember if there was any homework from the last lesson?
7 Listening A Books closed. Ask: Can you operate your smartphone using voice commands? What can you do with it? How often do you use this feature? If possible, invite a student to demonstrate how voice commands work or demonstrate it yourself on your own phone.
Books open. Have sts turn to p. 72. Point to the photos of the car parts and ask: What about cars? Which car parts can you operate using voice commands? Refer sts to the model text in the speech bubbles on p. 78 and have them discuss the question in pairs. Classcheck.
7.13
A = Ann B = Bruce A Cool phone, dude. B Thanks. Mum was like, ‘What’s wrong with the one we gave you last year?’ and I was like, ‘Mum, that model is so last year’, so she got me this one for Christmas. A You like it? B Are you joking? I love it – especially Justin. A Justin? B Yep – my, what do they call it – personal assistant. A Oh, speech recognition. Great. Does it, er, tell the time, check the weather and stuff? B Yeah, and much more. This morning I told Justin I was bored – which I was – and I thought he was going to, like, ask me to repeat the command or whatever, and, guess what, he asked if he bored me. A Wow! No way! Mate, this is, like, so cool. B Then I asked him if he was hungry and he, er, he was like, ‘I’m a mobile phone, not a person.’ Really unbelievable. A Mine has voice recognition too, but it’s not so smart, you know? It’ll, like, make calls, set the alarm clock… and stuff. The other day I asked her to text someone and it took her, like, three minutes to figure out what to do. B Her? A Mine’s not a guy – it’s called Alice. Bruce’s phone is better at voice recognition.
Personal answer.
B Have sts work in pairs, taking turns asking and answering questions 1-3. Classcheck by having sts report their partners’ answers. Ask pairs: Which of you likes voice recognition better? Personal answers.
D Go over questions 1-4 and replay
sts can listen again and answer the questions. Paircheck. Replay 7.13 if necessary. Classcheck. 1. his mum
2. Justin
3. No
7.13 so
4. Alice
E Read World of English with the whole class. Then, play 7.13 again
C Tell sts that they are going to hear Bruce and Ann comparing their smartphones. Ask: Whose phone is better at voice recognition, Bruce’s or Ann’s? Have sts listen to answer the question as you play 124
7.13.
Classcheck.
and ask sts to listen for and count the examples of like in Ann and Bruce’s conversation. Classcheck. There are eight examples of like in Ann and Bruce’s conversation.
7.4
F Say: Now Ann’s going to talk to Bruce’s phone. Point to questions 11-5 5 and ask: How many of these questions do you think the phone will understand? How many will the phone misunderstand? What will the phone reply in each case? Have sts work in pairs to predict the answers. Classcheck sts’ guesses. Then, play 7.14 and have sts check understood understood or or misunderstood for misunderstood for 1-5 1-5.. Paircheck. Classcheck. Ask: Do you think it’s funny? Has it ever happened to you? 7.14 Notice
A = Ann
work – worked /t/ happen – happened /d/ play – played /d/ cook – cooked /t/ start – started /id/
the weak h in in he and and him .
B = Bruce
the -ed -ed ending ending w ith the pron pronunciation unciation /id/ and add these pronunciations to the board. Then, drill pronunciation for all the past simple forms on the board.
need – needed /id/
J = Justin
A Mate, I so want to try Justin.
Elicit the past form of ask ask and and the pronunciation of its -ed ending. Ensure that sts can pronounce /ɑːskt/. Point to sentences 11-3 3 and say: Listen and repeat. Play 7.15 twice for choral and individual repetition.
B Here, have fun. A Great… Justin, where am I? J I’m sorry, I don’t know your name. A And you said he was smart, right? I asked where, not who. B He is smart, I’m telling you. Have another go.
Have sts circle the correct options to complete the rules in the R box. Paircheck. Classcheck.
A OK. Er… Justin, will the weather get worse? J It looks like rain tonight. Here’s the forecast for the next two days…
1. /t/
A Wow… That’s really cool. Justin…
3. weak 3. weak
2. weak 2. weak
J Yes? A Do you love me?
B Read World of English with the whole class. Then prepare
B HA HA HA – never tried to ask him that.
sts for dictation. Play 7.16 twice and challenge them to listen and write down five of Ann’s sentences. Paircheck. Classcheck.
J I’m not ready for that kind of commitment yet. B Isn’t he amazing? A Oh my God, I love him, I love him! Mmm… What can I ask him now… Justin, please call me an ambulance.
1. I 1. I asked where I was.
J OK. From now on I will call you ‘Ann Ambulance’.
2. I 2. I asked if the weather would get worse.
A What? No way! Er… Justin, make me a coffee.
3. I 3. I asked him if he loved me.
J Ahem, I’m just a phone.
4. I 4. I asked him to call me an ambulance.
B Don’t you just love him? A But was it, like, a joke? Or did he misunderstand me? B I think he was teasing.
5. I 5. I told him to make me a cof fee.
Tip Replay Unders Und erstoo tood d
1. Where am I?
Misu Mi sund nder erst stoo ood d
7.16 for
choral and individual repetition.
9 Grammar: Reported speech (2)
2. Will the weather get worse?
A Tell sts to look at the sentences in 7F and the five
3. Do you love me?
4. Please, call me an ambulance.
5. Make me a coffee.
sentences they wrote down in 8B, then have them choose Yes or Yes or No No for for the rules in the Grammar box. Paircheck. Grammar box. Classcheck.
G
1. no 1. no
2. yes 2. yes
3. yes 3. yes
4. yes 4. yes
5. yes 5. yes
6. yes 6. yes
MAKE IT PERSONAL
Ask sts to swap partners. Have them work in their new pair s to answer questions 1-3 1-3 and and talk about the items they discussed in B. Classcheck by inviting volunteers to report their partners’ opinions to the class. Personal answers.
8 Pronunciation: -ed ending followed by /h/ A Review the pronunciation of the past simple -ed -ed ending. ending. Write a list of regular verbs on the board (work, happen, play, cook , start, need) and elicit the past simple form of each. Then, cross out letter e where it isn’t pronounced and write /t/ or /d/ according to the pronunciation of each verb. Remind sts that verbs ending in /d/ or /t/ have
Read Common Mistakes with the whole group and elicit or provide examples of positive and negative commands with the verb tell tell,, e.g., ‘I told her to close the door’ vs ‘I told her not to close t he door’. Focus on the Song line on line on the top of p. 79 and find out whether sts recognise the song or the group. Ask sts to rewrite the line, making the commands negative. Song line: She asked me to stay and she told me to sit anywhere, so I looked around and I noticed… Song: ‘Norwegian Wood’ Band: The Beatles (UK) Year: 1965 1965 125 12 5
7.4
She asked me not to stay she told me not to sit
Tip For further practice, refer sts to Grammar on p. 129. Grammar on
D Read the model in the speech bubble with the whole class and tell sts that they are going to make guesses about the gaps in Ann and Bruce’s texts. Pair sts up and ask them to use their imagination to discuss and complete the gaps in pencil for conversations 11-3 3. Then, play 7.17 so sts can check and correct their answers.
B Read the first sentence with sts and a nd explain that there are two extra words in bold. Elicit the unnecessary words in bold and the correct order of the remaini ng ones. Instruct sts to continue crossing out the two extra words in bold and reordering the remaining ones in each sentence. Paircheck. Classcheck by writing the answers on the board. Luke I asked my computer to read my read my new email… for, it Sue
I asked my phone if it would rain tonight rain tonight and it said… will, for
Ron
The satnav told me to turn left turn left and… for, if
Ian
The stereo asked me what I wanted to wanted to listen to. did, want
Mitt
I asked my satnav where I was and was and he told me not to worry.. am, to / for, don't worry
C Ask: What about the autocorrect function on your phone? Do you use it? Does it cause you problems? Have sts read Bruce and Ann’s texts and restate them as reported speech. Clarify that Bruce’s texts are in blue and Ann’s are in green. To model the activity, point to the first question and say: Ann asked Bruce… Elicit the completion of the sentence (‘why he was late’). Ask sts to use the reported speech form with all the sentences in conversations 11-3 3. 1. Ann asked Bruce why he was late, and he said he’d just crashed his cat. Ann asked him what he meant, and he said that he meant his car, not his cat. He said that he hated autocorrect. 2. Bruce asked Ann if she was hungry and she said that she wanted vegetarian blood. Then she said that what she had meant to say was… 3. Bruce asked Ann if she was going to the party and she said she couldn’t because she had broken her uncle. Then she said that she meant… But that it was still serious.
126 12 6
7.17
1 Ann asked Bruce why he was late and he said he had just crashed his cat, but what he meant to say was he had just crashed his car. 2 Bruce asked Ann if she was hungry and she said she wanted vegetarian blood, but what she meant to say was she wanted vegetarian food. 3 Bruce asked Ann if she was going to the party and she said she couldn’t because she had broken her uncle. But what she meant to say was she had broken her ankle.
2. food 2. food
E
3. ankle 3. ankle
MAKE IT PERSONAL
Pair sts up and give each pair of sts two slips of paper. Have partners ‘text’ each other, each writing a message on a slip of paper and then swapping them. Sts should then write replies on the slips of paper and swap them again. Have sts swap partners and give the new pairs two slips of paper each. Have sts use the new slips of paper to report to their new part ners the previous conversation, e.g.,, ‘I asked ( previous partner) what he / she wa s doing at e.g. the weekend. He / She said he / she didn’t know’. Invite volunteers to report their conversations to the whole class.
Workbook p. 37 ID Online Portal Grammar p. 128
7.5
Do you spend too much time on social networks? / Do you enjoy a good argument? Lesson Aims: Sts practise taking notes and expressing views after watching a video and listening to a TV debate about a book Generation n . called The Dumbest Generatio 5 . 7 n o s s e L
Function
L anguage
Viewing / Listening to to an an in interview wi with an an au author.
I’m he here to today wi with Ma Mark Ba Bauerlein, au author of of The Dumbest Generation , a provocative new book that says ‘the digital age stupefies young Americans and jeopardizes our future’.
Listening and note-taking.
… visits to libraries + museums. Technology in teenage bedroom: laptop, video game console, Blackberry.
Talking and taking notes about a video.
‘I’d never read that book.’ ‘Don’t trust anyone under 30 ?’ ?’
Listening to a TV debate.
Young people are reading less and less.
Expressing your opinion.
We can’t deny that the Internet needs to be more strongly regulated. That may be true, but…
Vocabulary: Trust, dumb(est), stupefy, jeopardize. Phrases for expressing views: ‘We can’t deny that…’ ‘Hold on a second, let me finish’, ‘Yeah, I couldn’t agree more’, ‘I totally disagree’, ‘What’s your point exactly?’, ‘OK, point taken’, ‘Please, get to the point!’. ‘Teenagers eenagers are usually…’). ‘It depends on…’. Grammar: Review speaking generically about topics (‘People say that…’, ‘T
Warm-up Divide the class into groups of five. Ask each g roup to come up with five pieces of advice expressing ‘dos’ and
7.18 Notice
Mark’s hesitation / repetition and Nick’s listening sounds.
‘don’ts’ for learning English, English, e.g., always do your homework,
M = Mark
don’t miss lessons, avoid tex ting or checking emails emails on your
M What I don’t understand is how, how is it that, on the 2001 NAEP history exam, 52% of high school seniors chose Nazi Germany,, Imperial Japan or Fascist Italy as our a lly Germany lly.. Not the Soviet Union.
phone during lessons, watch films in English, English, take notes about new vocabulary, don’t be late for lessons, try to speak spe ak English outside class, etc. When groups have finished, ask e ach student to pair up with a classmate from a different group. Have partners tell each other their group’s ‘dos’ and ‘don’ts’. Classcheck by asking sts to report repor t their partners’ tips to the whole class. Encourage them to use reported speech by asking: What did (partner’s
name) tell you to do? (e.g., ‘Ana ‘Ana told me not to miss le ssons and to avoid texting in class.’)
Skills: Listening and note-taking A Books open. Direct sts’ attention to the book title and have them read all they can on the book cover. Ask: What do you think the book is about? Would you like to read i t? Read definition 1 and ask sts to find the matching word on the book cover. Then, instruct them to find the correct words for definitions 2-4 2-4.. Paircheck. Classcheck. 1. trust 1. trust
2. dumbest 2. dumbest
3. stupefies 3. stupefies
4. jeopardizes 4. jeopardizes
B Have sts work in pairs to ask and answer questions 1-3 about the book in A. Play 1-3 answers. Classcheck.
7.18 so
sts can check their
N = Nick
N Hi, I’m Nick Gillespie with Reason TV. I’m here today with Mark Bauerlein, author of The Dumbest Generation . A provocative new book that says ‘the digital age stupefies young Americans and jeopardizes our future’. In fact, there’s even a, er, second er, subtitle, which says ‘don’t trust anyone under 30’. Mark, what’s the premise of the book? M Digital culture… er, means, means this to most teenagers. It doesn’t open them up to the great big world… of ideas and artworks and, and, and documents and politics and foreign affairs – which is all out there on the Internet, the potential is there. Instead, it gives them what… teenagers really care about: other teenagers. N Mmm hmm. M Access to one another. They’re not going to the Smithsonian Institution website. When Nielsen Ratings examined the most popular websites for young adults, nine out the top ten, teenagers, nine out of the top ten were for social networking. N Mmm. M 55% of high school students spend less than one hour a week reading and studying for class. They spend nine hours a week social networking. N Sure. M And this, this is what brought me into this, this work. Studies of leisure habits by by,, by young adults. And one thing we can say is… that… the leisure reading people do, young people do, the visits to museums that they do.
Cultural Note Point out to sts that the video uses the
N Mmm hmm.
American English name for a mobile phone, a ‘cell phone’; and the American author uses the pas t participle of got ‘gotten’, which is no longer used in British English but is very common in North America.
M The library visits that they do, those have gone down. And that’s, that’s just natural, because the menu of leisure options for young, for teenagers and young adults, has gotten bigger bigger.. Reading is, is, is… has a smaller portion on the menu… 127 12 7
7.5
N Mmm. M … er, that they have. And when you go into the average 15-year-old’s bedroom now, it’s a multimedia centre. Yeah, there’re a few books up there on the shelf. There’s the laptop, the cell phone, video game console, Blackberry, iPod, and all those diversions give them something a lot more compelling… … than the story of Antony and Cleopatra and Caesar!
N Hmm mmmm.
1. Over 30, because the subtitle of the book is Don’t Trust Anyone Under 30 . 2. S ocial networks, laptop, (mobile) phone, video game console, Blackberry, iPod. 3. All topics except social networks.
C Find out about sts’ note-taking habits. Ask: How often do you take notes in class? What about in work meetings or university lectures? Read World of English on note-taking. Then, have sts briefly read notes 1-6 and replay 7.18 as they listen and complete the gaps. Paircheck. Replay the track if necessary. Classcheck. 1. ideas, documents, politics 2. 90 3. 1 hr., 55 4. 9 hrs. 5. museums, libraries 6. laptop, (mobile) phone, iPod
D
MAKE IT PERSONAL
Ask sts to swap partners. Have them take turns asking and answering questions 1-4 in their new pairs. Before sts begin, go over Common Mistakes with them and invite two volunteers to act out t he model dialogue in the speech bubbles for the whole class. Monitor sts’ work closely and take notes for delayed correction. Classcheck and ask: Did you find any strong differences of opinion? Personal answers.
in Action: Expressing your views A Tell sts that they are going to listen to a TV panel discussing the book from Skills A, The Dumbest Generation. Explain there are three people participating in the show. Write their names on the board: Tom (T) , Barbara (B), and TV presenter (P) . Point to sentences 1-6 and tell sts that they are going to listen and identify the person who made each point. Model the task for sentence 1 by saying: ‘Young people are (1) reading less and less.’ Who says that, Tom, Barbara or the TV presenter? Tell sts to listen to the track and then write T, B or P for each point. Allow them a few seconds to read points 1-6. Then, play 7.19. Paircheck. Replay 7.19. Classcheck.
called The Dumbest Generation and basically it says that Internet is making young people... stupid.
T Well, he has a point. B Seriously, Tom? T Yeah. I mean, we can’t deny that teens are buying fewer books and generally… P How old are you, Tom? T 22… We’re not reading as much as people in their 30s or 40s, you know? I mean, bookstores like Borders are going out of business week after week. I find that… B Well, it depends on what you mean by reading. It’s… It’s not that teens are reading less, it’s just that they’re reading on their tablets... or e-readers, smartphones, or whatever. My daughter, for example, has downloaded, what, 200, 300 titles and… P But how many of those has she actually read? T That’s a good point. B I don’t know, but, you see, the point is… reading has been on the decline for… T Barbara, but don’t you think… B Hold on a second, let me finish. Listen, people have been reading less for at least 30 years, long before the Internet ever existed. So, really, we can’t blame the Internet, can we? P Hmm… Well, you may agree or disagree, but he makes some valid points, don’t you think? Young people have access to more information than we ever did, but, honestly, how much are they actually learning? I mean, I was talking to my son the other day and he thought Rome was a country... a country! And he’s a pretty smart boy, you know? B My point exactly! The book says teens are getting dumber… I totally disagree. If anything, people’s IQs have gone up, not down, over the past 90 years or so. T Mmm… That may be true, but don’t you think there’s something wrong here? Rome – a country? Come on! And you know what, I also think the, er… young people are starting to avoid face-to-face contact because of the Internet… B Yeah, I couldn’t agree more. T I mean, most of my friends spend hours and hours locked in their rooms, chatting on Facebook. I mean, this can’t…
1. T
2. B
3. B
4. P
5. B
6. T
B Invite a volunteer to read the first supporting argument to the class. Draw sts’ attention to points 1-6 in A and ask them: Which point in A relates to this argument? (4). In the same way, sts should match the rest of the supporting arguments to the other points in A. Paircheck. Play 7.19 again so sts can check their answers. Classcheck. Finally, ask the class: In your opinion, which are the weakest arguments? 4, 5, 1, 6, 3, 2
7.19 Notice the stress, pauses and /ɔɪ/.
P = presenter
T = Tom B = Barbara
P … which means, that, yeah, the website was most probably hacked. Speaking of the Internet, I just got my hands on a book by a guy called Mark Bauerlein and... well, the book’s 128
C Read World of English with sts and lead them in choral repetition of the three sentences in the box. Tell sts to turn to p. 164 and underline five more examples of point in AS 7.19. Classcheck.
7.5
Well, he has a point. That’s a good p oint. The point is… He makes some valid points. My point exactly!
D Ask sts to complete the gaps with the words from the box. Tell sts that there are three extra words which will not be used. Play 7.20 so sts can check their answers. Then, replay the track for choral repetition, pausing after each sentence in the table. 7.20
T = Tom B = Barbara 1 T Yeah. I mean, we can’t deny that teens are buying fewer books and generally… 2 T Barbara, but don’t you think… B Hold on a second, let me finish. Listen, people have been reading less for at least 30 years. 3 B Well, it depends on what you mean by reading. 4 T Mmm… That may be true, but don’t you think there’s something wrong here? Rome – a country? Come on! 5 T I also think the, er… young people are starting to avoid face-to-face contact because of the Internet…
E
MAKE IT PERSONAL
Divide the class into groups of three. Point to the sentences coming out of the megaphone and ask groups to choose one of the topics. Within their groups, sts should role-play a three-minute TV debate. Ask sts to prepare before the discussion starts. Assign roles A, B and C within each group and then read the instructions with the whole class. Clarify that st A should agree with the statement chosen, st B should disagree and st C should begin the debate, take notes and decide whether st A or st B has the best arguments. Encourage sts to come up with arguments to support their views and to use language from C and D. Allow groups two or three minutes for preparation before the debate. Then, have all the groups start their debates at the same time. Walk around the classroom and monitor, taking notes for delayed correction. Classcheck by asking each group’s st C to report the outcome of the debate and briefly summarise the arguments for each side. Have sts swap roles A, B and C within each group and select a new topic. Restart the debate process. Repeat the same procedures for monitoring and class checking. Personal answers.
B Yeah, I couldn’t agree more. 6 B My point exactly! The book says teens are getting dumber… I totally disagree. If anything, people’s IQs have gone up.
Workbook p. 38 ID Online Portal Grammar p. 128 ID Café Video p. 144
can’t Hold on true more totally
129
8.1
8 Unit overview: The
main topics of unit 8 are modal perfects, question tags, reflexive pronouns and vocabulary related to furniture.
How important are looks? Lesson Aims: Sts look at and use reflexive pronouns and phrasal verbs in the context of discussing the importance of one’s appearance. 1 . 8 n o s s e L
Function
Language
Reading about a woman’s looks before and after cosmetic surgery.
‘This month, Zoe Cowel tells us how she reinvented her looks.’ ‘I had the wrinkles of a 60-year-old…’
Talking about one’s attitude toward one’s own looks.
Do you worry about putting on weight? Is there anything you think you should cut out from your diet completely?
Watching / Listening to a TV commercial about a beauty product.
Introducing the next revolution in beauty. Get ready to experience a whole new you.
Debating the importance of appearance.
I think talent is as important as appearance for celebrities.
Vocabulary: Wrinkles, dark circles (around one’s eyes), cheeks, loose skin, chin, thin lips, eyelashes. Phrasal verbs: cut down on, cut out, work out, take up, stick to . Grammar: Reflexive pronouns. Before the lesson: Before sts arrive, write the lesson’s Song line (p. 83) on the board.
Before the lesson ) and find out whether they know the name of the song or the singer who recorded it. Ask: Do you consider
B Read Common Mistakes with sts and the model in the speech bubble. Say: Look only at the ‘after’ photo and say what’s different. Have sts work in pairs to complete the
vanity a positive or negative thing?
activity. Classcheck.
Warm-up Have sts read the Song line on the board (see
Personal answer.
Song line: Vanity! It’s so good to be fab ulou s and gl amorou s. We love our selves and no o ne else. Va-va-va-va-van ity. Song: ‘Vanity’ Singer: Lady Gaga (USA) Year: 2008
1 Reading lesson title: ‘How important are looks?’ Elicit situations or areas in life in which one’s look might make a difference, e.g., finding a partner, getting a job, making friends, having high self-esteem. Point to the woman in the photo. Ask a few questions whose answers sts can find in the text, e.g., Who’s this woman? How old is she? What does she do for a living? Focus on the woman’s ‘before and after’ image and point to numbers 1-7 on her face. Ask: What do we call number 1, these lines we get as we grow older? Help sts find the first word in bold in the text, wrinkles. Point to the photo and the bold words in the text and say: Read paragraph 1 and match the words in bold to numbers 1-7. Paircheck. Classcheck.
4. chin 130
2. dark circles around my eyes
5. loose skin
meaning of the word miserable (very unhappy). Ask sts to read paragraphs 1-4 of ‘Beauty and the beast?’ quickly and match them to the corresponding headings in a-d. Give sts a time limit of four minutes. Play 8.1 so sts can check their answers. a. 4
A Books open. Focus sts’ attention on the question in the
1. wrinkles
C Read headings a-d with the class and explain the
6. eyelashes
3. cheeks
7. thin lips
b. 1
c. 3
d. 2
D Pair sts up. Ask: Do you think Zoe’s happier now? Go over the model text in the speech bubble and have pairs discuss the answer to the question. Classcheck sts’ guesses. Play 8.2 so sts can check their guesses. 8.2
My friends say I look ‘fabulous’, with varying degrees of enthusiasm. My husband – who’s in his mid 30s – says he loves me just the same, not more, not less, and I think he means it. At work, I finally got the promotion I had always dreamed of. Happy coincidence? Who knows. I’m certainly feeling better about myself, which is something. But happier? To be perfectly honest, I’m not sure.
She feels better about herself, but she’s not sure she’s happier.
E Instruct sts to re-read the text and decide whether statements 1-7 are true (T) or false (F). Paircheck. Classcheck.
8.1
Tip Alternatively, ask sts to close their book s. Say: We’re going to play a game. I’m going to tell you some information about Zoe. Stand up if you think it’s true. Sit down, or remain seated, if you think it’s false. Read sentence 1 and make sure that sts have understood the game. Continue reading the sentences one by one and have sts stand or sit to answer without re-reading the text. Then, allow sts to open their books and refer to the text to check their answers. Classcheck. 1. F
F
2. F
3. T
4. T
5. T
6. F
7. T
MAKE IT PERSONAL
Read questions 1-3 with the whole class and have sts discuss them in pairs. Walk around the classroom to monitor pairs’ discussions. Classcheck sts’ opinions and provide them with feedback on their performance.
Personal answer.
B Tell sts that they are going to watch / listen to a advert. Ask them to identify four words from the first paragraph of the text 1A in the advert. Play 8.3. Classcheck. /n/ and /ŋ/. Introducing the next revolution in beauty. Get ready to experience a whole new you. It’s you, perfected. Say goodbye to fine lines and wrinkles and hello to full lips, sparkling eyes and lashes that never end. And that’s just the beginning. Transform your look the way celebrities do with this beauty industry secret that’s now available for the first time ever. Introducing Fotoshop by Adobe. Finally look the way you’ve always dreamed. The difference is clear. Just one application of Fotoshop can give you results so dramatic they’re almost unrealistic. 8.3 Notice
Personal answers. wrinkles, lips, eyelashes, eyes
G If possible, use a small hand mirror to demonstrate reflexive pronouns. Look at it and say: I’m looking at myself in the mirror. Write the sentence on the board and ask: Who’s looking? Who am I looking at? Then, give the mirror to a student and have him / her look at himself / herself. Say: He / She’s looking at himself / herself in the mirror. Ask: Who’s looking at the mirror? Who’s he / she looking at? Read Common Mistakes with sts. Then, have them read and complete World of English . Ask sts to find five more examples of reflexive pronouns in the text about Zoe. Classcheck. ... tells us how she reinvented her looks… and herself. ... when I looked at myself in the mirror.
C Point to the words listed and ask: Were these words mentioned in the advert? Have sts listen again and number the words in the order they hear them. Replay 8.3. Paircheck. Replay the track if necessary. Classcheck. 5, 4, 7, 1, 3, 2, 6, 8
D Focus sts’ attention on the words in C and have them work in pairs to mark the stressed syllable in each word. Ask: Which word has the last syllable stressed? Classcheck. Ask: Do you know why? Read the R box with the whole group and highlight the suffixes -ion, -ence, -y and -ic where they appear in the list of words in C.
... I decided to stop feeling sorry for myself... ... who had made a name for himself taking care of TV celebrities. But I’ve promised myself that I’m going to stick to my exercise programme...
H Draw sts’ attention to the underlined phrasal verbs in the text on p. 82. Ask the class to match these phrasal verbs to definitions 1-6. Paircheck. Classcheck. 1. cut down on 2. cut out 3. work out 4. stick to 5. put on 6. take up
The word results has the last syllable stressed. Because the other words finish with the unstressed suffixes -ion , -ence , -y and -ic .
E
MAKE IT PERSONAL
Divide t he class into groups of three. Review the phrases for expressing v iews on p. 81, lesson 7.5, in Action D, and encourage sts to use them in the discus sion. Tell sts to express their opinions, agree or disagree with other group members’ opinions and support and explain their views.
Weaker classes Allow sts time to prepare their arguments
I Have sts use the phrasal verbs from H to complete the gaps in sentences 1-5. Classcheck. 1. putting on 5. stick to
2. work out
3. cut out
4. cut down on
Read question 1 and model the answer and follow-up question in the speech bubbles. Pair sts up and have them take turns asking and answering 1-5. Encourage sts to ask follow-up questions when possible. Classcheck.
before the discussion starts. Ask them to look at the language from p. 81 and write down their views on the topics.
Have groups discuss sentences 1-3. Monitor and take notes of any mistakes for delayed correction, as well as of successful and adequate utterances for praise. Classcheck by asking sts to report or summarise group members’ opinions. Provide sts with language feedback. Personal answers.
2 Listening A Point to the photo and ask: What product do you think is being advertised? Have sts guess in pairs. Classcheck. Ask: Do you think it’s a product for women only?
Workbook p. 39 ID Online Portal Grammar p. 130 131
8.2
Do you like to hear gossip? Lesson Aims: Sts study and use modal perfects in the contexts of gossiping about, apologising to, sympathising with, and criticising people based on what they have done. 2 . 8 n o s s e L
Function
Language
Listening to people gossiping.
Is that Debra? No way! I mean, Debra was, like, huge!
Reading gossip on phone texts.
That must’ve taken, like, ages! That can’t have been easy.
Guessing what happened in various situations.
The driver might have put his wallet on the car.
Apologising, criticising and sympathising.
That must’ve been terrible. What? You must’ve lost your mind!
Vocabulary: Gossip. Expressions for apologising, sympathising and criticising people: ‘No way!’, ‘You can’t have done that!’, ‘Oops!’, ‘I think I might’ve said too much’. Grammar: Modal perfects. Before the lesson: Write the following questions on the board:
1. 2. 3. 4. 5.
Do you ever look for wrinkles when you look at yourself in the mirror? Do you eat a lot of sugar? How difficult do you think cutting down on sugar would be for you? Which sport would you take up if you had more free time? Have you ever started a diet you couldn’t stick to? Do you know anybody who has completely reinvented his / her looks like Zoe from the previous lesson? What did he / she do?
Warm-up In order to review vocabulary from the last class, have sts work in pairs to discuss the questions you wrote on the board (see Before the lesson ). Classcheck.
3 Listening A Books open. Introduce the photo and elicit details from sts by asking: What’s the occasion? Are these people friends? What do you think the two people in the background are doing? Play 8.4 so sts can check their guesses. /v/ and /w/. J = Julie D = Debra A = Andy 8.4 Notice
A Oh my God Julie, look over there! Is that Debra? J No way! I mean, Debra was, like, huge! A Yeah, I know… We used to call her… Oh, no, she’s coming this way. Hi Debra! How lovely to see you!
B Read statements 1-5 with the class and ask sts to predict whether the statements are true or false. As they have already listened to this conversation, some sts might know the answers. Ask them to listen again to check. Replay 8.4 and have sts listen and mark true (T) or false (F) for statements 1-5. Classcheck. 1. T
C
2. T
3. T
4. T
5. F
MAKE IT PERSONAL
Focus sts’ attention on the lesson’s title question, ‘Do you like to hear gossip?’. Elicit the meaning of the word gossip. Explain that the same word is used both as a verb and as a noun, so a person who gossips is also called a gossip, as well as the conversation about one’s private life itself. Point to questions 1-4. Pair sts up and have them take turns asking and answering questions about the topic. Classcheck.
D Julie… Andy… Nice to see you both. A You look so… er…
Personal answers.
D Slim? Yeah… I’ve lost a little weight. Fifty pounds, in fact... J Fifty pounds? How did you do that? D Well, I just cut down on alcohol, sugar and… A No cake? That can’t have been easy! J Andy! So, Debra… Fifty pounds! That must’ve taken, like, ages! D Well, you’d be surprised… Less than a year... J So... Are you still working at the cake factory? D Actually, I found a new job. I’m the manager at an Apple store. You know I always loved technology. A Oh, manager? Well, I guess the new look may have helped… Who knows? D Oh, that’s Brad over there! Excuse me, I have to go. A Why did she go? Was it something we said? J Well, I don’t know… She might have thought we were making fun of her.
4 Grammar: Modal perfects A Point to the four phones and ask: How often do you gossip by phone? Which apps do you use to communicate with friends? Ask sts to read the chats and insert lines a-d in the correct conversations. Paircheck. Play check their answers. 1. d
2. a
3. b
132
sts can
4. c
Ask sts to study sentences a-d and circle the correct options in the first two items in the Grammar box. Then, have them complete the table. Paircheck. Classcheck. Read Common Mistakes with the whole class. 1. past
Personal answers.
8.5 so
2. past par ticiple
8.2
must have I’m almost sure this happened.
can’t have
might / may have
Maybe this happened. I’m almost sure this did not happen.
Tip For more practice, refer sts to Grammar on p. 131. Draw sts’ attention to the Song line on the top of p. 85 and find out if sts can sing the song or know its name and the band who recorded it. Say: This song was in a famous film with Julia Roberts and Richard Gere (Pretty Woman). Have you ever seen it?. Song line: It must’ ve been love, but it’s over now. It must’ve been good, but I… Song: ‘It Must Have Been Love’ Band: Roxette (Sweden) Year: 1990 The band released this single in Sweden in 1987, but it was only relased internationally in 1990.
B Go over World of English with the whole class. Then, point to items 1-6 and say: Julie and Andy are gossiping at a party. These are their comments. Ask sts to rephrase the sentences using modal perfects. Do the first one with them to model the activity. Have sts paircheck and then listen to 8.6 to check their answers. Write the answers on the board as well. 2. He must have given it up. 3. They might have had an argument or something. 4. He can’t have bought it himself. 5. He might not have got an invitation. 6. She can’t have forgotten to buy one. / She might have left it at home.
C Point to photo 1 on the top right corner of p. 85 and ask: What do you think happened? Guide sts to use modal perfects in their answers, as in the model text in the speech bubbles. Divide the class into small groups and have the sts in each group guess what happened in photos 1-6. Remind them to form their guesses by using modal perfects. Sts should avoid saying maybe or perhaps at this stage. Monitor closely and offer help if necessary. Have each group join another one to compare guesses. Classcheck. Personal answers.
5 Pronunciation: Must’ve, can’t’ve and might’ve
Ask sts to identify each case: Which one shows sympathy? Which one is an apology? Which one is an example of criticism? Tell sts that they are going to hear five conversations. Instruct them to write C for criticism, A for apology or S for sympathy in the gaps next to items 1-5. Play 8.7. Paircheck. Replay the track if necessary. Classcheck. 8.7
M = man W = woman 1 M1 So, are you ready for Sunday? W1 Huh? What do you mean? M1 Hello? Gloria’s birthday? W1 Oh! No one invited me... M1 Oops. I, erm, I think I might’ve said too much. Sorry. I thought you... I thought you’d been invited. W1 Well, kinda looks like I wasn’t, doesn’t it? 2 M2 Guess what? W2 What? M2 I’ve left my job at the factory. W2 What? You must’ve lost your mind! You’ll never find a job like that again. Not in a million years! How... how are we going to make a living Harry? M2 I’ve got it all worked out – don’t worry. W2 Tell me you’re joking! No way! You can’t’ve done that! You just can’t. 3 M3 Brenda kinda broke up with me. M1 Kinda? M3 Yeah. She said we needed some time apart and... stuff. M1 Ouch. That must’ve come as a surprise. M3 You bet it did. 4 W1 What’s with the sad face? W3 Ringo has gone to a better place. W1 Who? What? W3 Our Labrador. I found him dead in the garden last night. W1 Oh... the dog. I’m... I’m so sorry. That must’ve been terrible. W3 He was like family, you know? 5 M1 I must’ve left a hundred messages in your voicemail. Why didn’t you return my calls? W2 I was kinda busy. Sorry. M1 Look, if it’s about last night... I’m really sorry for anything I might’ve done. Really. I drank a little more than I should and I kinda... W2 Went wild. And I bet you don’t remember anything. M1 No... not really. What happened? 1. A
2. C
3. S
4. S
5. A
B Have sts complete the sentences with t he verbs provided. Ensure that they u se contractions. Play 8.8 so sts can check their answers. Write the answers on the board as well. 1. might’ve done
A Write three simple sentences on the board to exemplify
2. might’ve said
apology, criticism and sympathy:
3. must’ve lost
1. I’m sorry, I didn’t mean to offend you.
4. can’t’ve done
2. You shouldn’t have rung her!
5. must’ve come
3. I understand what you’re going through.
6. must’ve been 133
8.2
Draw sts’ attention to the phonetic transcriptions /mʌstəv/, /kɑːntəv/, and /maɪtəv/ and use these to drill pronunciation. Replay 8.8 for choral and individual repetition.
C
Personal answers. MAKE IT PERSONAL
Have sts swap partners and work in their new pairs to role-play a dialogue about one of the photos (1-6) on p. 85. Refer sts to the model dialogue in the speech bubbles and point out that this dialogue is referring to photo 6. Ask sts to use language from B and other sentences with modal perfects.
134
Monitor sts’ conversations closely for accuracy and pronunciation. Take notes for delayed correction. At t he end, invite volunteer pairs to act out their dialogue for another pair or for the whole class.
Workbook p. 40 ID Online Portal Grammar p. 130
8.3
Have you ever cut your own hair? Lesson Aims: Sts learn and practise causative forms in the contexts of listening to a teenager’s party preparations and talking about how self-sufficient one is at home. 3 . 8 n o s s e L
Function
Language
Talking about birthdays.
What’s the most significant birthday?
Reading a TV review.
My Super Sweet 16 shows you all the fun, glamour and excitement…
Listening to a girl talk about her birthday preparations.
Dad hired a fashion designer and we’re going to have a new dress made.
Talking about activities people hire others to do.
I usually have my car washed by someone else.
Vocabulary: Straighten (one’s) hair, have (one’s) nails done. Grammar: Causative form.
Warm-up Ask sts to stand up and form a row according to the order of their birth month and day. Set the starting (January) and the ending point (December) of the row in the classroom. Encourage sts to mingle and ask classmates ‘When’s your birthday?’, so as to find out where they should stand in the row. Classcheck to make sure sts are in the correct order. After that, have each student pair up with the person standing next to him / her. Ask these pairs to sit together for the following activity.
C B C B
Britney, this is so exciting! What will you be wearing? Dad bought me this pathetic pink dress and… Yuck! Yeah, I know! So I told him, ‘Dad! Hello? This is a film party, not a fairy tale!’
C Duh! B And I wanna look just like Demi Lovato. C Yeah, who doesn’t? Demi rules. 1. T
6 Listening A Books open. Ask: Is your birthday an important date to you? Point to questions 1-4 and have sts discuss them in pairs. Classcheck.
B Have sts briefly scan the text and say: This is a TV review. What’s the name of the show? How do you think the critic rated it? Ask sts to read the text. Classcheck. The critic rated My Super Sweet 16 in a critical way and does not recommend the TV programme for teenagers.
C Tell sts that they are going to hear two teenagers talking to each other. Say: Listen to Britney tell Courtney about her birthday party. Read sentences 1-4 with sts and
4. F
D Point to the photos and say: These activities were all in preparation for Britney’s party. Ask: Do you think she spent a long time planning her birthday party? Have sts listen
8.9.
Paircheck.
B B C B C B C B C
8.9 Notice
3. T
to the dialogue and number the photos in the order they are mentioned. Play 8.10. Replay the track if necessary. Classcheck.
Personal answers.
ask them to write true (T) or false (F). Play Classcheck.
2. F
s = /s/ or /z/.
B = Britney C = Courtney
B
C Oh my God, oh my God, oh my God! You mean just like the one on My Super Sweet 16 ? B Yeah, but, like, a thousand times better… Mum was like, ‘Sweetheart, why don’t we have an ice-skating party?’, and I was like, ‘Mum, that is so last year!’ C Yeah, totally. B So... We’re having a film party. C Yay! Great! B There’ll be a massive outdoor screen by the pool and… Well, you’ll see. It’ll be, like, the most fun you’ve ever had… Ever. I hope it doesn’t rain.
C B C
8.10 Notice the silent letters. = Britney C = Courtney And I wanna look just like Demi Lovato. Yeah, who doesn’t? Demi rules. So Dad hired – get ready for this – a fashion designer and we’re going to have a new dress made. Specially for you? Of course. That is so cool! And your hair looks amazing! Tell me, did you have it straightened? Yeah. I spent, like, ten hours at the hairdresser’s and I got my nails done too… Look! Oh my God, I would die for those nails… So… is everything ready? No! Can you believe it? My parents are, like, so incompetent. I mean, the pool’s dirty and Dad hasn’t got it cleaned yet. Hello? Does he expect me to do it? And Mum can’t cook, so we still need to have the cake made. This is all so stressful! I’m exhausted! Who wouldn’t be? And, get ready for this, I signed all two hundred invitations myself. It took me, like, one hour. Hmph! Like you had nothing better to do.
2, 4, 1 6, 5, 3 135
8.3
E Read the first half of the sentence in 1 and elicit the correct ending from the second column. Instruct sts to match sentences 1-6. Play 8.11 so sts can check their answers. 6, 5, 1, 3, 4, 2
F
MAKE IT PERSONAL
Have sts swap partners and take turns asking and answering questions 1-3 in their new pairs. Classcheck by inviting volunteers to report their partners’ answers.
Weaker classes Leave the following prompts on the board and drill a few examples before s ts begin working in pairs. Write:
have / hair / straighten swimming pool / clean, cake / make nails / do, dress / make, sing / invitations Point to the first photo and ask: What did she get done for the party? Write on the board and drill the sentence, ‘She got her hair straightened’. Make sure sts understand that they need to use the past participle form of the verb and elicit more examples if necessary. Then, have sts in each pair take turns describing the preparations for Britney’s party. Classcheck.
Personal answers. Her dad hired a fashion designer and she had a new dress made.
7 Grammar: Causative form A Go over the rules in the Grammar box with sts. Point to statements 1-6 in 6E and ask: Which activity did Britney do (herself)? (sign the 200 invitations). Ask: Who did the other activities? Which do you think was the most expensive? Then, have sts look at pictures a-b and mark the corresponding sentences in item 3. Classcheck. 1. Britney signed the 200 invitations.
She had her hair straightened. She got her nails done. Her dad had not got the swimming pool cleaned yet. She still hasn’t had the cake made. She signed all 200 invitations herself.
C Have sts complete Britney’s friends’ comments with the causative form of the verbs provided. Paircheck. Classcheck with 8.12.
2. Personal answers, e.g., ‘Dad got the pool cleaned’, ‘I think getting a fashion designer was the most expensive’.
1. get / done
3. b, a
2. had / made 3. is going to get / built
Draw sts’ attention to the lesson title question on the top of p. 86: ‘Have you ever cut your own hair?’. Have sts answer in pairs. Then, write on the board: I usually have my hair cut every two months. Ask sts: How often do you have your hair cut?
Tip Ask sts to go to Grammar on p. 131 for more exercises. Read the Song line on p. 87 with the whole class and ask: Have you ever heard this song? Do you know who sings it? Song line: Now he’s getting a tattoo, yeah, he’s g etting ink done. He asked for a ‘13’ but they drew a ‘31’. Song: ‘Pretty Fly (For a White Guy)’ Band: The Offspring (USA) Year: 1998
B Read World of English and Common Mistakes with sts. Then, have them look at the photos in 6D and, in pairs, recall the preparations for Britney’s party, e.g., ‘She had her hair straightened’, ‘She got her nails done’, and so on.
136
4. to get / redecorated 5. had / covered
D
MAKE IT PERSONAL
Read the activities with sts and briefly ask if they enjoy doing them: Do you enjoy ironing your clothes? What about washing your car? Divide the class into groups of three. Ask sts: How self-sufficient are you? Read and drill the three questions, and have two sts read the model dialogue in the speech bubbles to the whole class. Then, have sts in each group ask and answer questions and talk about the activities listed. Monitor closely for accuracy and offer help whenever necessary. Classcheck. Personal answers.
Workbook p. 41 ID Online Portal Grammar p. 130 Writing Bank p. 152
8.4
Have you got a lot of furniture in your room? Lesson Aims: Sts look at question tags and learn vocabulary related to furniture in the contexts of having a room redecorated and surprising a friend. 4 . 8 n o s s e L
Function
Language
Listening to an English lesson on furniture.
Actually, we call it a rug – R-U-G. The carpet covers the whole floor, not just a small part of it.
Listening to friends talking about changes made in a room.
I had the new bed made specially. What about the rug? I mean, he loved that rug, didn’t he?
Asking and answering with question tags.
You really like spinach, don’t you? You’ve never been to Australia, have you?
Vocabulary: Bedside table, blanket, sheet, pillow, rug, lamp, floor, wall. Grammar: Question tags.
Warm-up Review names for the parts of a house. Make a quick sketch on the board of a house floor plan, similar to the one below. Alternatively, if technology is available, google images of house floor plans that show beds in the bedroom, a cooker in the kitchen and other items to elicit room and furniture names. Ask the whole class: What room is this? In addition, elicit the names of pieces of furniture sts might know, e.g., bed, sofa / settee, fridge, table, chair, TV , sink.
8 Vocabulary: Furniture A Books closed. Ask: Have you got a lot of furniture in your bedroom? Elicit or pre-teach vocabulary with simple line drawings on the board (or photos from the Internet) of bedrooms that contain pillows, a bedside table, a rug, a duvet and so on.
Books open. Focus on the two bedrooms on p. 88 and elicit opinion from sts by asking: What do you think of these bedrooms? Which bedroom would you like to live in? Why? Tell sts that they are going to listen to an English lesson about furniture. Say: The teacher is using one of these photos to teach new words. Listen and decide which photo the class is looking at: photo 1 or photo 2. Play 8.13. Paircheck. Classcheck.
8.13
T = teacher St = student T OK, so in a room we have four… What? St1 Hmm… people? T No, you know what I mean. Where you hang pictures… St2 Oh, walls! T Exactly. And between the walls, at the bottom… You know, where you stand, where you walk… St3 Ah! The floor… And what do you call the thing opposite the floor… at the top of the room? T Good question. That’s the ceiling – C-E-I-L-I-N-G – but you can’t see it in the picture. St2 And what’s that thing on the floor? A carpet? T Actually, we call it a rug – R-U-G. The carpet covers the whole floor, not just a small part of it. St2 OK. St1 What about the table beside the bed? The thing with the British flag, and the electronic stuff on top. T You’ve just said it. St1 What? Flag? T No, the table beside the bed is a DA-da table… St1 A what? T A bedside table. St1/2 Oh… OK. And what’s the white thing in the corner? T That’s probably the lamp – yeah, it’s the lamp. And how many pillows are there in this bedroom? St1 How many what? T You know… The soft thing you put your head on to sleep… St2 Ah… three or four. How do you say that again? T Pillow. And the white thing covering the bed is… the sh…? St1 Sheet! T Yes, well done! Can you name the other thing on the bed? The warm thing? St2 No idea. T That’s the blanket. bedroom 1
B Point to item b in photo 1 in A and ask What do you call letter b? (wall). Have sts match the rest of the items to the correct words. Paircheck. Play
8.13 again
so sts 137
8.4
can confirm their answers. Classcheck. Ask: Did the pronunciation of any of these words surprise you? Drill all the words. bedside table – c blanket – g floor – h pillow – f rug – d sheet – e wall – b
lamp – a
C Read the model sentence in the speech bubble to the whole class. Pair sts up and ask them to compare the items in rooms 1 and 2 in A using words from B. Monitor closely for pronunciation and correct any mistakes on the spot. Classcheck. Personal answers.
D In pairs, sts should comment on who might live in each of the bedrooms in A. Refer them to the model text in the speech bubble. Classcheck sts’ opinions. Personal answer.
9 Listening A Tell sts that they are going to see if their guesses from 8D were correct. Say: Listen to the owners of the rooms from 8A and see if you were right. Play 8.14. Classcheck. /θ/ and /ð/. B = Barry M = Mick B Dude, you’ve gotta come and see what we’ve done. M Done what? I don’t like the sound of this, Barry. You haven’t done anything crazy, have you? B No, no, it’s great. Come and have a look. M Oh my God! This place looks so… so... pink! B I know! It’s amazing, isn’t it? M But… but… This is Tom’s room, right? B Yeah! But with a few small changes… 8.14 Notice
Personal answers.
B Have sts listen to the rest of the dialogue. Ask: Why did he change the room like that? Play 8.15. Classcheck. Then ask: Do you think his housemate will really laugh? Will he like the changes? /l/ and /w/. = Mick B = Barry Small? You didn’t do all this yourself, did you? Well, no, not really. The guys helped me paint the walls… I took care of the bedside table and, er… Oh my God, you painted it pink. You must’ve been out of your mind. I had the lamp painted too and... the bed, of course. I had the new bed made specially. What about the rug? I mean, he loved that rug, didn’t he? Well, yes, but it didn’t go with the new look, you know? So I bought him a new one. You know he’s gonna kill you, don’t you? No, come on, I mean, it’s only a jok e! He’ll see the funny side!
8.15 Notice
M M B M B M B M B
138
M Funny? I mean, your housemate goes away for two months and you turn his bedroom into… into… Disneyland! B Oh, come on! He’ll laugh, you’ll see. Barry wanted to play a trick on his housemate Tom. Barry had the room redecorated while Tom was away.
C Go over row headings a-e in t he table as well as the people listed in the column heads. Tell sts that they are going to listen to the dialogue again and check who did what. Play 8.15 again. Have sts paircheck without looking at each other’s books; that is, they must talk, as in the model dialogue in the speech bubbles. Ensure that partners hide their bo oks and check their answers by speaking to each other. Replay 8.15 so sts can check their answers. Classcheck. Barry a paint the walls
b paint the bedside table
his friends a professional
c paint the lamp
d make the new bed
e buy the new rug
D
MAKE IT PERSONAL
Have sts swap partners. Ask them to take turns asking and answering questions 1-3 in their new pairs. Classcheck by having each student report his / her partner’s answers to the whole group. Personal answers.
10 Grammar: Question tags A Have sts look at the question tags and read the sentences briefly. Play 8.16 as sts listen and complete the gaps with the question tags provided. Classcheck. 1. have you? 2. isn’t it? 5. don’t you?
3. did you?
4. didn’t he?
B Ask sts to study the sentences in A and choose the correct options in the Grammar box. Paircheck. Classcheck. 1. question
2. the same
3. do, does, did
4. negative
Tip For additional practice, refer sts to Grammar on p. 131. Read the Song line on the top of p. 89 and ask sts if they know the song or the band who recorded it. Highlight the question tag in the line for sts. Song line: Two jumps i n a week. I bet you think that’s pretty clever, don’t you boy? Song: ‘High and Dry’ Band: Radiohead (UK) Year: 1995
8.4
C Go over World of English with the whole class. Explain that the same question tag can have different intonations depending on the speaker’s intention.
Tip Write have you? on the board and say number 1 from A with rising intonation first, You haven’t done anything crazy, have you? Sound as if you were unsure about the answer. Mark the stress and intonation on the board as follows and have sts repeat the phrase after you.
have you? Then, say it again with falling intonation, so that sts can notice the difference. Make it clear you only expect confirmation, that is, ‘you haven’t done anything crazy’. Point out to sts that this intonation can convey disappointment or even accusation. Erase the previous markings and illustrate falling intonation as follows. Have sts repeat the phrase with this intonation.
I don’t know what to say. Well… You’re welcome! This was Paula’s idea, wasn’t it? Well, let’s just say that it was a gift from all of us… Who needs enemies with a friend like you?
There were four question tags. Tom seemed upset at first but then laughed at the joke.
E Ask sts to work in pairs and complete the question tags from memory. Then, play 8.17 again so sts can write the sentences and check their answers. But you said you’d be back tomorrow, didn’t you? You know I sleep here, don’t you? You’re not serious, are you?
This was Paula’s idea, wasn’t it?
have you? Have sts look at 1-5 in A. Ask them to mark or according to the intonation used in the recording. Play question 1 in 8.16 and pause the track so sts can mark the intonation. Paircheck. Classcheck. Play the rest of 8.16 pausing after each question as sts listen and mark the intonation. Paircheck. Replay 8.16. Classcheck. 1.
T B T B T
2.
3.
4.
5.
D Tell sts that t hey are going to hear Tom’s reaction when he returns home and sees his new bedroom (photo 2 in A). Ask sts to listen for two things: (1) How many question tags are asked? and (2) Was Tom upset? Play 8.17. Paircheck. Replay 8.17 if necessary. Classcheck. 8.17
B = Barry
T = Tom
B Hey, look who’s here! Welcome home! T Hi Barry. Man, it’s good to be back. B But you said you’d be back tomorrow, didn’t you? T Yeah… but they cancelled today’s meeting… thank God… ’n so here I am. B So, how are things? T Terrific. Lots of good news. I’ll tell you later… Man, it’s good to be home. The hotel room was just… What in the name of…
F
MAKE IT PERSONAL
Have sts complete the gaps in questions 1-5 with the correct question tags and then answer a, b or c about themselves. Classcheck. 1. don’t you? 2. didn’t you? 3. aren’t you? 4. have you? 5. did you? Alternatives: Personal answers.
G
MAKE IT PERSONAL
Tell sts to transform 1-5 in F into original questions by replacing the words in bold with their own ideas, e.g., ‘You really like spinach baseball, don’t you?’. Pair sts up and have them take turns asking and answering the questions they came up with. Encourage sts to use a variety of answers from F as well. Classcheck by having each student report his / her partner’s answers.
Tip If time allows, have all sts stand up and mingle, asking their questions to as many classmates as p ossible. Classcheck and ask if there were any similar answers. Personal answers.
B Surprise! T Wait, wait, wait… er… You know I sleep here, don’t you? B Yes, and I also know you’re a huge Disney fan. So, voilà ! T Yeah, but... but… Pink? Really? You’re not serious, are you? B Man, I knew you would love it!
Workbook p. 42 ID Online Portal Grammar p. 130
139
8.5
Is your listening improving? / What’s the hardest part of language learning? Lesson Aims: Sts predict information in listening activities via the context of talking about famous logos. Sts also learn and practise how to express preferences about English-learning experiences. 5 . 8 n o s s e L
Function
Language
Comparing old and new logos.
The new Myspace logo is weird, isn’t it?
Listening to and predicting information.
He’ll mention something negative. He’ll talk about new users.
Comparing brands.
I prefer Ray-Ban. Their designs are cooler.
Talking about English-learning preferences.
Which one are you better at: grammar or vocabulary?
Vocabulary: Logo, makeover, university lecture, fortunately, however, in addition. Grammar: Expressing preferences: prefer (something) to, like (something) better, both, either .
Warm-up For a high-energy start, begin the class with rousing drills. Follow the model below. Alternate between choral and individual repetition. T You haven’t done anything crazy. – You haven’t done
anything crazy, have you? Repeat. Sts You haven’t done anything crazy, have you? T You really like going to the beach. – You really like going
to the beach, don’t you? Repeat. Sts T Sts T Sts T Sts T Sts T Sts T Sts T Sts T Sts
You really like going to the beach, don’t you?
Now you. You’re from San Francisco. You’re from San Francisco, aren’t you?
8.18
... the next couple of days. So today, as part of our ‘image is everything’ series, we’re going to be looking at the reasons behind three different companies – global companies – altering their logos and how their target markets liked – or didn’t like – the new versions. And trust me, some of the stories are fascinating. Our very first…
You aren’t from the UK. You aren’t from the UK, are you?
The cost involved.
You went to work yesterday. You went to work yesterday, didn’t you?
You didn’t start learning English this year. You didn’t start learning English this year, did you?
You don’t like fast food. You don’t like fast food, do you?
She’s from London. She’s from London, isn’t she?
He hasn’t been to England yet. He hasn’t been to England yet, has he?
They were very friendly to you. They were very friendly to you, weren’t they?
Stronger classes Signal or prompt rising intonation (thumbs up) or falling intonation (thumbs down) for each question tag.
Skills: Predicting A Books open. Point to the old and new logos and have two sts read the model dialogue in the speech bubbles. Pair sts up and have them look at the changes made to the logos in the table and discuss which ones they prefer. Classcheck. Personal answers.
B Tell sts that they are going to hear the beginning of a university lecture about logo makeovers. Ask: Which of 140
these topics do you think will not be discussed? Read topics with sts and play 8.18 as they listen and decide which topic is missing. Classcheck.
C Go over World of English with the whole class. Then, tell sts that they are going to make predictions as they listen to someone lecturing about Myspace’s and Starbucks’ logos. Read sentence 1 with the class. Play 8.19 and pause when you hear the first beep. Then ask: Will he mention something positive or negative? Have sts underline their guesses. Resume 8.19 so sts can check their answers. Repeat the procedure for sentences 2-6, pausing the track at each beep. Classcheck. 8.19
So, as most of you probably know, Myspace was by far the most popular social networking site from 200 6 to 2008. At the time, it was wor th, what, about 12 billion dollars... Yeah... Things were going pretty well for Myspace. But one day… (beep) Facebook came along and, sadly, Myspace star ted to shrink – profits fell, people were fired, and so on. So, here’s what Myspace does: it radically changes its… logo. Now, do I like it? Well, obviously, existing users – the people who already access Myspace – won’t have trouble remembering the name of the site. However, (beep) if you’re trying to attract new user s, you know, people who might’ve never visited the site, then that might not work. I mean, how do they type the address? What name do they go ogle? So, was this a good idea? Hmm... (beep) Definitely not. Now, take a look at the s econd slide... As some of you
8.5
may know, in 2011, Starbucks celebrated its, er, its 40 th anniversary. To mark the occasion, they must’ve thought: ‘Hey, let’s create a new logo and drop the words “Starbucks Coffee”.’ Well, unfortunately, (beep) most Starbucks customers were not crazy about the new logo... They preferred the old one and didn’t quite understand why Starbucks took their name off. Well, personally, (beep) I find the new green logo simple and elegant. You see, Starbucks and its logo are well-known all over the world, and the green circle… well, the green circle speaks for itself. In other words, (beep) the logo doesn’t need to tell the world that it’s Starbucks Coffee – everybody knows that. 1. negative 2. new 3. doesn’t like
categories 1-6. Tell them to use a blank sheet of paper to draw a reasonably big and visible logo for each company. Divide the class into groups of five and have sts within each group compare their logos to see if any are the same. Explain that sts score a point for each unique drawing. At the end, ask: Who’s the class ‘Picasso’? Personal answers.
B Point to 1 in A and elicit the names of two actual sports clothing companies, e.g., Nike and Adidas. Have sts write these down and continue their list by adding two examples of real companies for each of the categories 2-6 in A. Then, ask sts to answer questions 1-3 about the companies they listed. Classcheck. Personal answers.
4. didn’t like 5. his opinion 6. explain what he said
D Ask: Do you know the clothes company called Gap? Tell sts that thi s company’s logo changed as well. Point to the phrases and have sts work in pairs to guess the story based on these phrases. Classcheck sts’ guesses. Play 8.20 to check. 8.20
Now, moving on to our third story... and the last one today... Gap released their new logo... yeah, the beauty on the right… a few years ago. They must’ve tried to create something modern and contemporary, but, b oy, were they wrong. The dark blue square on the left certainly looked very traditional, didn’t it? It was used for more than... more than two decades, and mos t people loved it. Then the new one comes along and, guess what, ever ybody... hates it. In a matter of hours, there are thousands – I mean thousands – of negative comments on Facebook and Twitter. A few weeks later, Gap discards the new logo, returns to the old one, and fires the president. How about that? Honestly, I think they were right to go back to the old one. Moral of the stor y? Well, if it ain’t broke, don’t fix it! Personal answers.
E Read sentence 1 and elicit predictions by asking: How many words are missing in this gap? Have sts guess the number of words missing in each gap in 1-3. Classcheck sts’ guesses. Play 8.21 so sts can check their answers. Replay the track if necessary. Predictions: Personal answers. 1. they must’ve
3 words
2. who might’ve never
4 words
3. must’ve tried to
4 words
C Ask: Do you remember the university lecture in Skills B? Say: We’re going to hear two students who have just attended the lecture. Let’s hear what they say about it. Play 8.22 and have sts listen to find out which logo both speakers like. Paircheck. Replay the track if necessary. Classcheck. /ʌ/, /ʊ/ and /uː/. = Guilherme F = Fabi I love this class. It totally rocks. Yeah, it’s really good, isn’t it? I wish we’d had Professor Ford last year. Yeah. He’s awesome. That Myspace logo is interesting, isn’t it? Honestly, I think the new one sucks. I really do. Hmm... I kind of like it... It feels, I don’t know, different... What about Starbucks? Which one do you like better? I don’t know... Both are OK, I guess, but I think I like the old one better than the new one. Really? Oh, come on! It feels so... old, with the name and all... Well, I don’t really like either of them... I’m tired of the green mermaid. Now, maybe I’m crazy, but remember the Gap logo? Uh-huh. I actually prefer the second one to the first. You mean the one that looks like it was drawn by a child? Exactly! You know what? Me too. They shouldn’t have gone back to the old one. 8.22 Notice
G G F G F G F G F
G F G F G F
The new Gap logo.
D Have sts try to complete the gaps for sentences 2-7 from memory. Replay answers. Classcheck. 2. sucks
3. better
8.22 so
4. Both
they can check their
5. than
6. either
7. to
E Go over Common Mistakes with sts and have them
in Action: Expressing preferences A Tell sts that they are going to play the ‘Logo game’. Have sts draw one logo for a hypothetical company in each of the
correct sentences 1-5. Paircheck. Classcheck. Then, have sts swap partners. Ask: Do you agree with these opinions? Have the new pairs look at 1-5 again and discuss ideas with their partners. Classcheck. 141
8.5
1. I think Meryl Streep rocks. 2. Both Facebook and Twitter suck, I think. 3. I like Firefox better than Internet Explorer. 4. Beyoncé or Mariah Carey? Hmm… I don’t like either of them. 5. I prefer cats to dogs. Actually, I can’t stand dogs. Opinions: Personal answers.
F
MAKE IT PERSONAL
Go over the table and the model question in the speech bubble with the whole class. Drill possible questions sts can use to elicit information for items 1-4, e.g., ‘Which one are you b etter at…?’ ‘Which one do you prefer…?’ ‘Do you prefer… or…?’
Have sts work in groups of four, so they have three classmates to ‘interview’. Ensure that sts write down notes of their classmates’ answers in the table. Monitor and offer help if necessary.
Tip Alternatively, ask all sts to stand up and mingle with their classmates until they have interviewed three classmates.
G
MAKE IT PERSONAL
Divide the class into groups of four, different from those they worked with in F. Have sts work in their new groups to compare their findings from F using the notes they have written down in their tables. Classcheck. Personal answers.
Weaker classes Write these sentence frames on the board and leave them there for reference during the activity.
Tell sts that their answers should include at least three of these words from the box: easy, fun, good at , helpful, irritating, useful .
142
Workbook p. 43 ID Online Portal Grammar p. 130 ID Café Video p. 145
Review 5 Units 7-8 Grammar and Vocabulary A Picture dictionary. Pair sts up and have partners test each other and review the vocabulary in units 7 and 8. Monitor sts closely throughout the picture dictionary tasks and correct vocabulary and pronunciation on the spot.
Tip In order to provide sts with as much fluency practice as possible, expand the activity into the mini-dialogues suggested below.
Picture dictionary
8 car parts, p. 72
5 common objects, p. 74
4 reported speech stories, p. 75
7 face words, p. 82
6 past predictions, p. 85
6 party preparations, p. 86
8 bedroom items, p. 88
Procedures
Mini-dialogues / Suggested language
Pair sts up and have them hide the text in 1C on p. 73 with a notebook or a sheet of paper. Ask partners to take turns pointing to photos a-h on p. 72, asking and answering questions about car parts.
St A: (points to photo a) What’s this? St B: That’s a (flat) tyre. (points to photo b) What’s letter b? St A: It’s the bonnet. (points to photo…)
Have sts hide the text in 3C with a notebook or a sheet of paper and look only at photos a-e . Ask sts to work in pairs to test each other on the five common objects shown in the pictures.
St A: (points to photo a) What are these? St B: They’re fake watches or goods. (points to photo b) What’s letter b? St A: That’s a computer keyboard. (points to photo…)
Have sts report what people said in situations 1-4 in 4E.
St A: (points to picture 1) William Bonney Jr told his mother he was doing well this year. St B: (points to picture 2) Vanessa said her dog was friendly.
2 words for each consonant sound in lines 3 and 4, p. 155
Have sts turn to the pronunciation chart on p. 155. Focus sts’ attention on the list of words for consonant sounds, just below the pictures. Pair sts up and assign roles for st A and st B in each pair. Explain that st A should ask, ‘How do you spell…?’ for two words with each consonant sound in the third line of the chart. Then, sts should swap roles, with st B testing st A on two words with each sound in the fourth line.
St A: How do you spell attractive ? St B: A-T-T-R-A-C-T-I-V-E. St A: Right. How do you spell stressed ? St B: S-T-R-E-S-S-E-D. St A: That’s right. St B: Now you. How do you spell scissors ? How do you spell has ?
8 car parts: (flat) tyres, bonnet, boot, steering wheel, wipers, engine, clutch / accelerator / brake, windscreen 5 common objects: watch, keyboard, mobile phone, satnav, screw 4 reported speech stories: William Bonney Jr told his mother he was doing well this year. Vanessa said her dog was friendly. Geri told Josh the part y was informal. Andy said that he wouldn’t arrive late. 7 face words: wrinkles, dark circles around (my) eyes, cheeks, chin, (loose) skin, eyelashes, (thin) lips 6 past predictions (po ssible answers):
Ask sts to cover the text about Zoe with a notebook or a sheet of paper. Have them work in pairs to point to and name the parts of Zoe’s face, 1-7.
St A: (points to number 1) Wrinkles. St B: (points to number 6) Eyelashes.
Have sts say what might’ve, must’ve, or can’t’ve happened in photos 1-6.
St A: (points to photo 1) He might’ve been robbed. St B: (points to photo 2) The owner must’ve dropped his / her laptop.
He might’ve passed vestibular , the Brazilian university entrance examination.
Tell sts to cover the statements in 6E with a notebook or a sheet of paper and, in pairs, try to recall the party preparations from photos 1-6.
St A: (points to the first photo) Have your hair straightened. St B: (points to the second photo) Have the pool cleaned.
6 party preparations:
Have sts hide the words in 8B with a notebook or a sheet of paper and ask them to work in pairs to test each other on the items of furniture pictured in a-h.
St A: What’s letter a? St B: It’s a lamp. What’s letter b? St A: It’s the wall.
He might’ve been robbed. The owner must’ve dropped his / her laptop. The dog might’ve jumped in the washing machine.
The boss must’ve received bad news from the head office. OR He can’t’ve been happy with the employees’ performance. He must’ve dropped his mobile phone.
have your hair straightened, have the po ol cleaned, have the dress made, have the invitations signed, have the cake made, have your nails done 8 bedroom items: lamp, wall, bedside table, rug, sheet, pillow, blanket, floor 2 words for each consonant sound (possible answers): /t/
stop, attractive
/d/
adore, middle 143
R5
for items 1-7, adding punctuation marks where appropriate. Paircheck. Classcheck by writing the answers on the board.
/n/
tennis, one
/l/
long, all
/s/
kiss, science
/z/
size, jazz
/ʃ/
action, special
/ʒ/
treasure, usual
1. Can you show me how this phone works? 2. Do you know where this bus stops?
B Ask sts: Are you superstitious? Say: Look at Fred Football. He’s a football player and has a pre-match ritual. Point to the first picture and have a student read the model text in the speech bubble to the whole class. Ask: Which activity did he do by himself? Emphasise that sts should use the causative form for all the other activities. Pair sts up and have them say each step of Fred Football’s ritual using the prompts provided. Monitor sts’ work closely and correct any mistakes on the spot. Classcheck by inviting four volunteers to say one sentence each. Write the answers on the board if necessary. He has his kit washed. He has his boots checked. He has his photo taken. The different action is: He cuts his (own) hair.
C Role-play. Have sts swap partners. Tell them that they are going to role-play an interview with Fred Football. Assign roles for st A and st B in each pair. Refer sts to the model dialogue in the speech bubbles. Monitor sts’ interviews and take notes for furt her correction. At the end, invite a volunteer pair to act out the interview for the whole class. Then, provide the whole group with language feedback.
3. I wonder if it will rain tomorrow. 4. You don’t take sugar and milk, do you? 5. You will remember to send that email, won’t you? 6. Could you tell me what this cable is for? 7. Do you know how to turn off this machine?
F Have sts work in pairs to guess what news the people in pictures 1-2 have just received. Refer sts to the model in the speech bubble before they begin. Classcheck sts’ guesses. Personal answers.
G Have sts swap partners. Invite two volunteers to read the model dialogue to the whole class. Tell sts that they are going to role-play short dialogues with the people from F. Go over the instructions for st A and st B with the group. Then, have pairs act out their mini-dialogues. Monitor and offer help if necessary. Classcheck by inviting volunteer pairs to perform their role-plays for the whole class. Then, say: Let’s listen to the real dialogues. How close were you? Play R5.2 to classcheck. R5.2
1 A = Anna
F = Farhad
A Oh hey, Farhad, look what I got! F Huh? Er... What is it? A It’s from the art college. Look, I think it’s about my application.
Personal answers.
F Cool! Well, open it, then.
D In order to convey the concept of a tongue twister, write a model on the board: She sells seashells by the seashore. Challenge sts to say it as fast as they can. Then, tell sts that they are going to hear a tongue twister with words a, b and c from 1. Draw sts’ attention to the underlined ending (-ed) and ask: Which sound is different: a, b or c? Have sts listen and check their answer as you play the first sentence of R5.1. Classcheck. Play the rest of R1.1 and have sts choose the different sound in sentences 2-3. Paircheck. Classcheck. R5.1
1 I asked, then I parked and then the problems started. 2 We accuse you of causing the accident. No excuses! 3 Should they accelerate, accommodate or experiment? 1. started
2. accuse
3. accomodate
Replay R5.1 and have sts practise saying the tongue twisters in pairs. Classcheck.
E Point to item 1 and elicit the correct order of words and punctuation. Have sts reorder the words to make sentences 144
A OK, OK, here it goes. F And? A They didn’t like my portfolio. F Oh, I, er... So... A They say, ‘We regret to inform you that your application has not been successful this year’. Huh… Well, that’s that, then. 2 D = Dan
S = Sarah
D Facebook update, Facebook update. Huh. Why do I never get any actual emails anymore? S Well, you know honey, people just write short messages, you know, it’s quicker and... D Oh, no way! Look at this one! S What’s that? D Oh, it’s Kim. She just got married. No way! S Kim? D Oh, she’s, she was my first girlfriend, you know, back in high school. Look, check out this photo. Doesn’t she look great? S Oh! She looks, she looks really pretty. I like what she’s done with her hair.
Personal answers.
R5
H Ask sts to correct sentences 1-10 in Common Mistakes . Point out that sts should find the number of mistakes listed in brackets. Whenever sts are uncertain, encourage them to flip back through pp. 72-91 and check their answers in units 7 and 8. Classcheck by writing the answers on the board. 1. I asked you not to turn it on. 2. Why didn’t you tell me hello? 3. Could you tell me what it says? 4. Do you know where the library is? 5. It depends on many things. 6. I don’t know where he is. He might’ve gone to work. 7. I had my nails done at the spa. Don’t they look gre at? 8. Have you tested your brakes before the trip? 9. He likes cars mo re than motorbikes. 10. ‘I prefer rock to pop.’ ‘Really? I don’t like either.’
Skills Practice A Books open. Ask sts to turn to p. 82. Allow them exactly
1. 9 words 2. 9 words 5. 7 words
3. 8 words
4. 8 words
C Say: Now listen again and write the sentences. Replay R5.3 as
sts listen and write down the sentences. Paircheck. Classcheck by writing the answers on the board. Then ask: Which words are the hardest to understand? 1. I started to miss him and I rang him. 2. Hue’s dad looked so surprised when I kissed him. 3. Can you tell me how the problem started? 4. The shop manager s aid it’d just arrived. 5. I wonder if you c an help me.
D Ask sts to list eight electronic devices they have, putting the items in order from the most to the least important. Pair sts up and have partners compare and explain their choices. Refer the class to the model in the speech bubble. Classcheck. Personal answers.
one minute to re-read Zoe’s text. Books closed. Tell sts that they are going to listen to the same text and practise taking notes. Explain t hat you will pause the audio every 10 seconds, and sts should then write down what they hear. Play 8.1, pausing after every ten seconds. At the end, replay 8.1 so sts can check the notes they have taken. Classcheck and ask: How much did you get right? Possible answers: Seconds 1-10: Zoe did not like what she saw in the mirror. She looked much older than her real age. Seconds 11-20: She had put on a lot of weight. Seconds 21-30: She decided to cut down on sugar and cut out alcohol. She also went to beauty technicians to have some creams and face masks applied. Seconds 31-40: Her last hope was to go to a surgeon. She underwent cosmetic surgery and she had a painful recovery. Then, she felt like a 48-year-old woman again. Seconds 41-50: Finally, she quit smoking and joined the local gym, where she goes at least three times a week. She has lost 15 pounds so far.
B Tell sts t hat they are going to listen to four extracts from tracks they have heard in th is level. Say: Count the number of words you hear in each sentence. Emphasise that sts should write down t he number of words after they hear each sentence. Play R5.3, pausing after each extract for students to write down t he number of words. Paircheck. Classcheck. R5.3
1 I started to miss him and I rang him. 2 Hue’s dad looked so surprised when I kissed him. 3 Can you tell me how the problem started?
E Have sts swap partners. Ask the new pairs to imagine what each person is saying in the cartoons and role-play the complete dialogues. Monitor sts’ sentences closely and correct any mistakes on the spot. Then, ask two or three pairs to join in order to form groups, and have the sts in each group compare their stories and choose the funniest. Classcheck by inviting groups to share their funniest lines. Personal answers.
F Focus sts’ attention on the article title and photograph. Elicit opinions about how expensive the bathroom is and if sts would enjoy having a similar one at home. Point to sentences 1-7 and have sts read the text and decide whether each sentence is true (T), false (F) or not mentioned (N). Paircheck. Classcheck by writing the answers on the board. 1. F
2. T
3. T
4. T
5. N
6. T
7. N
Ask: Have you ever had a bad e xperience with builders? Have sts discuss the question in pairs. Classcheck. Personal answer.
G
MAKE IT PERSONAL
Draw sts’ attention to the five topics written in this exercise. Ask sts to write five questions, one about each of the topics. Monitor their work closely and correct as much as possible. Then, have sts stand up and mingle. Explain that they should interview three classmates using the five questions they wrote. At the end, invite volunteers to tell the group the three most interesting answers they heard.
4 The shop manager said it’d just arrived. 5 I wonder if you can help me.
Personal answers. 145
R5
H Role-play! Read the instructions for st A and st B with the whole class. Assign new pairs and have sts act out dialogues about items 1-3. Encourage them to swap roles for each dialogue. Classcheck and have three different pairs role-play one dialogue each for t he whole group. Personal answers.
R5.4
Does technology drive you mad? What was the last little lie you told? Are you confident with technology? Are machines with personality a good idea? Do you spend too much time on social networks? Do you enjoy a good argument? How important are looks?
I
MAKE IT PERSONAL
Question time! Tell sts that they are going to hear the 12 lesson title questions from units 7 and 8. Tell them that you will pause after each question so they can ask and answer it in pairs. Play R5.4 and pause after the first question. Have sts work in pairs to ask and answer the question. Encourage st s to ask follow-up questions when appropriate. Classcheck. Repeat the procedure for the remaining questions on the track.
146
Do you like to hear gossip? Have you ever cut your own hair? Have you got a lot of furniture in your room? Is your listening improving? What’s the hardest part of language learning?
Personal answers.
9 Unit overview: The
main topics of unit 9 are a review of verb families, passive voice, future perfect and future continuous and vocabulary on crime and punishment.
Does crime often worry you? Lesson Aims: Sts learn to talk about different types of crime. They also review and practise verb tenses they have learned s o far. 1 . 9 n o s s e L
Function
Language
Reading and identifying different text types.
Violent murder of millionaire shocks Jacksonville.
Deciding which crimes are the most and least serious.
To me, credit card fraud is the least serious crime.
Listening to people answer questions about crime.
I’ve been living in this neighbourhood for, what, two years and I’ve never seen a robber.
Doing a class survey about crime.
Most students – four out of five, actually – think credit card fraud has increased.
Vocabulary: Rob vs steal . Crimes: murder , drug dealing , theft , robbery , burglary , kidnapping , bribery , credit card fraud , domestic abuse , tax evasion , music piracy. Criminals: thief , robber , burglar , drug dealer , murderer , kidnapper. Grammar: Review of verb families.
Warm-up Have sts work in pairs, taking turns asking and answering the lesson title questions from unit 8, pp. 82-91. Encourage sts to ask follow-up questions when appropriate. Classcheck by inviting volunteers to report their partners’ answers to the whole class.
1 Vocabulary: Crime and violence A Books closed. Write the lesson’s Song line (p. 95) on the board and f ind out whether sts know the song or the singer who recorded it. Elicit the meanings of the words sheriff and deputy. Song line: I shot the sheriff, but I did not shoot the dep uty. Song: ‘I Shot the Sheriff’ Singer: Bob Marley (Jamaica) Year: 1973
Tell sts that this lesson is about crime. Ask: Does crime often worry you? Would you say we live in a safe city?
b B Is there a problem, officer? M You were driving well over the speed limit, sir: 120 in a 70mph zone. B Oh, I’m sorry, sir. Look… Oh whoops, what’s this? Oh, I’ve dropped 100 pounds out the window. Could you pick it up for me? M Sir, I’m going to ask you to get out of the vehicle… W Bribery. c W1 Hey! That’s my bag! Hey, stop! Thief! Help! Police! W2 A theft. d M1 Psst, what do you want? M2 What have you got? M1 Everything you need, bro. W Er… I think that is drug dealing. e M Shhh! Good boy… Quick, get out of here! W Burglary! f M We have your cat. We want 10,000 pounds, or you won’t see him again. W That’s, er… kidnapping. g M OK. Nobody moves, nobody gets hurt. Put the money in the bag. Quick. Let’s go. W Armed robbery.
Books open. Draw sts’ attention to the various types of text on the page. Ask: Which one is a tweet? (4). Play 9.1 as sts listen and read along. Have sts match extracts 1-6 to the correct text ty pes as t hey listen. Paircheck. Classcheck.
kidnapping – f burglaries – e murder – a bribery – b
4, 6, 2, 1, 3, 5
drug dealing – d
B Point to the words in bold the texts in A. Have sts match the words in bold to photos a-g. Play 9.2 so sts can check their answers. Classcheck and drill pronunciation of all the words in bold.
theft – c robbery – g
C Ask sts to hide the texts on p. 94 with their notebooks or a sheet of paper and then try to complete the types of
9.2
W = woman
crimes mentioned in 1-4. Paircheck. Then, allow sts to look M = man
a W That’s a murder.
B = boy
at the texts in A to check their answers. Classcheck and drill pronunciation of these terms. 147
9.1
1. fraud
2. abuse
3. evasion
4. piracy
Which of the crimes listed… Speaker 1 … shouldn’t be considered a crime?
D
MAKE IT PERSONAL
Ask sts to list the three most and least serious crimes from B and C. Divide the class into groups of four and have sts in each group compare their lists. Refer sts to the model text in the speech bubbles. Classcheck. Personal answers.
2 Listening A Read the questions on the ‘clipboard’ with the class, but do not have sts answer them yet, as they will do so later in 3D. Tell sts that they are going to listen to five people answering these questions. Say: Listen to find out which question person 1 is answering. Play the first part of 9.3 and pause the track after the first answer. Classcheck. Then, play the rest of 9.3, as sts listen and match speakers 2-5 to the correct questions. Classcheck. 9.3 Notice
/ʃ/ and /θ/.
1 … And I mean, it’s just not fair. You’re simply downloading a song, for heaven’s sake! This is not theft! You’re not a thief! Why should you go to prison? For using something that’s out there for the whole world to use? Just last month they arrested this 19-year-old who’d been downloading CSI episodes. That’s so unfair! That’s why I really think songs, books and music should be completely free. Also, if… 2 So this one’s kind of hard to answer, but, er… Gee, I don’t know, maybe… armed robbery... I’ve been living in this neighbourhood for, what, two years and I’ve never seen a robber. So, yeah, I mean, I never even think about it. I feel pretty safe here, actually. By the way, this is really for a school project, right? I mean, you’re not going to share this on the Internet or anything, are you? 3 … Er, yeah. Burglary. Our next door neighbours went away for the weekend and someone broke into their house. I was watching TV, you know, and I saw the whole thing. The burglar was a woman in her 40s – yeah, a woman, a blonde woman wearing a mask. I called the cops, but when they got there, she’d already left, you know? So, I wondered… 4 … Yeah, and call me a pessimist, but, really, I don’t see any way out. What are this generation’s values? No one knows for sure. No wonder teens are turning to drugs more and more, and I… well, I think drug dealing is likely to get worse as the years go by. And you know what? The new legislation next year will probably make no difference. I mean, sending drug dealers to prison is not enough. You see… Excuse me… 5 … Yeah. Well, not only me, but every mother in my neighbourhood. I mean, my husband and I are doing OK: brand new car, nice house, we’ve just had a new pool built… So, you know, all eyes are on us. So, er... I keep telling my kids to, you know, just run if someone they don’t know gets too close… Run as fast as they can, no matter who – anyone can be a kidnapper in potential, you know? Or, God forbid, even a murderer. So, yeah, that’s something that worries me. A lot. Oh, and here’s something else…
148
Speaker 2 … do you worry about the least? Speaker 3 … have / has affected someone you know? Speaker 4 … will probably increase in the next ten ye ars? Speaker 5 … do you worry about the most?
B Read Common Mistakes with the whole class. Explain that the verb steal is used when the criminal carr ies items or money away with him / her (or drives a stolen car away). Say: When a bank is robbed, thieves steal money. Ask: When a person is robbed, what do thieves usually steal? (money, phones, watches, jewellery, and so on). Tell sts that they are going to listen to the five speakers again. Ask them to read sentences 1-5 briefly and play 9.3 again. Have sts mark sentences 1-5 true (T) or false (F) and then correct the false statements. Paircheck. Classcheck. 1. T 2. F (He hasn’t seen a robber in his neighbourhood in two years.) 3. F (A middle-aged woman broke into her neighbour’s house.) 4. T 5. F (She has taught her kids to run if a stranger approaches them.)
C Ask sts to go to p. 165 and identify different types of criminals in AS 9.3. Classcheck by writing the answers on the board and drill the pronunciation of the new words. Ask: What’s the most common suffix? Types of criminals: thief, robber, burglar, drug dealer, kidnapper, murderer Most common suffix: -er
3 Grammar: Review of verb families A Play
9.4 as sts listen to and read World of English . Then, ask sts to match columns 1-4. Paircheck. Classcheck.
1. continuous
2. perfect continuous 3. perfect
4. simple
Tip For exercises on verb tenses, refer sts to Grammar on p. 133.
B Write the first sentence from World of English on the board: I study English. Point to prompts a-c and elicit the changes to this sentence by saying: She. Sts should supply the sentence ‘She studies English’. Write it on the board. Re-read the original sentence and prompt the next change by saying: The past. Sts should supply the sentence ‘I studied English’. Then, elicit the negative and interrogative forms of the sentences and write sts’ contributions on the board. Instruct sts to do t he same for the rest of the example sentences from World of English . Paircheck. Classcheck by writing the answers on the board.
9.1
a. She studies English. / She is studying English. / She has studied English. / She has been studying English. b. I studied English. / I was studying English. / I had studied English. / I had been studying English. c. I don’t study English. Do I study English? / I am not studying English. Am I studying English? / I haven’t studied English. Have I studied English? / I haven’t been studying English. Have I been studying English?
C Ask sts to go back to AS
9.3 on
p. 165 and name the verb tenses in the underlined phrases using S (simple), C (continuous), P (perfect) or PC (perfect continuous). Classcheck. You’re simply downloading a song – C
teens are turning to drugs more and more – C The new legislation next year will probably make no difference. – S my husband and I are doing OK – C we’ve just had a new po ol built – P
D
MAKE IT PERSONAL
Divide the class into groups of three. Point to the survey in 2A and ask sts to interview the other people in their groups with those questions. Have sts take notes of their partners’ answers. Then, assign new groups so that sts are each working with a totally different set of sts. Have them work in their new groups to compare their notes on the survey, as exemplified in the speech bubble. Classcheck sts’ survey results.
who’d been downloading CSI episodes. – PC I feel pretty safe here, actually. – S Our next door neighbours went away for the weekend – S I was watching TV – C she’d already left. – P
Workbook p. 44 ID Online Portal Grammar p. 132
149
9.2
How could your city be improved quickly? Lesson Aims: Sts look at and practise the passive voice in the context of talking about improvements made in the Colombian city of Medellín. 2 . 9 n o s s e L
Function
Language
Listening to information about changes made in the city of Medellín.
It was judged favourably because of its progress in helping its poorer citizens…
Reading about how developments changed Medellín.
These cable cars connect poor and middle-class Medellín, both literally and symbolically…
Talking about changes that could be made in one’s own city.
I really like the one about the importance of being proud of your city. I mean…
Reading tweets and quotations.
@PedroH: Library park – wonderful idea. I really think they should be adopted as a model for the rest of South America.
Vocabulary: Cable cars, escalators, civic centres, cartel, homicides. Grammar: Passive voice. Before the lesson: Prepare index cards with crime-related vocabulary from the last lesson. Write one type of crime on each card, e.g., kidnapping , burglary , robbery , murder , drug dealing , music piracy , tax evasion , credit card fraud , domestic abuse , bribery .
Warm-up Have sts play a gue ssing game in groups of four.
9.5 Notice
/v/ and /w/.
Give each group one set of cards (see Before the lesson ) and
NR = news reader
have them turn the cards face down. Explain that sts should
NR Medellín, Colombia’s second-largest city, is no longer known simply as a den of violent drug cartels. Although it still has problems with crime, in 2013 it won a competition organised by the Urban Land Institute for ‘the world’s most innovative city’.
take turns drawing a card describing the crime for the rest of the group members to guess. Each correct guess scores one point for the student who guessed it right and one point for the student who described it. Monitor sts’ descriptions and guesses closely for accuracy and pronunciation. At the end, find out who scored more points in
most innovative city
each group and provide sts with language feedback.
B Point to photos a-c and use them to elicit or present the following vocabulary: cable cars, library, escalators. Ask: How do you think these developments have helped Medellín? Have sts discuss t his question in pairs. Classcheck.
4 Listening A Books closed. Begin the lesson with the Song line on p. 97. Sing it if you can, or simply read it and ask sts to
Personal answer.
listen and guess the song and the band who recorded it.
C Say: Listen and see if any of the points from your
Song line: Sweet dreams are made of this, who am I to disagree? I travel the world and the seven seas… Song: ‘Sweet Dreams (Are Made of this)’ Band: Eurythmics (UK) Year: 1983
discussion in B are mentioned. Play the second part of Classcheck.
9.6 Notice
NR
Write the phrase I travel the world and the seven seas on the board. Ask: Which places would you most like to visit? Have you ever been to Colombia? Elicit names of cities in Colombia and find out what sts know about the country.
Tip If your sts are Colombians, ask: Which cities in Colombia have you been to so far? Which ones would you like to visit?
Books open. Tell sts that they are going to listen to a travel
the pauses and the stress.
So, how did Medellín manage to beat cities such as New York, and, well, every other city in the entire world? It was judged favourably because of its progress in helping its poorer citizens access the city centre via its innovative public transport system, which includes an underground ‘metro’, cable cars, even a giant escalator or moving staircase to move people downhill into the heart of the city! Medellín also excelled in its development of public spaces and resources such as libraries and art galleries, and in its rich cultural heritage.
report about a Colombian city called Medellín. Ask them to tick the correct answer. Play 150
9.5.
Paircheck. Classcheck.
9.6.
Personal answer.
9.2
5 Reading
The passive voice is often used to move important information to the front of the sentence.
A Have sts read the text quickly and then explain how the developments pictured in photos a-c have helped Medellín. Paircheck. Classcheck. a. The MetroCable has helped to make violence rates drop, connecting poor and middle-class parts of the city. b. The library park is a civic centre, where people socialise. The text says socialisation is crime’s number one enemy. c. The escalators have given people a sense of dignity and pride. This might have had an impact on crime.
B Ask sts to re-read the text in A and classify statements 1-6 as being about the MetroCable (M), the escalators (E) or the library park (L). Classcheck.
Clauses can also be linked more clearly by using the pas sive.
Tip For further practice, refer sts to Grammar on p. 133.
B Ask sts to underline six more examples of the passive voice in 5A. Paircheck. Classcheck. 1. Medellín used to be considered the world’s murder capital 2. … a network of cable cars which was financed by the city’s public-private partnerships. 3. The system, which can only be found in this city, is so good… 4. Medellín’s first library park was built in 2007…
1. E
2. L
3. E
4. L
5. M
6. M
5. … eight new library parks have be en built… 6. … and they’re used by thousands of people every day
C Point to the boxes in the text in A. Tell sts that these represent missing phrases. Have them match phrases 1-6 to the correct boxes in t he text. Paircheck. Play 9.7 so sts can check their answers. Encourage sts to pay attention to the pronunciation of the words with pink letters. Ask: Were there any surprises concerning the pronunciation of these words? 6, 4, 5, 1, 2, 3
Then, have sts complete the gaps in the tweets with verbs 1-5. Paircheck. Classcheck. Pair sts up and ask them to discuss the tweets and explain which points they agree or disagree on. Classcheck sts’ opinions. Tweets: 5, 2, 3, 1, 4 Agree / disagree: Personal answers.
D
MAKE IT PERSONAL
Have sts swap partners and, in their new pairs, re-read the last sentences of paragraphs 2-4 in A. Ask: Which one do you think best explains the city’s transformation? Would these things make a difference to your city? Have sts discuss these questions in pairs. Classcheck.
Tip If, coincidentally, you are teaching in the city of Medellín, adapt the last ques tion: Would these things make a difference to other cities?
C Read quote 1 with sts and elicit how to complete the gaps with the verb provided at the end of the sentence. Have sts form the passive voice of the verbs provided to complete quotes 1-5. Play
9.8 so
sts can check
their answers. 1. were made 2. has been forgotten
Personal answers.
3. was taught 4. be judged / are treated
6 Grammar: Passive voice
5. be respected
A Point to the underlined phrases in 1-6 in 5C. Tell sts
Have sts work in groups of three to choose their favourite
to study them and then cross out the incorrect options to correct the rules for passive voice in the Grammar box. Sts should also identify which rules are written in the passive voice. Paircheck. Classcheck.
quote. Classcheck to find out which quote is the most
1. have, past 2. the present or past 3. For Rules 1 and 3 are in the pas sive voice.
Go over World of English with the class and ask: Which sentences are in the passive?
popular among sts. Personal answer.
D Read Common Mistakes with the whole class. Ask sts to go to p. 95 and point to activity
2B.
Have pairs of sts take
turns saying sentences 1-5 in the passive voice. Monitor pairs’ sentences closely for accuracy, and correct any mistakes on the spot. Classcheck by writing the answers on the board.
151
9.2
1. Digital content should not be paid. 2. A robber was seen in the neighbourhood last year. 3. Her neighbour’s house was broken into by a middleaged man.
your favourite film directed by?’ ‘What’s your favourite dish made of?’ ‘Who was your favourite goal scored by?’ ‘Who’s your favourite perfume produced by?’ and so on. After the game ends, classcheck by inviting volunteers to share their answers to some of the questions.
4. New laws will be introduced by the government next year. 5. Her kids were taught to shout if a stranger approaches them.
Weaker classes Drill several questions from the board game before sts start playing.
E
MAKE IT PERSONAL
Have sts swap partners and play the
‘Passive favourites’ game in their new pairs. Sts should ask questions in passive voice, using who or what. Refer them to the model dialogue in the speech bubbles. Elicit questions that sts will need to ask to play the game, e.g., ‘Who was
152
Workbook p. 45 ID Online Portal Grammar p. 132
9.3
Where will you be living in five years’ time? Lesson Aims: Sts look at and practise the future perfect and future continuous through the contexts of talking about cybercrime and life in twenty years’ time. 3 . 9 n o s s e L
Function
Language
Listening to a radio show about cybercrime.
They can delete or change computer records, create fraudulent documents and sell classified information.
Talking about preventing cyber attacks on privacy.
I try to create really difficult passwords.
Reading and making predictions about the future.
Soon, most people will be working from home. A cure for the common cold will have been discovered by 2020.
Vocabulary: Cybercrime, cyber attacks, threat, warning, carry out, spread, target. Grammar: Future perfect and future continuous. Before the lesson: Write the following prompts on the board, grouping the inventions on one part of the board and the countries on another:
pressure cooker railway piano submarine quartz watch underground / metro
Netherlands Japan Switzerland Germany Italy Canada China UK USA France
violin helicopter antibiotics video game CD
Warm-up Have sts work in groups of three to guess the nationalities of the people who invented the items written on the board (see Before the lesson ). Before they start, elicit the nationalities of the countries on the board and encourage sts to refer to the people of each country using, e.g., the Swiss , the French , the Dutch , the Germans and so on. Model the activity by saying: I think the submarine was invented by the French. Ask a student: Do you agree? Say: I believe the piano was invented by the Italians. And you? Elicit some guesses from sts and then have them work in their groups to discuss the inventions and nationalities. Classcheck guesses and then share the correct nationalities with sts.
Weaker classes Leave the model on the board and drill some possible sentences. You may wish to use this sentence frame: ‘I think (invention) was invented by the (nationality)’.
9.9 Notice
the consonant clusters.
DJ They can delete or change computer records, create fraudulent documents and sell classified information. And there’s nothing to stop them from one day saying ‘I have an idea. Why don’t we overheat some nuclear reactors?’. Welcome to the age of cybercrime. Experts predict that by 2025 cyber attacks will’ve become – are you ready for this – the world’s top threat. With us on set this morning we have Deniz Kaya, author, consultant and technology guru. He’ll be telling us if we should take these warnings seriously. But first, the shocking news about the tragic…
1. The cartoon characters are at the student loans office. 2. The man hacked the sy stem to lower his debt. 3. The man will be punished. 4. Personal answer.
The pressure co oker was invented by the French. The railway was invented by the British.
B Have sts quickly read sentences 1 and 2 and ask them
The piano was invented by the Italians.
to listen and complete the gaps. Play 9.9 again and have sts write the two numbers. Paircheck. Classcheck.
The submarine was invented by the French. The quartz watch was invented by the Canadians.
1. three
2. 2025
The underground / metro was invented by the British. The violin was invented by the Italians.
C Ask: How worried do you think Deniz Kaya is? Listen to
The helicopter was invented by the French.
part two of the show and find out. Play Classcheck.
Antibiotics were invented by the British. The video game was invented by the British. The CD was invented by the Dutch.
7 Listening
Paircheck.
9.10
H = host
D = Deniz
H Joining us now is Deniz Kaya, senior editor of Technology Today , author of Dark Times Ahead and a regular TWAZ contributor. Deniz, thanks for being here.
A Books open. Draw sts’ attention to the cartoon and have
D Thanks for having me.
them answer questions 1-4 in pairs. Classcheck.
H So… is it that bad?
Tell sts that they are going to listen to a radio show about the case to check their answers. Play 9.9. Classcheck.
9.10.
D No. H Oh yeah? 153
9.3
D It’s catastrophic. And it’ll get much worse.
1. F
2. F
3. F
4. F
5. N
6. F
H Really? D I’m afraid so.
F Have sts read sentences 1-5 and find the correct
Deniz is very worried about this problem.
definition for each of the bold words. Paircheck. Classcheck.
D Say: Deniz thinks cybercrime will only get worse in the future. Look at these photos and think of three reasons why cybercrime will get worse. Have sts work in pairs. Classcheck sts’ opinions and guesses. Then, play 9.11 so sts can check their answers. Ask: Any correct guesses? 9.11 Notice
D = Deniz
/j/ and /w/.
1, 2, 3, 5, 4
G Read World of English with the whole group. Then, ask sts to turn to AS 9.11 on pp. 165-166 and identify which use of by (1-3) applies to each underlined phrase. Paircheck. Classcheck. by the time they’re 20, 25 – 1
H = host
D For starters, there’s a new generation of hackers out there, and some are as young as, what, 12, 13.
simply by visiting an infected site – 3 By December 2013 – 1
H No way!
by that thing – 2
D Yeah, and they’re only kids, you know? But at some point you have to stop and ask yourself – what’s gonna happen to these kids? Will they have become big time criminals by the time they’re 20, 25?
by the end of the decade – 1
H Exactly.
by cybercriminals – 2 by taking a few simple precautions – 3
H
D Here’s another problem. Malware is getting more and more intelligent… H Who’s Malware? A super villain or something? D No, that’s not a person. Malware refers to, er, to all sorts of viruses out there, you know? And some of them are pretty scary. Have you heard of the Reveton virus? H Yeah. The one you activate simply by visiting an infected site?
MAKE IT PERSONAL
Ask: How do you protect yourself from cyber attacks? Have sts answer in pairs. Classcheck by inviting volunteers to report their partners’ answers to the whole class. Personal answers.
8 Grammar: Future perfect and continuous
D That’s the one. By December 2013, one out of 50 computers in New York will have been infected by that thing. Here’s what it does: it locks your computer and then it displays a fake FBI message saying you’ve been caught doing something illegal… Like downloading songs or something. So to unlock your machine… H You’re told you must pay a huge fine... D … using your credit card. Bingo… But you know what really worries me? More and more attacks will be carried out wirelessly, and we won’t be protected. Viruses will spread across multiple devices very, very easily. They’ll jump from phone to phone... and then from phone to laptop and then to tablet… H Over wireless networks… D Exactly. So you might be walking down the street and… bang! And you know, there’s actually some data suggesting that by the end of the decade 20% of all world smartphones will have been targeted by cybercriminals. And that’s an optimistic estimate. H Wow. But is there anything we can do to protect ourselves? D Yep. There’s all sorts of trouble you can avoid by taking a few simple precautions.
A Point to sentences 1-5 in 7F. Have sts study the sentences and complete the Grammar box. Read task 1 with sts and explain that they should identify the tense and voice of the sentence and then write the sentence number in the corresponding box in t he table. Paircheck. Classcheck. Future
Simple
E Go over statements 1-6 with the class. Replay
9.11 as
sts listen and mark each statement true (T), false (F) or not mentioned (N). Paircheck. Replay the track if necessary. Classcheck by writing the answers on the board. 154
Continuous
Active
4
1
2
Passive
3
5
(blank)
Play 9.12 and have sts listen and repeat the sentences. Emphasise the use and pronunciation of the contractions. Ask sts to complete the rules in task 2 with the words provided. Paircheck. Classcheck. 2 a. Perfect, have b. Continuous, be
Read the Song line on the top of p. 99 and focus on the phrase ‘I’ll be watching you’. Ask: Is this active or passive voice? Is it future perfect or future continuous? Song line:
Personal answers.
Perfect
Every breath you t ake, every move you make, I’ll be watching you. Song: ‘Every Breath You Take’ Band: The Police (UK) Year: 1983
9.3
Tip If time allows, ask sts to turn to Grammar on p. 133 for
1. a
2. e
3. d
4. c
5. b
additional practice.
B Point to the five ‘careers of the future’ and brief ly name them with sts ( privacy manager, nanomedics, book-to-app converters, 3D printing engineers and tu rbine specialist). Have sts complete the gaps with the verbs provided, using the future perfect or the future continuous in the active voice. Classcheck. 1. will have lost 2. will be using 3. won’t be reading 4. will have doubled 5. won’t have stopped
Ask: What will you be doing in ten years’ time? Read Common Mistakes with the whole class. Then, pair sts up and have partners tell each other their plans and predictions for their own future, following the model in the speech bubble. Classcheck.
Tip There is a difference in meaning in the sentences with in and the sentences with by . Draw sts’ attention to the difference. The sentence ‘I will graduate from university by 2018’ is not wrong, but it has a different meaning from ‘I will graduate from university in 2018’. The first sentence means that the person will finish university at some (uncertain) time between now and 2018, which means he / she will finish before that year. The second sentence means that the person will finish university at a particular time (in 2018).
C Tell sts that they are now going to look at optimistic predictions for the future. Have sts match 1-5 to photos a-e. Classcheck.
Read item 1 and elicit a complete sentence from the class. Have sts write sentences for 1-5 using the future perfect or the future continuous. Classcheck. 1. Soon most people will be working from home. 2. We will have stopped global warming by 2030. 3. A cure for the common cold will have been discovered by 2020. 4. In the next few years most people will be driving electric cars. 5. By the end of the decade free Wi-Fi will have been implemented every where.
D
MAKE IT PERSONAL
Ask sts to hide sentences 1-5 in C with a notebook or a piece of paper and look only at photos a-e. Go over the sentence starters provided and elicit or give examples for each, e.g., ‘I’m pretty sure that people will be working from home in the future’. Have sts swap partners and work in their new pairs to make predictions using the language and photos on the page. Monitor pairs closely and t ake notes for delayed correction. Classcheck and provide sts with language feedback.
Workbook p. 46 ID Online Portal Grammar p. 132
155
9.4
Have you ever been to court? Lesson Aims: Sts learn and use vocabulary on crime and punishment in the contexts of rea ding, listening to, and talking about breaking the law and being taken to court. 4 . 9 n o s s e L
Function
Language
Reading a story about a student who listened to loud music.
The neighbors weren’t too happy, of course, and they called the police.
Listening to two unusual punishments for crimes.
Everyone will be arrested unless I get that phone now!
Talking about celebrities’ crimes.
In 2006, Axl Rose was ordered to pay a huge fine after biting a man’s leg.
Deciding what punishment is best. I think the old lady should be sentenced to at least 10 years. Vocabulary: Crime and punishment: be charged with , be ordered to , be sentenced to , be sent to jail , be released , be taken to court. Grammar: Prepositions. Review of Passive Voice. Before the lesson: Write the following questions on the board: Do you often play music at a loud volume at home? In your car? Why or why not? Do you have any noisy neighbors? Have you ever complained to them about it? Can people be punished for playing music too loudly in your city?
Warm-up Point out the questions on the board (see Before
M4 We find the defendant guilty.
the lesson ) and have sts discuss them in pairs. Classcheck by asking sts to report their partners’ answers.
M1 He was sentenced to three days in jail…
9 Vocabulary: Crime and Punishment A Books open. Point to the pictures and ask sts to hide the text with a notebook or a sheet of paper. Say: What happened? Look at the pictures and guess the story in pairs. Classcheck sts’ guesses. Then, have sts quickly read the text to check their guesses. Ask: Were you close to the real story? Personal answers.
B Focus on the words in bold and phrases in the text and ask sts to match them to the pictures. Tell sts that not all pictures depict a word in bold or phrase and that some pictures may show more than one word or phrase. Play 9.13 to classcheck. Then ask: What kind of music would be a punishment for you? 9.13
M = man W = woman M1 Back in July, 22-year-old Chicago student Michael Lewis decided that he wanted to listen to rap in his car. In the middle of the night, really loud. Oh, with his windows down, naturally. The neighbours weren’t too ha ppy, of course, and they called the police. Michael was sent to jail for the night, but was released the next day… M2 Get out of here! M1 … free as a bird to terrorise the neighbourhood again! A week later, more rap music at 2 a.m. This time, Michael was charged with disorderly conduct… M3 Young man, this is your crime. M1 … and taken to court, but there was no evidence against him, so Michael was acquitted. W We find the defendant not guilty. M1 Free as a bird, again. Third week, more rap. Trouble is, there was a police car patrolling the neighbourhood. So Michael had to face the judge again, but this time things got serious: Michael was convicted. 156
M4 … fine and three days at the local penitentiary. M1 … and had to pay a $1,000 fine. But for whatever reason the judge gave him an alternative: listen to classical music for 30 hours. Easy choice, right? Not for Michael. After 20 minutes of Mozart and Beethoven, he chose the original punishment. Pictures: Left to right, top to bottom: The first picture is not used. sent to jail released charged with taken to court / a cquitted taken to court / convicted sentenced / fine The last picture is not used. Question: Personal answer.
C Have sts work in pairs to retell the story from the pictures only, without reading the text. Encourage sts to use new vocabulary ( be sent to jail , be released , etc.). Monitor their stories closely and offer help as necessary. Classcheck by inviting volunteers to retell different parts of the story. Personal answers.
10 Listening A Point to pictures 1-2 and have pairs of sts guess what crimes the people are being punished for. Play can check their answers. 9.14 Notice
9.14 so
sts
the connections and /Зː/.
NR = news reporter NR1
It was an ordinary morning in the District Court, and then, without warning, someone’s mobile phone
9.4
rang and broke the silence. Judge Robert Rather didn’t like what he heard: ‘Whose phone is ringing? Bring it to me now!’. Nobody did. ‘Everyone will be arrested unless I get that phone now!’. Again, no one confessed. Judge Rather wasn’t joking: all 44 people present were charged with disturbing the peace and sent to prison. After suffering in prison for a couple of hours, they were released, of course. But the judge was permanently removed from office for abusing judicial power. In a recent interview, he said he had been under a lot of stress. NR2
Last month, 42-year-old Joe Montana woke up and decided to get himself into trouble. On his way to work, he passed four police officers and called all of them ‘pigs’. Montana was arrested for disrespecting an official, taken to court and, to his wife’s despair, convicted. But here’s the unusual part: Joe Montana was given a choice. He could be sentenced to a week in jail or stand on a street corner next to a 400 lb pig for two hours. As if this was not bad enough, he would have to wear a T-shirt that said ‘Not a police officer’. Joe chose the pig.
1. A man called four police officers ‘pigs’. 2. A phone rang in a District Court and, as nobody confessed to owning the phone, the judge sent all the people present to jail.
B Briefly read the phrases with sts and ask them to listen again and identify which phrases are about story 1 and which are about story 2. Tell sts that there is one extra phrase. Play 9.14 again. Paircheck. Classcheck. Story 1: charged with, sent to jail, were released Story 2: sentenced to a week, taken to court Extra phrase: ordered to stop
clear
-ed links
Tip Replay
9.15 for
choral repetition.
E Tell sts to look at items 1-5 and write complete sentences using the simple past in the passive voice. Play 9.16 to classcheck and write the answers on the board. Then, pair sts up and have them try to recall similar stories about celebrities. Classcheck. 1. In 1977 Bill Gates was arrested for driving without a licence. 2. In 2006 Axl Rose was ordered to pay a huge fine after biting a man’s leg. 3. In 2007 Lindsay Lohan was sentenced to ten days’ community service. 4. In 2009 an Indian TV star was sent to jail for kissing actor Richard Gere. 5. Paris Hilton was arrested for possessing drugs at the South Africa World Cup. The charges were dropped later.
F
MAKE IT PERSONAL
Divide the class i nto groups of four and ask groups to look at the cri mes in the headlines and discuss possible pun ishments for each of them. Encourage sts to use vocabulary from p. 100. Monitor closely and take notes for later correction, so that you do not interrupt sts’ thoughts. Correct prepositions on the spot. Classcheck ideas. Personal answers.
End the lesson with the Song line on the top of p. 101. Ask whether sts know the song and the band. Then, elicit sts’ interpretation of the line’s meaning.
C Go over World of English and Common Mistakes with the whole class. Then, ask sts to turn to AS 9.14 on p. 166 and underline 13 different prepositions in each story. Classcheck by writing the answers on the board. Story 1: in (multiple uses), without, to (multiple uses), with, after, for (multiple uses), of (multiple uses), from, under Story 2: up, to (multiple uses), into, on (multiple uses), of, for (multiple uses), in, next to
D Review pronunciation of -ed endings with the
-ed is
Song line: Breaking rocks in the hot su n. I fought the law and the law won. Song: ‘I Fought the Law’ Band: The Clash (UK) Year: 1979 The song was written by Sonny Curtis and first made popular by the band The Bobby Fuller Four in 1966.
Personal answer. R
box.
Show sts the table and have them predict the sounds of -ed + vowels and -ed + consonants in connected speech. Play 9.15 and have sts listen for whether -ed is pronounced clearly or linked to the following sound. Sts should mark the columns accordingly. Replay 9.15. Paircheck. Classcheck.
Workbook p. 47 ID Online Portal Grammar p. 132
157
9.5
What was your best birthday present ever? / Are you good at making excuses? Lesson Aims: Sts learn how to identify sarcasm in writing and look at and practise phrases for making excuses. 5 . 9 n o s s e L
Function
Language
Reading and identifying sarcasm.
… giving her one-year-old son a relatively inexpensive $40,000 birthday party. ‘Go away or I’ll call the police.’ ‘Wait a minute. This is not what it looks like!’
Listening to people giving excuses.
Acting out excuses. It’s not what it seems! Just hear me out! Vocabulary: Expressions describing people: ‘a man of principles’, ‘self-proclaimed’. Phrases for giving excuses. Grammar: Review of say vs tell . Before the lesson: Write the following questions on the board:
Will you have saved enough money to buy a new car by this time next year? Will you have finished your English course five years from now?
Warm-up Review the future perfect and the future continuous by pointing out the questions on the board (see Before the lesson ) and having sts discuss them in pairs. Classcheck.
Skills: Identifying sarcasm A Focus on the text title, ‘Crime doesn’t pay. Especially if you’re a dumb criminal’. Elicit predictions about the text. Tell sts that they are going to read stories about four ‘not very bril liant’ criminals. Have them read the stories. Refer sts to 1B and 1C on pp. 94-95 and ask them to use the vocabulary on these pages to name the crimes described in paragraphs 1-4. Paircheck. Classcheck. 1. robbery 2. kidnapping 3. theft 4. burglary
B Read the four titles with the whole class and have sts match them to stories 1-4 in A. Classcheck. 1. Old enough to break the law. 2. Nope, it never happened. 3. Too much information. 4. Unintended call.
Ask: How do you think stories 1-4 end? What will happen next? Have sts work in pairs to make predictions. Then, classcheck sts’ guesses and play 9.17 to check. 9.17
Crime doesn’t pay. Especially if you’re a dumb criminal. 1 Old enough to break the law. Twenty-four-year-old Harry Zimmerman walked into the local off-licence with a gun and told the cashier to put all the money in a bag. On 158
By this time next week, what important thing will you have done? What will you be doing tomorrow between 8 and 9pm? Will you be working in 20 years’ time?
his way out, Zimmerman saw a bottle of Scotch whiskey behind the counter and told the cashier to put it in the bag too, which the woman refused to do because she suspected he might be under 18. So, to prove his age, Zimmerman, a man of principles, showed her his driving licence, took the bottle and ran away. A few minutes later, he was arrested. Guess what? The cashier had phoned the police and given them his name and address. 2 Nope, it never happened. Forget ‘the dog ate my homework’. Today’s children have infinitely better ideas. Like Brazilian student Susan Correia, for example, who was charged with reporting a false crime. One day Susan rang her mother in tears and told her that she’d just managed to escape from an old deserted house, where three armed men had held her captive for a whole day. In despair, her mother phoned the police, who soon discovered that Susan had actually spent the day at a friend’s house. At the police station, Susan admitted that she’d faked the crime because she hadn’t studied for a test at school and didn’t want to disappoint her mum. Again. Nice try, Susan. 3 Too much information. Rashia Wilson, from Tampa, Florida, was sentenced to 22 years in prison for buying a $70,000 sports car and giving her one-year-old son a relatively inexpensive $40,000 birthday party – you know, just like the ones your parents used to throw. Unfortunately, the self-proclaimed queen of fraud (yes, that’s what she called herself. Subtle, huh?) took lots of photographs revealing how she’d been using taxpayer’s money and, believe it or not, posted them on her Facebook page! For the whole world to see – and that includes the police. 4 Unintended call. Today’s ultra smart criminal award comes from Fresno, California. Emergency services operator Christina
Roberts received a very unusual phone call. She heard a male voice saying ‘I don’t think there’s anybody home’, followed by the sound of glass being broken. A few seconds later, another one asked ‘Where’s the safe?’. It didn’t take her long to realise what was going on. Two men were breaking into a house and one of the burglars had accidentally dialled 911 – maybe his phone was in his back pocket. Pure genius.
9.5
C Play
9.18 as sts listen to and read World of English . Draw sts’ attention to the underlined phrases in the text in A and have them mark S (sarcasm) or N (no sarcasm) for each. Paircheck. Classcheck.
to prove his age – N a man of principles – S infinitely better ideas – S In despair, her mother phoned the p olice – N a relatively inexpensive – S just like the ones your parents used to throw – S subtle, huh? – S ultra smart criminal award – S It didn’t take her long to realise what was going on – N
D
MAKE IT PERSONAL
Pair sts up and have them discuss 1-4 with regard to the stories in A. Refer sts to the model answer in the speech bubble. Classcheck by inviting volunteers to comment on their partners’ answers. Personal answers.
P2 P1 P2 P1 F
1. Burglar Falls Asleep on Victim’s Couch 2. 14-year-old Driver Scares Jacksonville 3. 70-year-old Arrested for Flying with Snake
B Tell sts that, in the next track, each of the criminals in A will try to give an explanation for what they were doing. Read the model in t he speech bubble to the whole class. Say: Guess their excuses. Have sts discuss in pair s. Play 9.20 so they can check their guesses. Classcheck. Read Common Mistakes with the whole class. Explain the difference between say and tell. We use say + what was said (He will say he is sorry). We do not need to know who received the message. We use tell followed by who received the message (He will tell t hem he’s sorry).
in Action: Giving excuses A Read the headlines with sts and make sure that they understand each one. Tell the class to listen to dialogues 1-3 and match each dialogue to the correct headline. Tell sts that there are two extra headlines which will not be used. Play 9.19. Paircheck. Classcheck.
Hey, is that bag moving? What? No, it’s not. Of course not. Yes, it is. Something’s just moved in that bag. Hold on, I can explain. Sir, I’m gonna have to ask you to…
9.20 Notice
1 H = husband W B H B
9.19
the connections. W = wife
B = burglar
Go, go… Go away or I’ll call the police. Wait a minute. This is not what it looks like! Oh, thanks for telling me. What a relief! Just hear me out! Please! I just… I just stopped by for a quick snack. You see, I’m out of work and... No! I don’t want to hear it! Get out!
1 H = husband W = wife B = burglar H Honey, is Brian home? W No, he said he was going to sleep over at… Oh my God. Jeff, there’s a… H Shush! Get the phone! B Hey, er, hi! Nice house. W Go, go… Go away or I’ll call the police. B Wait a minute. This is not what it looks like! H Oh, thanks for telling me. What a relief! B Just hear me out! I just…
W
2 F = father D = daughter F Do you have any idea what time it is? Your mother and I were worried sick ab- Wait a second… Are those my car keys? D What? F Jennifer, what are you doing with my keys? D Dad, er, it’s not what you’re thinking. F Oh, that’s good news. ’Cause I was starting to think my teenage daughter had stolen the family car. D It’s not what it seems. I swear. I was, er, I was…
D
3 F = flight attendant P = passenger F Excuse me sir, we’re about to take off. I’m gonna have to ask you to put your bag in the luggage compartment. P1 Er, no, it’s fine here, thank you. F Sir, I’m afraid this is…
F Sir, I’m going to have to ask you to get off the plane. P1 Lucy’s just six months old, she’s not dangerous at all. Look! P2 Oh well, that makes me feel much better. Thank you.
2 F = father F D F D F
F
D F
D = daughter
Jennifer, what are you doing with my keys? Dad, er, it’s not what you’re thinking. Oh, that’s good news. ’Cause I was starting to think my teenage daughter had stolen the family car. It’s not what it seems. I swear. I was, er, I was just checking out your MP3 collection. Yes, of course you were. I mean, that’s just the kind of music you’re into, isn’t it? No, but, but Dad… You don’t understand. No ifs and buts Jennifer. I don’t want to get a phone call from the police. You stay out of my car unless you’re with me. Do you hear me? Yes Dad, but… No!
3 F = flight attendant P = passenger P2 Yes, it is. Something’s just moved in that bag. P1 Hold on, I can explain.
Now sir, please stand up and come with me. P1 OK, OK. But really, she wouldn’t hurt anybody, I promise. F
159
9.5
Personal answers.
C Have sts complete excuses 1-5. Play Replay
9.21 for
1. like
2. hear
9.21 to
classcheck.
choral repetition. 3. thinking
4. seems
5. Hold on
D Pair sts up. Point to the ‘No Excuses’ poster and ask: Do
Have sts read the instructions for roles A and B and encourage them to use language from C. Monitor closely and offer help only if requested. Then, invite volunteer pairs to act out their dialogues for the whole class. Have sts swap roles and role-play a situation from a different photo. Repeat the same procedures for monitoring and classchecking. Personal answers.
you ever say any of these excuses? When? Have sts discuss their excuses in pair s. Classcheck. Personal answers.
E
MAKE IT PERSONAL
Point to the photos of different situations and ask sts to choose one of them to role-play.
160
Workbook p. 48 ID Online Portal Grammar p. 132 ID Café Video p. 146
10 Unit overview: The
main topics of unit 10 are moods, binomials, separable and inseparable phrasal verbs and verbs followed by gerund or infiniti ve.
What makes you angry? Lesson Aims: Sts look at and practise binomials and vocabulary on moods in the context of talking about how they feel in various situations. 1 . 0 1 n o s s e L
Function
Language
Doing a quiz about moods.
Do you ever wake up feeling grumpy?
Talking about what one does in different moods.
How often do you yell at people when you’re angry?
Listening to people doing a quiz.
Hey, what’s that supposed to mean? I have my ups and downs, but I’m pretty stable… right?
Talking about what affects one’s mood.
I get really grumpy when I’m on a diet.
Vocabulary: Grumpy, fed up, in a good mood, yell at (someone), swear. Grammar: Binomials: step by step , ups and downs , each and every , more or less , little by little , sick and tired , peace and quiet , again and again , sooner or later.
Warm-up Ask sts to look at the lesson title questions from unit 9, pp. 94-103, and take turns asking and answering them in pairs. Encourage sts to ask follow-up questions when appropriate. Classcheck by inviting volunteers to repor t their partners’ answers to the whole class.
1 Vocabulary: Moods
person is this? Have you ever had a boyfriend or girlfriend like this? Song line: You’re hot th en you’re col d, you’re yes t hen you’re no, you’re in and you’re out, you’re up and you’re down. Song: ‘Hot n’ Cold’
A Books open. Focus on photos a-g and elicit how some
Singer: Katy Perry (USA)
of the people might be feeling. Encourage sts to use words they al ready know, e.g., happy, angry, sad, etc.
Year: 2008
Point to the words in bold in the quiz in A. Have sts match the bold words to photos a-g and the illustration of the cucumber to the left of the questions. Paircheck. Play 10.1 to classcheck.
Ask: And you? What type of person are you? Tell sts that they are going to do a quiz to find out. Play 10.2 as sts listen to and read the quiz in A. Instruct them to answer yes or no for each question. Personal answers.
10.1
At the end, have sts calculate their own score according to the instructions in the top right corner of the quiz and read what their results mean. Read the model comment in the speech bubble to the whole group. Pair sts up and have partners comment on their results. Classcheck.
a grumpy b yell c swear d in a good mood e fed up f moody
C Go over Common Mistakes with sts and find out if the
g short-tempered… and cool as a cucumber
example sentences could be true for some of them. Point to photo c and ask: How often do you yell at people when you’re angry? Elicit and drill more ‘How often…?’ questions based on photos a-g.
a. grumpy b. yell c. swear d. in a good mood f. moody g. short-tempered Illustration: cool as a cucumber
e. fed up
B Read the Song line on the top of p. 105 and ask whether sts know the song or the singer who recorded it. Elicit interpretations of the song line. Ask: What type of
Have pairs of sts take turns asking and answering ‘How often…?’ questions about photos a-g. Monitor and take notes for delayed correction. Classcheck. Personal answers. 161
10.1
2 Listening A Tell sts that they are going to hear a couple talking about the quiz from 1A. Say: Listen and tell me which three answers they disagree on. Play 10.3. Paircheck. Replay 10.3 if
C Do you ever yell at people? ‘No.’ You’re kidding, right? G Carlos, when did I ever yell at someone? Tell me! C Whoa, whoa. OK, forget I said anything. You’re really, really calm.
necessary. Classcheck.
10.3 Notice
C = Carlos
/j/ and /ʤ/.
G = Gloria
G What are you doing home so soon? C Good to see you too! What are you doing? G Some silly quiz… C Cool as a cucumber, occasionally moody or chronically short-tempered… Hmm, that’s interesting. But, er, do you really need to take a test to find out? G Hey, what’s that supposed to mean? I have my ups and downs, but I’m pretty stable… right? C Er… G I mean, this yoga class that I’m taking… Don’t you think that… you know, little by little I’m learning how to relax? C Yeah, sure. So, let’s see… Do you wake up feeling grumpy… yes… Yeah, I’ll have to agree with that. G You know I’m sick and tired of waking up early, Carlos, how can I possibly not feel grumpy? I mean, come on, 5.30 in the morning! C I know! You’re a monster before 7. G I’m not a monster. I just… I need some peace and quiet in the morning, that’s all. C Do you ever get fed up with activities and people you actually like… What do you mean ‘no’? You’re fed up with your job! G Well, yeah, but the question is about stuff I like. And I don’t like working as a secretary. C But you used to, right? G Well, yeah, I used to, but not anymore. ‘Would you like some coffee, Mr Harrison? Your wife’s on line 2, Mr Harrison!’ Blah, blah, blah, blah, blah. I just… I hate doing the same things again and again… C ... and again and again. Yeah, I get it. You need variety. G Yeah. Sooner or later I’ll need to start looking for a new job. I just know that. C Four... Do you ever swear at other drivers? Yep, that’s right. You do. G How would you know that?
Do you ever get fed up with activities and people you actually like? Do you ever swear at other drivers? Do you ever yell at people?
B Quickly read statements 1-6 with sts. Play
for sts to listen and mark true (T) or false (F) for each statement. Paircheck. Classcheck. 1. T
2. F
3. T
162
5. F
6. F
sentence 1 and elicit a possi ble word to complete the gap. Play 10.4 and pause after sentence 1 to check the answer. Instruct sts to complete the remaining gaps in sentences 2-6. Paircheck. Play the rest of 10.4 so sts can check their answers. 1. downs
2. little
3. tired
4. quiet
5. again
6. later
Go over Common Mistakes with the class and explain that binomials always have the same order. Ask: Are 1-6 true for you? Read the model text in the speech bubble and have sts discuss sentences 1-6 in pairs. Classcheck. Personal answers.
D
MAKE IT PERSONAL
Have sts recall the lesson title question on the top of p. 104. Then, point to the phrases listed and ask: Which of these items affect your mood the most? Choose the top three. Divide the class into groups of four. Refer sts to the model dialogue in the speech bubbles. Have them work in groups to compare things that affect their moods and to choose the most influential factor for the group. Classcheck. Personal answers.
G What? G Well, but you can’t blame me, can you? I mean, you know exactly what it’s like to drive in LA!
4. T
C Have sts read World of English on their ow n. Then, read
C I’ve been told. C It’s a small neighbourhood, Gloria.
10.3 again
Workbook p. 49 ID Online Portal Grammar p. 134
10.2
Have you got any pet hates? Lesson Aims: Sts study and use gerunds and prepositions in the contexts of pet hates and anger management. 2 . 0 1 n o s s e L
Function
Language
Reading and talking about top ten pet hates.
I can’t stand being the first to arrive at a party.
Listening to an anger management session.
They say I’m too impatient and… they’re probably right.
Role-playing an anger management session.
Taliesen, welcome to the group. What brings you here?
Vocabulary: Common expressions with for and of : afraid of , thank you for , apologise for , accuse of , tired of . Grammar: Gerunds. Before the lesson: Write the following prompts on the board:
Sooner or later I’ll have to… I hate… again and again. I’m sick and tired of… I need some peace and quiet…
Learning English is more or less… Little by little… I have my ups and downs, but…
Warm-up Ask sts to use the prompts on the board (see Before the lesson ) to make true sentences about themselves. Pair sts up and have partners tell each other their sentences and find two things in common. Monitor closely for accuracy and offer help when appropriate. Classcheck.
top. At number 2, we have not knowing who a text me ssage came from – oh, those strange numbers – I hate them. And finally, at the top spot this week, with as many as 1,809 votes, being the first one to arrive at a party – which, you know, is just so embarrassing, isn’t it? You open the door just to…
2. d
4. a
5. f
6. b
9. e
10. c
3 Grammar: Gerunds A Books open. Have sts read the lesson title question and the dictionary entry for pet hate. Ask: Does it annoy you when people chew with their mouths open? Then ask: Do you have a pet hate? Read the model answer in the speech bubble and have sts ask and answer the question in pairs. Classcheck. Personal answers.
C Tell sts to underline all verbs ending i n -ing in 1-10 in B. Ask them to study the sentences and match them to the gerund rules in the Grammar box. Paircheck. Classcheck. Then, ask sts to reorder the words in task 2 to make a rule for negative gerunds. Classcheck. a. 2 b. 8, 9 c. 5, 6, 7, 10
B Draw sts’ attention to the online survey. Read the website title with sts and have them complete the gaps with phrases a-f . Paircheck. Play 10.5 so sts can check their answers.
Rule: Form the negative by adding not before the gerund.
Go over Common Mistakes with the whole class.
Tip If time allows, refer sts to Grammar on p. 135. 10.5
… and that does it for us tonight. But before we go, here’s the moment you’ve all been waiting for: last week’s top 10 pet hates. Yes, we asked and you voted! So, here are last week’s results. At number 10, with 871 votes, people who suddenly open the door without knocking. Yep – we’ve all done that before, haven’t we? Number 9, people who enjoy e ating popcorn – at the cinema! Number 8, with a little over 1,000 votes, people who keep using the word like – like, all the time, like they’re 16-year-olds. At number 7, with 1,234 votes, people who don’t return phone calls – which, well, I find sort of annoying. Number 6, people who honk instead of ringing the bell when they come to pick you up – especially late at night. Hate that too. Number 5, students who try to please the teacher by asking lots of questions after the lesson is over – hmm… I kind of used to be a little bit like that. Number 4 – oh, I hate this one – people who ask, ‘Can I ask you a question?’ before asking. Number 3, with exactly 1,700 votes, people who avoid looking you straight in the eye when you’re talking to them – we all know people like that, don’t we? The next one kind of surprised me – I didn’t expect to see it at the
D Point to the first prompt and model the activity by saying: I can’t stand being the first to arrive at a party. Give sts the sentence starter I don’t like… and elicit ‘I don’t like being the first to arrive at a party’. Then, prompt sts with I don’t mind… and … doesn’t bother me . Clarify that sts should use gerunds with all prompts for this activity. Pair sts up and have partners use the prompts provided to discuss 1-10 in B. Monitor closely and correct any mistakes on the spot. Classcheck sts’ opinions. Personal answers.
E
MAKE IT PERSONAL
Have two sts read the model dialogue in the speech bubbles. Divide the class into groups of three. Ask the groups to use sentence frames 1-4 to write more pet peeves and then choose the group’s favorite. Classcheck. Personal answers. 163
10.2
4 Listening
Mr Perfect Grammar.
A Have sts read the Song line on the top of p. 107 and ask whether they know the song or the band. If possible, play the beginning of the song on YouTube to refresh sts’ memory. Elicit possible interpretations of the phrase ‘when I feel heavy metal’.
Ju Hey, that’s no reason for ge tting cross! C Exactly, Julia, thank you for… M Excuse me, is this…? Ju Hey, didn’t your mother ever teach you any manners? C Julia! Gentlemen! Please! Remember: you’re responsible for controlling your anger, little by little, step by step. J But how can I, like…
Song line:
V Oh no, not again! Like, like, like, like!
I got my head checked by a jumbo jet. It wasn’t easy, but nothing is, no. Woo hoo! Wh en I feel heav y metal. Woo hoo!
C Gentlemen! Listen, there are many ways of doing that. One of them is to accept that each person is different… And it’s OK to be different, you know? For example…
Song: ‘Song 2’ Band: Blur (UK) Year: 1997
Mia – 7 (Bad phone habits, like not returning texts or phone calls immediately.)
Focus on the cartoon and ask: What type of group is this? Explain the concept of anger management to sts. Ask: What are the sts’ names? (Jim, Mia, Julia and Vince.) Tell sts that they are going to listen to part of this anger management session. Point to pet hates 1-10 in 3B and explain that each student will mention one pet hate. Say: Listen to find out who mentions what. Play 10.6. Paircheck. Replay if necessary. Classcheck. 10.6 Notice
C = coach
J = Jim
Vince – 8 (When people keep using the word ‘like’.) Julia – 10 (People who suddenly open the door without knocking.)
B Have sts quickly read statements 1-5. Play
10.6 again
as sts listen and circle the correct options. Paircheck. Classcheck. 1. isn’t
/ju:/ and /uː/.
Mi = Mia
Jim – 1 (Being the first to arrive at a party.)
V = Vince
Ju = Julia
C … the last time we met. So, anyway, let’s give a warm welcome to someone who’s joining our anger management group for the first time – and that’s, well, everybody except Julia. Mia, welcome aboard. Mi Hi. C Er, Mia, why are you here? Mi My name’s Mia and my friends… they… well, they say I’m too impatient and… they’re probably right. Like, if I ring and leave a message… If I don’t hear from them in a ring of hours, I get really angry and yell at them and… a few minutes later… You know, I really want to change, ’cause I’m afraid of losing my friends. C OK, Mia. Listen, I want to say thank you for being so honest – that’s the spirit! Jim, would you like to introduce yourself?
2. agrees 3. sociable 4. sarcastically 5. slowly
5 Vocabulary: Common expressions with
for and of A Have sts look at extracts 1 and 2. Ask them to listen and pay attention to how the prepositions of , to and for are pronounced in each of t he sentences. Play 10.7. Have sts read the R box and circle the correct rule. Classcheck. Replay 10.7 for choral repetition. unstressed
J No. C Excuse me? J I’m sorry. I didn’t mean to be rude. It’s just that… I’m, like, really shy… I can’t stand speaking in public and… I just, I don’t like to expose myself and I get, like, a little bit aggressive in social situations. My girlfriend accuses me of being antisocial... That’s why she told me, like, to come here. C I see. Could you give us an example? J Like, say it’s your birthday… You, like, invite me over… and you say at nine. I get there, like, at nine and there’s nobody there. I get, like, really furious. C Interesting. Thank you, Jim. OK… Er, next on the list is… Vince, hi. Why don’t you tell us what brought you here? V Oh, that’s easy. It’s people like Jim that brought me here. C Excuse me? V I don’t mean to be arrogant, but… I’m sick and tired of hearing that kind of English… How old are you? Like, 12? J Oh, I’m sorry! I apologise for upsetting your sensitive ears, 164
B Ask sts to complete the gaps in sentences 1-6. Play 10.8 so
sts can check their answers as you write them on the board. Then, replay 10.8, pausing after each sentence for choral repetition. Monitor closely for pronunciation of weak forms of prepositions. 1. of 2. for 3. tired of 4. reason for 5. responsible for controlling 6. ways of doing
C Pair sts up and read Common Mistakes with the whole class. In pairs, sts should use the prompts provided to guess what the people in the photos are saying. Classcheck sts’ ideas. Play 10.9 so they can check their guesses. Ask: Were you right? Were you close?
10.2 10.9 Notice
1 A = Ann
/s/, /z/ and /ʃ/.
C = Chris
S = Sheila
A Chris! Is this the report for the end of year? Is this it? I can’t show this to the directors! C Well, sorry, but Sheila didn’t give me the figures in time. A Chris! It’s no good saying Sheila didn’t give you the figures. You know you are responsible for collecting them. S Hang on a minute, Chris. Are you accusing me of not doing my job properly? C Whoa, whoa, there’s no reason for yelling. Let’s sit down and see what we can do. 2 B = bride
G = groom
You know you are responsible for collecting them. Are you accusing me of not doing my job properly? There’s no reason for yelling. You should apologise for saying that… I’m sick and tired of hearing that… I’m afraid of pressing the wrong button. There are many ways of saving things.
D Play
sts listen to and read World of English . Have them look at the phrases in A and B and complete the mind map for prepositions for and of . Paircheck. Classcheck. 10.10 as
B I cannot believe that you said that. To my mother, Jose, my mother.
For mind
G Well, that hat did make her look like a big orange, you have to admit it.
Of mind
B Jose! Stop it! You should apologise for saying that or we’re never going to… G Oh, or what? Or we’re never going to get married? I’m sick and tired of hearing that, and well… it’s a bit late now, isn’t it? 3 G = grandmother
Gd = granddaughter
G Oh… but… I’m afraid of pressing the wrong button. I mean, what if I lose everything? Gd Oh, you won’t. Look, it’s easy. There are two ways of saving things. You can press control and S, here… Look. Or you can click this button in the top corner, here. Easy, see, and now everything is saved. G Oh, you are clever! Now, what happens if I press this button?
map: responsible (adjective), apologise (verb), reason (noun)
E
map: afraid (adjective), accuse (verb), ways (noun)
MAKE IT PERSONAL
Divide the class i nto groups of five. Within t heir groups, sts should elect a ‘coach’ for an anger management session. Other sts should play the roles of angry pe ople, choosing pet hates they need to learn how to deal with. Refer sts to the model text in the speech bubbles to get them sta rted. Monitor and offer help if requested. Classcheck by asking: Who’s the angriest student?
Workbook p. 50 ID Online Portal Grammar p. 134
165
10.3
How assertive are you? Lesson Aims: Sts study and practise verbs followed by gerunds and / or infinitives via the context of assertiveness. 3 . 0 1 n o s s e L
Function
Language
Listening to a student from an assertiveness training school.
No! My counsellor told me about this, I have to stand up for myself!
Reading / Taking an assertiveness test.
An uncle you meet regularly at family dinners is very critical of your looks and your career. You…
Responding to critical situations.
I’d start telling the guy he’s wrong. I’d try talking and see if it worked.
Vocabulary: Assertiveness, assertive. Grammar: Verb + gerund or infinitive. Before the lesson: Write the following questions on the board:
1. Are you afraid ___ flying? 2. Do you apologise ___ arriving late? 3. What are you responsible ___ at work? At home? 4. What are your favourite ways _ __ relaxing after work or school?
5. When did you last make up an excuse ___ not doing homework? 6. Have you ever been accused ___ doing something you didn’t do? 7. Are you good ___ making new friends?
Warm-up Show sts the questions on the board (see Before
K Without having breakfast?
the lesson ) and ask them to complete the gaps with a suitable preposition. Classcheck. Then, have sts take turns asking and answering 1-7 in pairs. Classcheck.
A Yeah. Well, I want to lose some weight, you know? So I’m cutting down on carbohydrates too.
1. of
2. for
3. for
4. of
5. for
6. of
7. at
K Wow. Er… Don’t you feel hungry during the day? A Yeah. I mean, it’s not even noon and I’ve started feeling hungry already. Speaking of which Keith, wanna go out for an early lunch? K Er… well, I… er…
6 Listening A Books open. Have sts read the lesson title and ask what the lesson is about. If English-to-English dictionaries are available, hand out one per group of five sts and have them look up the word assertive. Alternatively, ask sts to look up the word online on their smartphones. Classcheck sts’ findings. Then ask: How assertive do you think you are? Draw sts’ attention to the cartoon and have them discuss the answers to questions 1-4 in pairs. Classcheck. Personal answers.
Tip The teacher has misspelled assertiveness and no one is telling him because the class is full of non-ass ertive people.
B Point to the black-haired student in the cartoon in A and say: This is Keith. Listen to him talking to a colleague. How assertive is he? Play 10.11. Classcheck. 10.11 Notice
A = Ayla
the stress.
K Oh, but there’s this huge report and… er… I have to finish it and… oh, there’s so much to do and, er… Veronica said she wants it on her desk by 5. It’s, er, it’s got me really worried… A Oh, Keith. You’re always worried about something. Can’t you take an hour off and then continue doing whatever it is that you’re doing when we get back? K But, but Ayla, I might lose my job if I mess up this report, and, and Veronica said… A Oh, don’t worry. That’ll never happen. Come on, let’s go. K But, but I mean… look at those clouds. I mean, what if it starts to rain? A You mean what if it continues to rain, right? Come on Keith, grab your umbrella and let’s go. K No! My counsellor told me about this, I have to stand up for myself! Ayla, I’m fed up with being told what to do. I’m staying here and finishing this report for Veronica and… and… Ayla? Oh. Personal answer.
K = Keith
A Oh, Keith! I’m so hungry! Keith, you don’t have anything I could eat, do you? K Er… well… I have an apple in my bag, but… A Oh, thank you, Keith. You’re an angel. K Er… OK. So… Why are you so hungry? A Oh, I left home early this morning. 166
A Oh, come on, Keith. My treat…
C Go over Common Mistakes with sts to review prepositions followed by gerunds. Elicit the correct order for the words in 1. Remind sts to change the verb forms. Have sts repeat the same process for sentences 2-5. Play 10.11 again so sts can check their answers as you write them on the board.
10.3
1. Ayla left home without having breakfast. 2. She wants to lose weight by reducing carbohydrates. 3. Keith’s worried about finishing the report on time. 4. He’s afraid of losing his job if he writes a bad report. 5. Keith’s fed up with being told what to do.
D Play
10.12 as sts listen to and read World of English . Ask sts to turn to AS 10.11 on p. 167 and look for more examples of verbs that can be followed by either a gerund or an infinitive.
chatting on your phone at lunch’. Another point to be highlighted is the correct position of the preposition in a sentence. Sts should pay special attention to the fact that the preposition comes before the object, as in ‘Turn it off’. Draw sts’ attention to the Song line on the top of p. 109 and see if sts know the song or the band that recorded it. If one of the sts remembers the song, ask him / her to sing or hum the melody for the class. Song line: Don’t stop believin’, hold on to that feelin’, streetlight people.
I’ve started feeling hungry already. / I’ve started to feel hungry already.
Song: ‘Don’t Stop Believin’’ Band: Journey (USA) Year: 1981
I mean, what if it starts to rain? / I mean, what if it starts raining?
Tip If time allows, ask sts to go to Grammar on p. 135 for
7 Grammar: Verb + gerund or infinitive A Point to the test Keith took when he joined the course and tell sts that there are phrases missing. Have sts place phrases a-f in the correct gaps. Paircheck. Play 10.13 to classcheck. a, d, e, b, c, f
B Ask sts to look at the test in A once again and work in pairs to decide which response is the most assertive for situations 1-3. Classcheck. Then ask: What would your personal response be to each of these situations? Have partners tell their answers. Then, classcheck by asking sts to report their partners’ answers to the whole class. Ask: Were your answers similar? Personal answers.
C Have sts look again at sentences a-f in A. Ask them to underline the gerunds and circle the infinitives after the verbs stop, try and remember. Classcheck. stop showing up for these family dinners stop to talk to her he’ll probably try to find a way to get the money try crying or something instead, you write a ‘Remember to ring Jane’ note
further practice.
D Briefly introduce photos a-d and invite sts to tell you what they think is happening in each of them. Tell sts that they are going to listen to three conversations, each related to one photo. Explain that there is one extra photo, which will be left out. Ask: What’s conversation 1 about? Listen and find out. Play 10.14 and pause after conversation 1. Classcheck. Then play the rest of 10.14. Classcheck. 10.14
1 … I’ve been trying to reach you for hours! Where have you been...? Well, anyway… I’m stuck near the M5… Yeah, about ten inches or more… Yeah, I’ve tried that… Yeah, that too… Of course I’ve tried setting the car to winter mode, but that didn’t work. What do you mean ‘try to stay calm’? I’m freezing to death! 2 … I know, I know… I tried to phone you, but my battery died… I’m sorry… Another 40 minutes or so… I was running out of petrol, so I had to stop to fill up the tank… It’s true, I swear. Hey, stop yelling! It’s not my fault! What do you expect me to do? Get home on foot? 3 … You said there’s a petrol station after the bridge, right? So… I think I might be lost. I mean, I don’t remember ever being here… I can’t. I didn’t remember to bring the satnav, so I’m using an old map… No, I haven’t got any of those apps in my phone… Come on, don’t laugh. Can you…
hey, I remember lending you some money a while ago 1. b
Then, sts refer to underlined and circled verbs from a-f in A to complete the Grammar box rules with -ing (for gerunds) or to (for infinitives). Paircheck. Classcheck. Stop + -ing Stop + to
2. a
E Have sts complete the gaps in sentences 1-6 with the gerund or infinitive of the verbs in brackets. Replay 10.14 so sts can check their answers as you write them on the board.
Try + to
1. to reach
Try + -ing
2. setting
Remember + -ing
3. to fill up
Remember + to
4. yelling
Read Common Mistakes with the whole class. Draw sts’ attention to the use of verb + -ing as in ‘Please stop
3. d
5. being 6. to bring 167
10.3
Then, ask sts to hide sentences 1-6 with a notebook or a sheet of paper. Pair sts up and have them try to remember all six sentences by looking at the photos. Classcheck.
for delayed correction. Classcheck and provide sts with language feedback. Personal answers.
F
MAKE IT PERSONAL
Have sts swap partners. In their new pairs, sts should tell each other what they would do in situations 1-5. Point out the model text in the speech bubbles and encourage sts to use the sentence frames in their answers. Monitor pairs’ discussions closely for accuracy and encourage peer correction. Take notes
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Workbook p. 51 ID Online Portal Grammar p. 134
10.4
Would you say you were bossy? Lesson Aims: Sts study and practise separable and inseparable phrasal verbs through the context of ‘toxic friends’ and how to deal with them. 4 . 0 1 n o s s e L
Function
Language
Listening to a podcast about ‘toxic friends’.
We’ll tell you how to get rid of a toxic friendship in four easy steps.
Talking about what good friends are supposed to do.
A healthy friendship involves an equal amount of give and take.
Reading about ways not to learn English better.
I never try to guess the meanings of new words. I always look them up.
Vocabulary: Phrasal verbs: lift (somebody) up , bring (somebody) down , come down with (something) , work (something) out , phase (somebody / something) out, boss (somebody) around , stick to (somebody / something), put (somebody) down . Grammar: Separable and inseparable phrasal verbs. Before the lesson: Write the following questions and verbs on the board:
1. During class, how often do you stop the phone or text somebody? (answer) 2. Do you always remember your phone before going into the cinema or theatre? (switch off) 3. Have you tried the online exercises on the Portal? (do)
Warm-up Show sts the questions on the board (see Before the lesson ) and ask them to complete the sentences with the gerund or infinite form of the verbs provided. Classcheck. In pairs, sts take turns asking and answering 1-6. Classcheck.
4. Is there anything you’d like to stop ? (eat) 5. Do you remember a cartoon last class? What was it about? (read) 6. Will you remember today’s homework? (do)
talk about themselves and don’t seem interested in how you are... you may have a toxic friend. The negative effect of toxic relationships can seep into all other aspects of our lives. But never fear! We’ll tell you how to get rid of a toxic friendship in four easy steps.
1. to answer 2. to switch off
definition 2
3. doing / to do 4. eating 5. reading 6. to do
8 Listening
B Have sts quickly read statements 1-6. Replay
10.15 and
ask sts to tick the points they hear. Paircheck. Replay 10.15 if necessary. Classcheck. Then, elicit sts’ predictions about what they are going to hear in part 2. 1, 2, 3, 5, 6
A Books closed. Write toxic friend on the board and ask
C Tell sts that part 2 gives listeners step-by-step tips on
sts to work in pairs to guess the meaning of the phrase. Classcheck sts’ guesses.
how to deal with toxic friends. Point to the table and ask sts to read 1-6 briefly. Play 10.16 and have sts match the two columns in the table. Paircheck. Classcheck.
Books open. Read definitions 1-3 with the class and have sts tick the one they think best describes a ‘toxic friend’. Play 10.15 so sts can check their answer. Then ask: Who do you think suffers more from this problem: men or women? 10.15
A healthy friendship involves an equal amount of give and take: you are both there to suppor t each other through tough times. You meet each other’s needs equally. You share and share alike. You lift each other up when one of you is down. You want whatever is best for your friend’s happiness, not what is best for you or what you think they should do. You will walk away from spending time with a true friend, even just talking to them on the phone, with a smile on your face and feeling energised, not drained. If this isn’t the case, and you feel drained after seeing or speaking to a ‘friend’, or you feel bullied by them into doing what they want, or they only ever
10.16 Notice
the pauses. Step 1: Recognise the signs. Ask yourself these questions to work out whether a friend is toxic. Do they put me down or criticise me a lot? Do they seem jealous of me? Have I ever suspected that they were doing things to make me look or do worse than them, or manipulating me for their own benefit? Do they boss me around? And most importantly, how do I feel after spending time with this person? Better... or worse, like I’m coming down with something? Do they bring me down or lift me up? Step 2: Start putting boundaries in place. Next time your friend rings you in the middle of the night or asks to borrow money or tells you what to do, start to gently say no. Decide which situations you will stand up for yourself in and how. Imagine it before it happens, and what you are going to say. And then stick to it! No excuses. Don’t be afraid of this person. 169
10.4
Step 3: Phase them out. Start spending less and less time with your toxic friend and more time with your family and other friends. If you haven’t got other friends, start doing activities you enjoy and meet new people that may beco me good non-toxic friends in time. Don’t return your toxic friend’s calls, emails, texts as of ten as you used to. Keep it short and sweet. Step 4: Make yourself your new best friend. If you have low self-esteem, you’re more likely to end up in toxic relationships. Learn to love yours elf and to feel worthy of being treated with respect. If necess ary, join a counselling group or an assertiveness training school. Get a new haircut and clothes that make you feel great. Look after yourself with healthy amounts of sleep, food and exercise. You’ve heard it a million times, but it really does work.
D Have pairs of sts summarise the advice given in 10.16 using
the four pictures in
C.
10.15
Classcheck.
2. came down with 3. put (you) down 4. stick to
10 Grammar: Separable and inseparable
phrasal verbs A Play
sts listen to and read World of English . Then, instruct sts to write S (separable) or I (inseparable) next to sentences 1-6 in 9B. Paircheck. Classcheck. 10.18 as
2. S
3. I
4. S
5. I
6. S
Read Common Mistakes with the whole group.
Tip If time allows, ask sts to turn to Grammar on p. 135 for additional practice.
Personal answer.
E
1. brought (you) down
1. S
2, 3, 4, 1
and
questions 1-5. Classcheck by inviting a few volunteers to share their answers.
MAKE IT PERSONAL
Have sts swap partners and discuss the questions in their new pairs. Read the model text in the speech bubble with the whole class before pairs begin talking. Monitor pairs’ discussions and take notes for delayed correction if needed. Classcheck by inviting volunteers to share their st ories or examples and provide language feedback.
B Have sts read the Song line on the top of p. 111 and identify the phrasal verbs in the line. Ask sts if these phrasal verbs are separable or inseparable. Song line: You know you m ake me wan na shout! Lift my heels up and sh out, throw my head back and shout… Song: ‘Shout’ Band: The Isley Brothers (USA) Year: 1959
Personal answers.
9 Vocabulary: Phrasal verbs
Lift up, throw back. Both are separable.
A Read sentence 1 to sts and elicit the letter of the
Tell sts to re-read the quiz on p. 108, then find and underline seven phrasal verbs. Instruct t hem to write S (separable) or I (inseparable) for each occurrence. Paircheck. Classcheck.
corresponding picture (d). Have sts match statements 2-5 to the correct pictures. Paircheck. Play 10.17 to classcheck.
showing up – I 1. d
2. c
3. e
4. b
5. a
6. f
broken up with – I
B Ask sts to underline all the phrasal verbs they can find in sentences 1-6 in A. Classcheck. Then, have them match the phrasal verbs to the correct definitions. Paircheck. Classcheck. Ask: How many of these definitions are literal meanings? (none of them). 1. lift (sb) up
2. bring (sb) down
3. come down with (sth) 5. stick to (sth)
6. work (sb / sth) out
Paircheck. Pair sts up and have them ask and answer
170
don’t pick the phone up – S hang up – S pay you back – S keep putting it off – S
C Tell sts that they are going to read about six ways not
4. boss (sb) around
C Have sts complete the gaps with phrasal verbs from
cheating on her – I
B.
to learn English better. Ask them to complete the gaps in sentences 1-6 with the correct particle(s) from the box and the object pronoun it or them. Classcheck by writing the answers on the board. At the end, ask the whole class: Do you agree that these are all bad habits?
10.4
1. them up 2. it off 3. it off 4. it out
answer questions using the phrasal verbs from C. Allow sts some time to prepare and make notes before they begin talking. Monitor groups’ discussions closely and write down mistakes for delayed correction. Classcheck and provide language feedback.
5. up for them 6. to them
D
MAKE IT PERSONAL
Have two sts read the model dialogue in the speech bubbles. Divide the class into groups of four and have sts work in their groups to ask and
Workbook p. 52 ID Online Portal Grammar p. 134
171
10.5
What’s your most common mistake in English? / Are you going to take an English exam? Lesson Aims: Sts study and practise how to proofread and correct pieces of writing. Sts also learn how to make recommendations in the context of reflecting and talking about their own progress as language learners. 5 . 0 1 n o s s e L
Function
Language
Proofreading and correcting mistakes.
I am felt really lost. Do you know about if…
Talking about your own mistakes in English.
What are your most common mistakes?
Listening to a teacher’s recommendations.
How about learning ‘make an effort’ instead of ‘effort’?
Role-play teacher-student dialogues.
Try to avoid reading slowly all the time.
Talking about your own English and making recommendations.
Have you thought about paying attention to theth sound in English films?
Vocabulary: Proofreading, find it hard / difficult to do (something), have (no) trouble doing (something), be comfortable doing (something). Expressions for making recommendations: ‘Have you thought about…?’, ‘How about…?’, ‘A good way is…’, ‘Try to focus on…’. Grammar: Review of verbs and expressions followed by gerunds and infinitives. Before the lesson: Write the following questions on the board:
1. Are you pleased that you’re about to finish one more level of the course? 2. Do you think you’ve made the most of the course so far? Why / why not? 3. Briefly summarise a memorable lesson you had this term. What was it about? Did you enjoy it? 4. Do you think you should or could have studied more? 5. How much do you think your English has improved since the beginning of this course?
Warm-up Start off the lesson by chatting to sts about how they feel on (or about) the ‘last lesson’. Point out the questions on the board and have sts discuss them in pairs. Classcheck.
Message 1: 1. My name’s Bruna, I’m have twenty-three years old… I never to become fluent. 2. I’ve studied English for four years, and… I will never become fluent.
Skills: Proofreading A Have sts read statements 1-6 and write S (similar to me) or N (not like me) for each one. Divide the class into groups of four. Have two sts read the model dialogue to the whole class. Then, go over Common Mistakes with them. Ask sts to work within their groups to compare their marks for sentences 1-6 and find out which is the most difficult skill among the learners in their group. Classcheck. Personal answers.
B Point to the website and ask: What’s this page about? (English learning experiences and tips). Read the webpage introduction with sts. Tell the class that there are six sentences missing from the website. Point to 1-6 in the table in A and have sts place each one in the correct gap on the website. Paircheck. Classcheck. 1, 5, 3, 6, 4, 2
C Ask sts to f ind the mistakes described in 1-4 in each message in B. Walk around the classroom and offer help when requested. Paircheck. Classcheck. If possible, use the Digital Book for Teachers to display the page and highlight the answers in the text.
Tip If time allows, ask sts to complete Writing Bank on p. 153, or assign it as homework. 172
3. … she says it’s only a matter of time. 4. I thinking I (will) never Message 2: 1. I am felt really lost. Do you know about if… 2. … but listening is a nightmare. Do you know if there is anything… 3. Once I spent two weeks in London… 4. … I can do to improving (improve) my listening? Message 3: 1. … who she is a teacher… … she told me do not to worry about… 2. When I read, I try to understand… … she told me not to worry about… 3. … worry about all the new words. 4. … but people saying this is a bad habit.
D Books closed. Tell sts that they are now going to listen to the texts from B. Before sts listen to the audio, ask: How different is listening from reading? Play 10.19. Then, ask them to open their books. Play the track again and check their answers. Classcheck. 10.19
1 My name’s Bruna, I’m twenty-three years old and I’m from Bucaramanga, in Colombia. I’ve studied English for four years, and some things are easy, but others are very hard! For example, I think I’m good at grammar (I love rules!),
10.5 but when I have to interact with other people, I have trouble expressing my ideas and I hesitate a lot. My teacher says that I’ll get better; she says it’s only a matter of time. But sometimes I think I will never become fluent.
2 I’m Byung-Sang, from Seoul. I have studied English since I was a little boy, but, to be honest with you, I don’t like English. I can communicate well, I’m comfortable writing in English (e specially e mails), but listening is a nightmare. I have a lot of difficulty understanding native speakers. Once I spent two weeks in London and I felt really lost. Do you know if there is anything I can do to improve my listening? 3 When I read, I try to understand each and every word on the page, but people say this is a bad habit. I have a friend who is a teacher and she told me not to worry about all the new words. But, honestly, I find it hard to read fast, for general comprehension. What do you think? There’s another problem: How can I use the new vocabulary? I have no trouble remembering new words, but it’s hard for me to use them. Any suggestions? Omar, from Istanbul.
Personal answer.
E
MAKE IT PERSONAL
Divide the class into groups of three. Have the sts in each group take turns asking and answering questions 1-4. Encourage them to make notes of their partners’ views. Classcheck by inviting volunteers to report their partners’ answers. Personal answers.
in Action: Making recommendations A Ask: Do you ever practise English online? What are your favourite websites to practise your English? Have sts answer in their groups. Sts can be in the same groups from the previous activity. Classcheck.
Tip If possible, suggest a few websites you particularly like and find useful for sts’ level. Personal answer.
B Tell sts that they are going to listen as the teacher from the website in Skills B makes recommendations for Bruna, Byung-Sang and Omar. Ask sts to listen and tick the two recommendations given to each student. Play 10.20. Paircheck. Replay the track if necessary. Classcheck. 10.20
Welcome to English for all, the podcast for students who want to improve their English – fast! Last week we asked you to tell us about your strengths and weaknesses, your successes and your frustrations… So… Today we’ve chosen three messages to read on the air. The first one – where is it? Oh, here – was written by Bruna, a listener from Colombia – Hi Bruna – who says she’s goo d at grammar, but finds it hard to expre ss herself fluently. Listen, your English sounds fantastic and, you know, maybe you’re much more fluent than you think… Anyway, here’s what I think you should do: Try to focus on
expressing your ideas fluently instead of speaking 100% correctly all the time. ’Cause, you see, the more you stop to think about what you’re going to say nex t, the more you hesitate. And remember: People will still understand you if you make a few mistakes. And here’s another suggestion: Have you thought about asking a friend to practise with you for a few hours a week? You probably have at least one or two friends who sp eak some English, right? So think about it: You can have fun and improve your English at the same time without having to, I don’t know, live abroad or anything. Thanks for writing, Bruna and good luck. Our second messa ge comes from South Korea. Our listener says he has trouble understanding spoken English… Yeah, that’s a common problem. Byung-Sang, listen, I have two suggestions. First, listen to as much English as you can outside the classroom. For example, a good way of practising is watching Internet videos on sites like YouTube, Dailymotion and so on, at least every other day, for about an hour or so. Religiously. Turn the subtitles on and off sometimes too. But be sure to choose a variety of videos – both more and les s challenging, OK? And who knows, you might even learn a new expression or two! And here’s the second sugges tion: If you want to improve your listening, you should consider giving pronunciation a little more attention. Yeah, I’m serious. Research has shown that students with good pronunciation tend to be much better listeners. How about that? And our final message comes from Omar – where’s he from? – oh, Turkey, wow. Omar says he’s not comfortable reading quickly, for, er, for general comprehension. Omar, listen: reading too slowly is not always a good idea. For example, if you take an international exam, you’ll need to be able to read fast, without a dictionary. So here’s what I think you should do: Next time you approach a text, read it once quickly first. Then, if necessar y, read it again, more carefully, looking for information you need. But try to avoid reading slowly all the time. And about your vocabulary question, here’s something that might help: learn words together. For example, how about learning ‘make an effort’ instead of ‘effort’? Our brains like these kinds of as sociations, you know? Well, that does it for us tonight. In the next episode, we’ll be talking about…
Bruna – 2, 3
Byung-Sang – 1, 3
Omar – 1, 3
C Point to the table and say: Try to remember more of the teacher’s recommendations and match these two columns. Play 10.21 so sts can check their answers. Classcheck. Replay the track and ask sts to repeat sentences 1-6. Correct intonation on the spot. 1. Try to focus on expressing your ideas fluently. 2. Have you thought about asking a friend to practise with you? 3. A good way of practising is watching Internet videos. 4. You should consider giving pronunciation a little more attention. 5. Try to avoid reading slowly all the time. 6. How about learning ‘make an effort’ instead of ‘effort’?
D Pair sts up. Ask them to hide the second column of the table in C with a notebook or a sheet of paper. Have partners take turns saying 1-6 as full sentences from memory. Monitor for accuracy and intonation. Encourage 173
10.5
peer collaboration and correction. At the end, ask: Which sentence was the most difficult to remember? Personal answers.
E Have sts role-play a student-teacher dialogue based on the students’ messages and the teacher’s podcast. Ask them to use language from Skills B and in Action B and C. Monitor them and offer help whenever necessary. Then, ask sts to swap roles and role-play the dialogue one more time. Finally, invite volunteer pairs to act out their dialogues for the whole class. Personal answers.
F
Round off the lesson with World of English . Congratulate sts on their achievement and encourage them to keep up the good work! Personal answers.
MAKE IT PERSONAL
Focus on the headings ‘Strengths’, ‘Weaknesses’, and ‘Action plan’ on the chart. Review the examples provided for each section. Then, ask sts to think about their own English and write notes in each of the columns. Divide the class into groups of four. Ask sts to tell their group members what their strengths and weaknesses
174
are and what action plan they thought of. Explain that sts should listen to their classmates and make more recommendations to help, as in the model comments in the speech bubbles. Have two sts read this model to the whole class before sts begin their discussions. Then, have sts in each group share their ideas and try to help one another. Monitor and offer help if necessary. Classcheck.
Workbook p. 53 ID Online Portal Grammar p. 134 ID Café Video p. 147 Writing Bank p. 153
Review 6 Units 9-10 Grammar and Vocabulary A Picture dictionary. Pair sts up and have partners test each other and review the vocabulary in units 9 and 10. Monitor sts closely throughout the picture dictionary tasks and correct vocabulary and pronunciation on the spot. Tip In order to provide sts with as much fluency practice as possible, expand the activity into the mini-dialogues suggested below. Picture dictionary
7 crimes, pp. 94-95
Procedures
Mini-dialogues / Suggested language
Have sts hide the texts in 1A with a notebook or a sheet of paper. Ask them to work in pairs, taking turns pointing to photos a-g and naming seven types of crime.
St A: (points to photo a) Murder. St B: (points to photo b) That’s bribery. St A: (points to photo c) This is theft. What’s d?
Have sts look at the photos in 7D and, in trios, make predictions about cybercrime in the future.
St A: Attacks will be carried out wirelessly, and we won’t be protected. St B: Viruses will spread across multiple devices very easily. St C: Twenty per cent of all the world’s smartphones will have been targeted.
3 cybercrime risks, p. 98
5 optimistic predictions, p. 99
Michael’s story, p. 100
5 explanation stories, p. 103
8 mood words and phrases, pp. 104-105
Have sts make optimistic predictions about photos a-e in 8C.
Stronger classes: Ask sts to hide the prompts on the left with a notebook or a sheet of paper.
St A: (points to photo a) Soon, most people will be working from home. St B: (points to photo e) We will have stopped global warming by 2030.
Ask sts to hide the text about Michael with a notebook or a sheet of paper and, in pairs, retell the story based on the pictures.
St A: Michael decided to listen to loud rap music in his car in the middle of the night. St B: The neighbours phoned the police and he was sent to jail. St A: Yeah, but he was released the next day. Then…
Have sts role-play the in Action E. situations in Encourage sts to alternate roles, ask for and give explanations, and use in phrases from Action C.
St A: Hey, what do you think you’re doing? St B: It’s not what it seems! I was just…
Have sts hide the quiz in 1A with a notebook or a sheet of paper and ask ‘How often…?’ questions about the moods in photos a-g .
St A: How often do you wake up feeling grumpy? St B: Every day. How about you? St A: Only if I don’t get enough sleep. St B: How often do you yell at people?
Ask sts to look at the photos in 5C and roleplay three different dialogues based on them.
St A: You were responsible for preparing the final report. St B: Are you accusing me of…?
6 phrasal verbs, pp. 110-111
Have pairs of sts hide statements 1-6 in 9A with a notebook or a sheet of paper and take turns saying the phrasal verbs pictured in a-f .
St A: (points to picture e) Come down with a cold. St B: (points to picture c) Bring you down.
2 words for each sound in lines 5 and 6 of the consonants chart (not the picture words), p. 155
Ask sts to turn to the pronunciation chart on p. 155. Focus their attention on the list of words for consonant sounds just below the pictures. Pair sts up and explain that st A should ask st B ‘How do you spell…?’ for two words (not the picture words) with each consonant sound in the fifth line of the chart. Then, sts should swap roles, with st B testing st A on two words with each sound in the sixth line.
St A: How do you spell quick ? St B: Q-U-I-C-K. St A: Right. How do you spell ache ? St B: A-C-H-E. St A: That’s right. St B: Now you. How do you spell kitchen ? How do you spell future ?
3 dialogues, p. 107
7 crimes: murder, bribery, theft, drug dealing, burglaries, kidnapping, robbery 3 cybercrime risks: Attacks will be carried out wirelessly, and we won’t be protected. Viruses will spread across multiple devices very ea sily. Twenty per cent of all the world’s smartphones will have been targeted. 5 optimistic predictions:
Soon, most people will be working from home. By the end of the decade, free Wi-Fi will have been implemented every where. In the next few years, most people will be driving electric cars. A cure for the common cold will have been discovered by 2020. We will have stopped global warming by 2030. Michael’s story:
A young student from Chicago decided to listen to loud rap music in his car in the middle of the night. The neighbours phoned the police, and he was sent to jail. He was released the next day. A week later, he played loud rap music again, at 2am. Then he was charged with disorderly conduct and taken to court. There was no evidence against him, so he was acquitted. The third time he did it, there was a police car in his neighbourhood, so Michael had to face the judge again. This time he was convicted. He was sentenced to stay three days in jail and pay a $1,000 fine. Michael had an alternative: listening to classical music for 30 hours. Michael tried, but he quit after 20 minutes and chose the original punishment. 175
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5 explanation stories:
D
A woman stealing a product in a supermarket.
and choose the correct verb form, infinitive or gerund. Classcheck. Pair sts up and have them take turns asking and answering 1-5. Monitor sts’ work and correct any mistakes on the spot. Classcheck by inviting volunteer pairs to tell the class any answers they have in common.
A man jumping off a window. A person dressed as a panda bear. A lipstick kiss on a man’s shirt collar. A student cheating on a test.
MAKE IT PERSONAL Have sts read questions 1-5
1. to have 2. being 3. learning 4. camping 5. to wash / eating
8 mood words and phrases:
grumpy, yell, swear, in a good mood, fed up, moody, short-tempered, cool as a cucumber 3 dialogues:
Chris did not get the figures in time to prepare the final report. Jose told his wife’s mother that she looked like a big orange in that hat. A girl is teaching someone two different ways to save a file on a computer. 6 phrasal verbs:
lift (sb) up, bring (sb) down, work (sb / sth) out, boss (sb) around, stick to (sth), spend time with (sb). 2 words for each sound (po ssible answers):
E Tell sts that they are going to listen to three dialogues. Say: Pay attention to the phrasal verbs you hear and match verbs 1-7 to the particles. Allow sts a few seconds to look at the verbs and particles. Then, play R6.1. Paircheck. Classcheck. R6.1
1 R = Ron H = Hanna R Hey, Hanna, what are you reading? H Oh, hi, Ron. Oh, this. It’s a book Ralph lent me. He said it was really good, but I just can’t get into it.
R Huh, so, what’s it about? H Well, er, that’s just it. Ralph said it was a really interesting detective story… but there’s no crime, not much story line, nothing really. I just can’t work it out.
/k/
back, quick
/g/
leg, guess
/ŋ/
single, bank
/h/
unhappy, who
/tʃ/
kitchen, future
/dʒ/
generous, bridge
/r/
married, write
/j/
university, uniform
R Hmmm… Well, maybe it’ll turn out better than you think, you know, keep reading!
2 L = Lenny S = Sue S Lenny? Have you changed something… Your hair or something?
L Nope, not my hair. But I’m on this diet right now. I’ve lost a little bit of weight.
B Ask sts to rewrite 1-6 using the passive voice. Paircheck. Classcheck by writing the answers on the board. As you correct each sentence, ask sts which unit it refers to. 1. In the TV programme Alf , Gordon Shumway was looked after by a family. (unit 6) 2. If cars were made by computer companies, the commands would be located in the boot. (unit 7) 3. Check that the computer is connected to something. (unit 7) 4. Barbie was allowed to appear in Toy Story 3 (by Mattel). (unit 6) 5. Do you think more technology will be voice-operated / operated by voice in the future? (unit 7) 6. Britney’s party is being held outside. (unit 8)
S Ah! That must be it! Yeah, you look really good! L Oh, thanks, Sue. You know, it’s pretty hard to stick to it, there are so many things I can’t eat, but, you know, it really lifts me up when I hear things like that. So thank you.
S No problem! Yeah, stick to it Lenny, don’t give up! 3 J = Jackie B = Beth J What is it, Beth? You look kind of miserable. You’re not coming down with anything, are you?
B Oh, I don’t think so… No, it’s this work. I’ve got so much to do and so little time. I just don’t know what to do. It’s really bringing me down.
J Oh Beth, you poor thing. Look, tell me it’s none of my business, I don’t want to boss you around or anything, but you really need to take care of yourself. Take a break or something, you know?
B Yeah Jackie, maybe you’re right. But then when will I finish
C Read sign 1 with the class and elicit the correct preposition from sts. Tell them to complete signs 1-6 with to, for or of . Paircheck. Classcheck. 1. to 2. of
3. for
4. of 5. for
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1. boss around 2. bring down 3. come down with 4. work out 5. get into 6. lift up 7. stick to
6. for
Then, have sts talk in pairs and discuss where they would most likely find each sign. Classcheck sts’ guesses. Personal answers.
this work?
Replay R6.1 and ask sts to listen for one additional phrasal verb in each dialogue. Paircheck. Classcheck by writing the answers on the board. 1. turn out
2. give up
3. take care of (yourself)
R6
F
MAKE IT PERSONAL Have sts write down positive or
3, 5, 2, 1, 4
negative predictions about what life will be like 20 years from now. Monitor sts’ predictions closely for the correct use of future tenses. Invite two volunteers to read the model dialogue in the speech bubbles to the whole class. Then, have sts compare their predictions in pairs. At the end, ask: Any different opinions?
Personal answers.
D Have sts complete the article in C with t he correct tense of the verbs provided. Additionally, ask sts to write down the name of the verb tense and whether it is in the active or passive voice. Classcheck by writing the answers on the board. had been opened – past perfect, passive had been stolen – past perfect, passive
G Have sts correct sentences 1-10 in
Common Mistakes
.
Point out that sts should find the number of mistakes listed in brackets. Whenever sts are uncertain, encourage them to flip back through pp. 94-113 and check their answers in units 9 and 10. Classcheck by writing the answers on the board.
started – past simple, active was found – past simple, passive will be held – future simple, passive was held – past simple, passive was occupied – past simple, passive hid – past simple, active
1. They tried to rob the shop, but didn’t steal anything.
have been – present perfect, passive
2. This photo was taken secretly and has be en shown on the Internet.
was given – past simple, passive
3. Hurry up! By the time we get to the cinema, the film will have started. 4. People shouldn’t go to prison for thefts. 5. Do you worry about not passing the exam? 6. Remember to lock the doors af ter leaving. 7. I like people who smile all the time. 8. Do you want to go out with me to a party tonight? 9. I’m good at speaking, but I have difficulty understanding. 10.Is it easy to use prepositions correctly?
has never been found – present perfect, passive
E Ask sts to complete sentences 1-5 about themselves. Walk around the classroom and monitor for accuracy. Have sts compare their sentences in pairs. Ask them to find at least two things in common. Classcheck similarities between pairs by asking: What did you find in common? Personal answers.
F Have sts order the pictures in the story 1-5. Play
R6.2
to classcheck.
Skills Practice R6.2
A Ask sts to turn to p. 102. Inform them that the stories there are not complete. Tell sts that they are going to listen to and read the four stories in Skills A. Ask them to underline any words that are difficult to understand as they listen. Play 9.17. Classcheck. Personal answers. Then, have sts look at p. 115 again and answer questions a-d about each underlined word. Classcheck. Personal answers.
B
MAKE IT PERSONAL Divide the class into groups of
three. Have sts work within their groups to discuss items 1-5, deciding which option (a-c) is the worst and justifying their opinions. Monitor sts’ discussions and take notes for delayed correction. Classcheck their opinions and provide language feedback. Personal answers.
C Point to the article and ask: What’s the text about? Then, have sts order the paragraphs. Tell sts to ignore the gaps for the moment. Paircheck. Classcheck by writing the answers on the board.
William Watts was a thief. One day he was stealing some jewel s from a sh op an d set off t he al arm. The p olice arrived at the shop before William had finished, so he quickly jumpe d out of the win dow and ran awa y. Unfortu nately for William, he turned the wrong way and saw the police station in front of him. He stopped running and tried to act naturally, but he was arrested. He was taken to court and convicted of burglary. When the judge read the sentence, William started to cry.
Tickboxes clockwise from top : 3, 2, 5, 4, 1
G Dictation. Tell sts that they are going to hear six extracts from F. Say: Listen and write down the six sentences. Play R6.3. Paircheck and replay in case sts haven’t caught all the words. Classcheck by writing the answers on the board. R6.3
1 2 3 4 5 6
The police arrived at the shop. He jumped out of the window. He turned the wrong way. He stopped running. He was convicted of burglary. He started to cry. 177
R6
1. The police arrived at the shop. 2. He jumped out of the window. 3. He turned the wrong way. 4. He stopped running. 5. He was convicted of burglary. 6. He started to cry. Then say: Now listen and repeat, making the connections. Replay R6.3 for choral repetition.
6.4
1 2 3 4 5
Pet hate one – chewing gum loudly. Pet hate two – people who are late. Pet hate three – people who crack their fingers. Pet hate four – loud dogs at night. Pet hate five – people who don’t speak clearly.
Personal answers.
I Role-play. Read the instructions for st A and st B with Sts should connect the portions in bold of each sentence: 1. The police arrived at the shop. 2. He jumped out of the window. 3. He turned the wrong way. 4. He stopped running.
the whole class. Assign new pairs and have sts act out dialogues about the pet hates. Encourage sts to swap roles for each dialogue. Classcheck and invite four pairs to role-play one dialogue each for the whole class. Personal answers.
5. He was convicted of burglary. 6. He started to cry.
H
MAKE IT PERSONAL Write pet hates on the board and
elicit a definition for this term. Tell sts that they are going to listen to five pet hates and then discuss them in pairs. Ask: How do these pet hates make you feel? Have two sts read the model dialogue in the speech bubbles. Then, play R6.4 and pause after the first pet hate. Allow sts time to discuss it in pairs. Classcheck. Follow the same procedure for the remaining pet hates on the track.
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J Question time! Tell sts that they are going to hear the 12 lesson title questions from units 9 and 10. Pair sts up and say: After each question, I’ll pause, and then you should tell each other the opposite of your normal answer. Have two sts read the model in the speech bubbles for the whole class. Then, play R6.5 and pause after the first question. Have sts answer this question in pairs. Encourage them to ask follow-up questions for fun. At the end, classcheck by inviting volunteers to share the funniest answers. Personal answers.
ID Café Unit 1 He said, she said Before watching A Focus sts’ attention on the characters in the picture. If sts have already studied with a previous level of English , find out whether they remember the characters’ names. Ask: Who are they? What are they doing? Then ask: Why do you think Rory is phoning Genevieve? Have two sts read the model dialogue in the speech bubbles. Ask sts to work in pairs to predict the story. Classcheck sts’ guesses. Personal answers.
B Start off by eliciting the pronunciation of words with pink letters (words 1, 3, 5 and 6). Then, drill pronunciation for words 1-6. Read the first definition with the whole class and elicit the correct word. Have sts match words 1-6 to the correct definitions. Paircheck. Classcheck. 4, 6, 3, 5, 2, 1
While watching A Tell sts that they are going to watch and listen to Rory phoning and asking Genevieve out. Ask: Where do you think he’ll take her? A party? A romantic dinner? Have sts quickly read all nine statements. Explain that they should tick the statements they hear in the video. Play Video 1. Paircheck. Classcheck. They’re meeting at Lexington Theater. August told Andrea that Rory likes Genevieve. Genevieve and Rory don’t have anything in common. Genevieve breaks up with boyfriends in one month. Andrea thinks Genevieve and Rory might have chemistry.
B Tell sts that they are going to watch the video again as they order events, 1-7. Replay Video 1. Paircheck. Classcheck by writing the answers on the board. 5, 1, 3, 4, 7, 6, 2
C Read sentence 1 with the whole class and elicit the correct preposition. Have sts complete the gaps in sentences 2-10 with about, on, out, over or up. Paircheck. Classcheck by writing the answers on the board.
Tip If time allows, classcheck sts’ answers by playing Video 1 with subtitles. Remind sts that the videos are in American English, so they will see US spellings such as ‘theater’ in the subtitles. This spelling is used in the Student’s Book for the proper noun ‘Lexington Theater’ (the name of the theatre in the video).
1.
out
2.
about
3.
about
4.
out
5.
out
6.
about
7.
over
8.
about
9.
up, up
10. on
D Draw sts’ attention to the sentences in C and say: There are eleven phrasal verbs here. What are they? Have sts match the phrasal verbs in C to the seven definitions in
D.
Paircheck. Classcheck. 10, 4, 7, 5, 9 (break up ), 1, 9 (end up )
After watching A Have sts swap partners. Ask them to work in their new pairs to answer questions 1-4 from memory. Classcheck. 1. a musician 2. cousins 3. a friend 4. to a party
B Read sentence 1 and elicit the correct form of have to complete the gaps. Have sts complete sentences 2-6 with the appropriate forms of have or have to. Paircheck. Classcheck by writing the answers on the board. 1. have 2. have 3. have 4. has 5. have to 6. are having
C MAKE IT PERSONAL Ask sts: Do you think their date will be a success? Will they get on well? Have two sts read the model dialogue in the speech bubbles to the whole class. Then, have sts work in pair s to answer questions and make predictions about Rory and Genevieve’s date. Classcheck. Personal answers.
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ID Café Unit 2 Down to Earth Before watching A Show sts the photo and say: Do you remember Daniel? What do you think he has been doing? Have sts answer the question in pairs. Refer them to the model text in the speech bubbles. Classcheck sts’ guesses. Personal answer.
B Elicit vocabulary from the photos and help sts match them to items 1-5. Classcheck. 5, 4, 2 3, 1 Have sts work in pairs to guess the pronunciation of the words with pink letters. Then, classcheck and drill pronunciation for all the words. At the end, ask: Which of these have you actually seen in real life? Have sts answer in pairs. Classcheck. Personal answer.
C
MAKE IT PERSONAL Point to the photos in B and ask
the whole class: Which of these are endangered species? Say: Work in pairs and think of three ways we can help endangered species. Invite a volunteer to read the model text in the speech bubble before sts begin. Encourage sts to take notes on their ideas. Classcheck. Personal answer.
While watching A Read questions 1-4 with sts and say: Now we’re going to watch Daniel and find out what he’s been doing. Watch the video and choose the correct answers. Play Video 2. Paircheck. Classcheck. 1. In a studio. 2. Global warming. 3. A repor ter. 4. Endangered species.
B Go over the four categories in the table with the whole class. Make sure sts understand each of the four questions. Draw sts’ attention to the words and phrases in the box and have sts place them in the correct categories as
180
they watch Video 2 once again. Paircheck. Classcheck by writing the answers on the board. 1. canopy, jungles, rainforest 2. jaguars, people, tamarin monkeys, toucans 3. driving cars, overusing electricity, throwing glass and cans away 4. recycling, turning off lights, walking
C
MAKE IT PERSONAL Have sts swap partners. Ask the
whole class: What about you? Have you ever participated in ‘green’ recycling programs? What kind of things have you done to help the environment? Have sts take turns asking and answering these two questions in their new pairs. Classcheck. Personal answers.
After watching A Instruct sts to decide whether each statement 1-6 is true (T) or false (F), based on what they remember from the video. Paircheck. Replay Video 2 if necessary. Classcheck by writing the answers on the board. 1. T 2. F
3. F
4. T
5. F
6. T
B Have sts complete the gaps in sentences 1-6 with the present perfect or present perfect continuous forms of the verbs provided. Paircheck. Classcheck. 1. has / been 2. have / known 3. Has / been studying 4. has taken OR has been taking 5. have been causing 6. has been going on / have been
C
MAKE IT PERSONAL Have two sts model a dialogue, with
st A reading the question in the rubric and st B reading the model answer in the speech bubble. Ask all sts to swap partners. Have sts work in their new pairs to take turns asking and answering questions about actions they, their friends and the government have been taking to help the environment. Monitor sts’ dialogues closely and take notes for delayed correction. Classcheck and provide sts with language feedback. Personal answers.
ID Café Unit 3 Global swarming
B Go over the topics and cities in the table with the class
Before watching
and replay Video 3 as sts tick the features mentioned for each place. Paircheck. Classcheck.
A Write the following list of words on the board: capital, coast, landmark, scenery. Underline the first letter of each (and the first two letters of coast). Point to the top right photo and ask: What’s this? (coast.) Instruct sts to write ‘Co’ in the box provided. Have sts identif y the rest of the photos and mark them accordingly. Paircheck. Classcheck. Clockwise from top left : S, Co, C, S, L, L
Draw sts’ attention to the adjectives in the box. To model the activity, point to the first photo and say: This is amazing scenery. Have sts work in pairs to make combinations of adjectives and places to express their opinions. Classcheck. Personal answers.
B
MAKE IT PERSONAL Have sts work in pairs. Ask them to
use the vocabulary from A to describe their favourite place or landmark to their partner. Refer them to the model text in the speech bubble. Classcheck by inviting volunteers to report their partners’ answers to the whole class. Personal answer.
While watching A Tell sts that Rory is planning his ‘vacation’ (holiday) and August and Andrea are trying to help him decide where to go. Have sts quickly read the statements and ask them to watch the video and tick the statements that are mentioned. Play Video 3. Paircheck. Classcheck.
Cultural Note This video introduces several words and spellings that are different in US English. Pre-teach the American-English vocabulary vacation (holiday), public transportation (public transport), fall (autumn), mom (mum) and soccer (football). If you will be watching the video with subtitles, you may also wish to point out the American spellings of harbor (harbour) and traveled (travelled). August and Andrea had lived in many places before they moved back to the USA.
Buenos Aires architecture cafés chaotic good public transport historic landmarks scenery traffic unpredictable weather
Mexico City
New York City
Quebec City
After watching A Have sts choose the correct answers to questions 1-4 from memory. Paircheck. Classcheck. 1. Their mother was a photojournalist. 2. To visit his grandparents. 3. More than he could name. 4. Cities buzzing with people.
B Have sts complete the gaps in sentences 1-4 with the past simple or the past perfect form of the verbs provided. Paircheck. Classcheck by writing the answers on the board or, if time allows, replay Video 3 with subtitles. 1. thought 2. had spent 3. showed 4. had lived
C MAKE IT PERSONAL Have sts swap partners. Ask: What’s your city like? Had you lived anywhere else before you moved here? Have sts work in their new pairs to ask and answer the questions. Refer them to the model text in the speech bubble. Classcheck by inviting volunteers to report their partners’ answers to the whole class. Personal answers.
Silicon Valley is the home of the computer nerds. Rory has never been to Quebec City before. Andrea and August lived in Buenos Aires. Mexico City and New York are ver y crowded. Rush hour in Mexico City is similar to New York City’s.
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ID Café Unit 4 AIQ: Artificial Intelligence Quotient! Before watching A Point to the photo and ask: Who’s this? What’s in the large envelope? Have sts make predictions in pairs. Classcheck sts’ predictions and tell them that they will find out the correct answer when they watch the video. Then ask: What does August do? What are his interests? Point to the robot on August’s desk and ask: What’s this? Do you think it’s August’s creation?
C Ask: What about August’s invention? How does the program work? Tell sts that they are going to watch the video again and put steps 1-5 in order. Replay Video 4 without subtitles. Paircheck. Classcheck. 3, 4, 5, 2, 1
D Divide sts in pairs and have them come up with hypotheses for what would have happened to August if he hadn’t been a finalist and what will happen to him next. Ask a volunteer to read the model text in the speech bubble. Classcheck by inviting some volunteer pairs to share their ideas with the whole group.
Personal answers. Personal answers.
B Ask sts to match words 1-6 to the correct definitions. Help them with any words that are unfamiliar to them. Paircheck. Classcheck. 4, 5, 1, 2, 6, 3
A Have sts mark each statement 1-6 as true (T) or false (F). Paircheck. Classcheck by writing the answers on the board.
Then, ask sts to guess the pronunciation of the words that contain pink letters. Classcheck and drill pronunciation of all words.
1. T
C
3. F (August is waiting to hear about the result of an Artificial Intelligence contest.)
MAKE IT PERSONAL Read the instructions with the
whole class and have two sts read the model dialogue in the speech bubbles. Then, have sts discuss the questions in pairs. Classcheck by inviting volunteers to comment on their partners’ answers. Personal answer.
While watching
2. F (Rory thinks August is an Einstein.)
4. T 5. T 6. F (August is a finalist for a scholarship for $25,000.)
B Have sts work in pairs to tick all the correct options to answer questions 1-2. Classcheck.
A Have sts quickly read the choices and questions 1-2.
1. He’s not confident. He’s worried about the outcome.
Play Video 4. Paircheck. Classcheck.
2. He won’t open the letter.
1. brilliant, genius, IQ, Einstein 2. ‘cell’ (mobile) phone, heat, electricity, Internet Ask: So, what’s in the large envelope? In the envelope there is the letter informing that August is a finalist in the Artificial Intelligence design competition and a $25,000 scholarship.
C Say: Look at the first sentence. Why do we say it? To change the subject? To speculate about the past? Have sts mark the purpose of each sentence as C (to change a subject), E (to express regret), G (to get a subject back on track), R (to reassure) or S (to speculate about the past). S, E, R, C, G, S
B Go over sentences 1-4 with the class and have sts
D
briefly predict the answers. Replay Video 4 and have sts complete each gap with the correct verb in the correct form. Paircheck. Replay Video 4 with subtitles so sts can check their answers.
are going to talk about past regrets and experiences. Encourage sts to use the expressions from C. Ask two sts to read the model dialogue in the speech bubbles for the whole class. Then, have partners share their regrets and past experiences. Monitor sts’ discussions closely and take notes for delayed correction. Classcheck and provide sts with language feedback.
1. answered / gone 2. kicked out / arguing 3. had / opened 4. calculated / sent
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After watching
MAKE IT PERSONAL Pair sts up and tell them that they
Personal answers.
ID Café B Have sts quickly read questions 1-3 and the options
Unit 5 Shop around
for each. Replay Video 5 as sts watch and tick the correct answers. Paircheck. Classcheck.
Before watching A Books closed. Display a photo of a person operating a sewing machine. If technology is available, do some online research for photos showing someone operating a sewing machine. Point to the photo and ask: What’s he / she doing? Pre-teach and drill the meaning and pronunciation of the noun sewing machine and the verb sew /sǝʊ/. Ask: Can you sew? Do you sew your own clothes? Would you like to? Or do you prefer to buy clothes in a shop?
Books open. Point to photos 1-4, and have sts match them to the correct definitions. Paircheck. Classcheck. 4, 3, 1, 2
1. Working with actors. / Shooting a film. 2. Anxious. 3. Make her own clothes. / Stop shopping. / Sew curtains.
C Write the following questions on the board for sts to discuss in pairs:
1. What kind of people might be interested in Andrea’s website? 2. What are the benefits? 3. Would you use it? Have partners take turns asking and answering the questions. Refer them to the model text in the speech bubbles and offer help if necessary. Classcheck sts’ opinions. Personal answers.
B
MAKE IT PERSONAL Have sts work in pairs, taking turns
asking and answering the questions. Refer sts to the model text in the speech bubbles. Monitor pairs closely and offer help if necessary. At the end, invite a few volunteers to report their partners’ answers to the class.
While watching A Tell sts that they are going to watch Andrea and Lucia talking about clothes. Ask: Do these women like clothes? If appropriate, ask the women in class: How often do you buy clothes? Then, ask the men the same question and compare. Go over the table with the class and have sts tick A (Andrea), G (Genevieve), or L (Lucia) for each description as they watch the video. Play Video 5. Paircheck. Classcheck. A Has beautiful, sophisticated clothes.
G
right-hand column, using the same combinations as the speakers in the video used. Paircheck. Classcheck or, if time allows, replay Video 5 with subtitles. 7, 1, 3, 5, 2, 4, 6
B Have sts complete the gaps in sentences 1-5 with the adjectives from the box. Classcheck by wr iting the answers on the board. 1. tired 2. smart 3. different
4. brilliant 5. red or purple
C Ask sts to complete each gap with the correct adverb from the box. Paircheck. Classcheck by writing the answers on the board. 4. definitely
Likes to wear dark clothes.
D
Works with demanding actors.
At the end, ask What’s Andrea’s business idea? What’s her website about? Personal answers.
A Have sts match adjectives 1-7 to the nouns in the
1. probably 2. actually 3. seriously
Needs beautiful, new clothes.
Used to be a mad shopper.
L
After watching
MAKE IT PERSONAL Invite two volunteers to role-play
the model dialogue in the speech bubbles for the whole class. Then, have sts swap partners. Ask the new pairs to talk together about their taste in clothes and colours. Ask partners to find at least one thing they have in common. Classcheck and ask: Any surprises? Personal answers.
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ID Café Unit 6 Best in show
C Have sts mark statements 1-6 as true (T ) or false (F),
Before watching
then have them correct the false statements. Paircheck. Classcheck or replay Video 6 so sts can check their answers.
A Have sts work in pairs. Point to the photos as well as descriptions 1-6 and ask: Do you know all these shows and characters? Have sts work in pairs to match the pictures to the descriptions. Classcheck. Clockwise from top left : 4, 6, 1, 5, 3, 2
B MAKE IT PERSONAL Ask: Which characters in A do you know? Have you actually seen them on TV or in films? What kinds of films and TV series do you like? Refer sts to the model text in the speech bubbles, then have them discuss these questions in pairs. Classcheck. Personal answers.
1. T 2. F (First, Lucy tries on a long, straight black wig.) 3. T 4. T 5. F (August didn’t win because he didn’t have enough muscles.) 6. T
After watching A Have sts complete the gaps in August and Lucy’s conversation with who or that. Paircheck. Classcheck.
While watching A Say: August, Lucy and Andrea are getting ready for a party. What kind of party is it? Play the first 50 seconds of Video 6 as sts listen and answer the question. Classcheck. It’s a costume party. Have sts quickly read the statements and ask them to tick the ones they hear and see in the video. Play Video 6 from beginning to end. Paircheck. Classcheck. Andrea looks like Lady Gaga and Morticia Addams. The party will be full of nerds and geeks. For a costume party, you dress as a character that you really like. Andrea thought dubbed TV programmes were hilarious. Diana Prince is Wonder Woman’s alter ego.
B Instruct sts to order events 1-7 as they watch the video again. Play Video 6. Paircheck. Classcheck by writing the answers on the board. 3, 2, 6, 1, 7, 4, 5
184
1. who
2. who
3. that
4. who
5. who
B Point to phrases 1-5 and elicit the person in the video who says each one. Then, have sts m atch phrases 1-5 to the speaker’s tone and attitude as seen in the video. Paircheck. If necessary, and if time allows, replay Video 6. Classcheck. 3, 4, 1, 5, 2
C Play 20 questions! Tell sts that they are going to play the game ‘20 questions’. Have them swap partners and play the game in pairs. Explain that st A should choose a famous person. St B should ask st A up to 20 Yes / No questions to try to guess who the famous person is. Refer sts to the model text in the speech bubbles before they begin. Monitor sts’ questions for accuracy and take notes of any mistakes in question formation for delayed feedback. At the end, classcheck and ask: How many questions did you have to ask before you guessed correctly? Then, provide sts with language feedback. Personal answers.
ID Café Unit 7 The road NOT taken Before watching A Have sts look at the words in the box and ask: Which words do you think are similar in (sts’ mother tongue)? (For example, sts may note that express and transmission may have cognates in their mother tongue.)
Cultural Note In British English, a ‘tow truck’ is often called a ‘recovery vehicle’ or ‘breakdown truck’. You may also wish to point out that the word ‘garage’ is pronounced differently in American and British English. As in the video, Americans stress the second syllable /ɡəˈrɑːʒ/, whereas the British stress the first /ˈɡærɪdʒ/. Read sentence 1 and elicit the correct answer. Ask sts to complete the gaps in sentences 2-5 with the correct words from the box. Encourage sts to focus on words they already know, either from their mother tongue or from their previous knowledge of English. Paircheck.
1. He asked if they needed him to pick up anything else. 2. Her car had broken down. 3. He said they’d have to cross back over and go back the other way.
B Ask: Do you remember what went wrong with G enevieve’s car? Have sts read the answer choices then ask them to watch a short snippet of the video to find out. Play Video 7 from 00:02:00 to 00:02:35. Paircheck. Classcheck. It had a problem with its shocks; it needed a new transmission.
C Say: They’re having fruit salad for dessert, r ight? But what about dinner? Point to the answer choices and encourage sts to predict the answers. Then, continue playing Video 7 from the point you paused in B until the end. Have sts tick the correct foods as they listen.
Note Rory comments about his microwave at the end, but he means it will be useful for latecomers. He didn’t serve his friends a microwave dinner.
1. express 2. transmission 3. tow truck 4. commuter 5. shocks
bread, chicken, potatoes
After watching A Have sts complete the gaps in sentences 1-5 with the verbs provided. Paircheck. Classcheck.
Then, have sts match sentences 1-5 to the photos. Classcheck. 2, 1, 5, 4, 3
B
MAKE IT PERSONAL Read the questions with the whole
class and have sts take turns asking and answering them in pairs. Refer sts to the model text in the speech bubble. Classcheck by inviting volunteers to report their partners’ stories to the whole group. Personal answers.
While watching A Tell sts that August, Rory and Daniel are preparing dinner for six people. Say: They are expect ing three ladies to come over for dinner. Ask: Who do you think they are? Have sts guess the names of the three female characters. Classcheck by playing Video 7 from the start to 00:01:30. Then, pause the video and ask for sts’ predictions: Who’s coming for dinner? What are they having for dessert? Personal answers. Have sts read questions 1-3 and the answer choices for each. Play Video 7 from the start to 00:03:43 and have sts listen and answer the questions. Paircheck.
1. asked 2. phoned 3. wondered 4. told 5. offered
B Have sts swap partners and work in their new pairs to answer ‘How long…?’ questions 1-4. If time allows, replay Video 7 so sts can check their answers. Classcheck. 1. 45 minutes 2. 2 hours 3. a bit 4. 20 minutes
C
MAKE IT PERSONAL Read the model text in the speech
bubble with the whole class. Ask sts to think of a time they planned something – e.g., a party, a dinner or a film with friends – that didn’t work out for some reason. Allow sts a couple of minutes to think of an experience and write down a few notes about it. Then, group sts in trios and have them share their stories in their groups. At the end, ask each group to choose a story to tell the class. Personal answers.
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ID Café Unit 8 Small talk and smartphones
B Replay Video 8 and ask sts to order events 1-6 in
Before watching
the order in which they appear in the video. Paircheck. Classcheck by writing the answers on the board.
A Focus sts’ attention on photo 1 and its caption. Elicit the correct verb and form from the whole class. Have sts complete the rest of the phrases with the correct forms of the verbs provided. Paircheck. Classcheck. 1. done 2. done
3, 1, 5, 6, 2, 4
C
MAKE IT PERSONAL Have sts swap partners and work in
their new pairs to answer the questions about texting and smartphones. Classcheck. Personal answers.
3. cleaned 4. tuned up 5. fixed
A Tell sts to read statements 1-6 and mark each one true
6. done
(T) or false (F) then have them correct the false statements. Paircheck. If time allows, replay Video 8 so sts can check their answers. Classcheck.
B MAKE IT PERSONAL Point to the pictures in A and ask: Do you get these services done? Have you ever got them done? Invite two volunteers to read the model dialogue in the speech bubbles. Have sts work in pairs to talk about activities 1-6 in A. Monitor sts’ discussions closely and correct any mistakes on the spot. Classcheck. Personal answers.
While watching A Elicit the names of the characters in t he picture. Tell sts that the characters are at a spa. Have them quickly read statements 1-8, and ask them to complete each gap with the correct form of either get or get + past participle. Play Video 8 so sts can check their answers. Paircheck. Classcheck. 1. get / done 2. getting 3. getting / done 4. get / done 5. got 6. got 7. getting / done 8. got
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After watching
1. T 2. T 3. T 4. F (Zoey got a call about a job she applied for this summer.) 5. F (Lucy asked someone to answer her phone because she’d just got her nails done.) 6. T
B Have sts match sentences 1-9 to the correct meanings. Paircheck. Classcheck. 5, 7, 8, 3, 6, 4, 2, 1, 9
C Role-play! Tell sts to work collaboratively in pairs to create a dialogue about a recent experience. Explain that sts’ dialogues should include at least two of the phrases in B. Monitor pairs’ work and offer help if necessary. Then have partners role-play their dialogues. At the end, invite volunteer pairs to act out their dialogues for the whole class. Personal answers.
ID Café Unit 9 A knight at the museum It’s museum week and August was given two free tickets.
Before watching
Rory has never been to the museum before.
A Point to the photo and ask: Where are Rory and August? What do you think they’re going to do? Have sts discuss the
Rory has been fascinated by dinosaurs since he was a child.
questions in pairs. Classcheck sts’ predictions and tell them that Rory and August are at a museum.
The text that August tried to send to Zoey was not sent.
Genevieve says mummies are ‘kind of creepy’. Zoey was lost in the museum and rescued by Paolo. Today is the last day the film on black holes will be shown.
Personal answers.
B Say: There are many types of museums in the world. Point
B Have sts read 1-5 and tell them to complete the gaps
to and, with the whole class, read the different types of museums listed in the headings of the table.
with verbs in the passive voice as they watch and listen to the video once more. Play Video 9 again. Paircheck. Classcheck by writing the answers on the board.
Elicit the meaning of armour (coverings or hard ‘clothes’ to protect soldiers in battle) and explain that soldiers (knights) used to wear armour made of metal. Ask: Where do you think we could see armour? In an art museum, a natural history museum or a planetarium? Have sts tick the correct column in the table. Then, have sts continue marking the table, ticking the appropriate type of museum for each exhibition. Paircheck. Classcheck.
1. was / fascinated 2. were / discovered 3. were focused 4. was lost 5. was gone / was given
After watching Exhibition
Art Museum
Armour
Natural History Museum
1. a 2. c 3. c 4. b
Dinosaurs
Gemstones
Mammals
Mummies
A Have sts choose the best answer from a-c for each question 1-6. Paircheck.
Black holes
Sculptures
Planetarium
B Point to the table and say: Look at these phrases from the video and decide if they’re describing an experience, describing likes or dislikes or making a suggestion. Classcheck.
Describing an experience
It’s my first time at…
I was fascinated by…
C MAKE IT PERSONAL Pair sts up and ask: What was the most interesting exhibition you’ve ever seen? Tell your partner. Refer sts to the model dialogue in the speech bubbles. Classcheck. Personal answers.
While watching
5. a 6. c
Let’s go see… One minute I was… and the next… Maybe we should… Do you want to go see an exhibition on…?
Describing likes or dislikes
Making a suggestion
A Tell sts that they are going to watch a video of Rory
C Role-play! Have sts swap part ners. Tell the new
and August at the museum. Add that Genevieve is coming too. Have sts quickly read all the sentences and explain that they should tick the statements that are mentioned as they watch and listen to the video. Then, play Video 9 as sts watch, listen and tick the statements that are mentioned. Paircheck. Classcheck.
pairs to imagine that they are art critics visiting a museum. Have them find photos on t heir phones or on any page of the book and work together to make arti stic comments about them. Before pairs beg in, invite two volunteers to read the model dialogue in the speech bubbles to the whole class.
Note Remind sts that the videos are in American English, so if they watch with subtitles on they will see US spellings like ‘armor’ (armour ). They’ll also hear exhibit used as a noun as well as a verb (the noun for a collection of things shown to the public is exhibition in British English).
Monitor pairs’ discussions and take notes for delayed correction. At the end, invite volunteer pairs to act out their dialogues for the whole group. Then, provide the class with language feedback. Personal answers.
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ID Café Unit 10 Mad men Before watching A Say: We’re going to watch a video of Daniel, Rory and August. The girls won’t show up – it’s girls’ night out. Ask: Do you think the guys are going to feel happy being alone? Personal answer. Have sts read expressions 1-6 and work in pairs to match them to the correct definitions. Classcheck. 4, 3, 2, 5, 1, 6
B
MAKE IT PERSONAL Invite two volunteers to act out the
model dialogue in the speech bubbles for the whole class. Pair sts up and have partners tell each other whether they have ever felt like doing or have done the actions described in 1-6 in A. Monitor pairs’ discussions and offer help if necessary. Classcheck. Personal answer.
Tip Before playing the video, ask students if they can remember the differences between British and American English for football (soccer ) and armour (armor ).
9, 1, 4, 7, 2, 6, 5, 8, 3, 10
C Ask: Do you remember what Daniel said about his ideas and the science foundation? Point to sentence 1 and elicit the correct answer. Classcheck. Have sts complete the gaps in sentences 1-7 with the words and phrases from the box. Paircheck. If time allows, replay Video 10 so sts can check their answers. Classcheck. 1. using 2. chasing after 3. experience, jumping, brooding, moping around 4. Competing 5. complaining 6. boxing 7. Beating
After watching A Have sts read sentences 1-5 and mark each one true (T) or false (F), then have them correct the false statements. Paircheck. Classcheck by writing the answers on the board. 1. T 2. T
While watching A Go over questions 1-4 and the answer choices with sts. Ask them to tick the correct answers as they watch and listen to the video. Play Video 10. Replay the video if necessary. Classcheck.
4. T 5. T
B Pair sts up and ask: Which of the three male and three female main characters do you like best? Why? Have sts
1. cry their eyes out; watch a ‘chick flick’; do their hair; shop; get their nails done; sit in a spa; complain about men; gossip; laugh at men
discuss the question with their partners. Classcheck.
2. That Paolo is always the ‘hero’.
C MAKE IT PERSONAL Ask: Which ways of reducing stress did the guys find in the video? (yelling, playing video games). What about you? How do you work out anger or stress? Invite
3. sit in an office; talk about your life 4. Sitting on the bench during a ‘soccer’ (football) match.
B Tell sts to order events 1-10 as they watch the video once again. Allow sts some time to read the statements, then replay Video 10. Paircheck. Classcheck.
188
3. F (Daniel thinks video games are a go od solution.)
Personal answer.
two volunteers to read the model dialogue in the speech bubbles. Then, have sts discuss the question in pairs. Classcheck. Personal answers.
Writing Writing 1 A report A Books closed. Ask: What’s a report? Why do people usually write reports? In what situations? Have you ever written one at work or school? What was it about? Books open. Focus sts’ attention on Nina’s report and ask: What’s her report about? What’s the aim of it? Go over the report’s introduction with the whole class. Then, point out the topics above the report. Tell sts to read the topics and mark each one + (most popular practices) or – (least popular practices). Paircheck. Classcheck. – using solar energy + separating domestic waste + recycling containers
B Say: Nina’s report is divided into five parts. Which are they? Have sts identify and name each of the headings in A. Point at the five questions and ask: Which heading describes the survey? Have sts match each question to the correct heading from 1-5. Paircheck. Classcheck.
C Point to sentences 1-6 and say: These sentences were written by students. Are they appropriate to include in a report? Draw sts’ attention to the tips for writing a report in Write it Right! on the top right corner of p. 148. Have sts read the tips and mark sentences 1-6 as A (appropriate) or I (inappropriate). Paircheck. Classcheck. 3. I
4. I
5. A
6. I
D Read item 1 with the class and ask: Which part of the report is this? Ask sts to read items 1-8 and mark them as I (introduction), R (reporting an observation), G (generalising), M (making a recommendation) or S (summarising). Paircheck. Classcheck. 1. I
2. S
3. S
4. R
5. G
6. I
7. S
8. M
E Show sts the draft and ask: What’s this report about? Tell them that there are nine mistakes: five words with six spelling mistakes, two in style, and one in punctuation. Instruct sts to find and correct all nine mistakes. Classcheck. This report is bas ed on the recent findings about tourists’ expectations in our city. According to the pe ople interviewed, our main problem is adequate accommodation. Tourists complained they c annot find enough family rooms or rooms with air-conditioning. They also recommended a committee is organised to be re sponsible for offering better information and making sugge stions for tourists.
F
Before. Working with the same partners as in F, sts should gather information and draw a conclusion from their class survey. While. 1 Have sts individually write the recipient’s name, their own name and the subject of the report, following the model in A.
After. Have sts work in pairs and ask partners to swap reports and read each other’s work to paircheck and spot any mistakes in style, punctuation, grammar or spelling. Then, ask sts to revise their writing at home and send it to you via email.
Writing 2 A narrative
2, 5, 1, 3, 4
2. A
G Your turn!
2 Ask sts to write a first draft and give shape to their reports using the headings from A and expressions from D. Monitor and offer help at this stage. Then, have sts write their full reports in 100-180 words.
– reusing bags
1. I
classmates’ answers, as they will use these to write their reports in G.
MAKE IT PERSONAL
Ask sts to work in pairs to prepare five questions for a class survey. Tell pairs to choose one of the topics provided. Monitor sts’ work and offer help if necessary. Then, invite sts to stand up and mingle as they use their questions to interview their classmates about the topic they chose. Remind sts to take notes of their
A Point out the model narrative and ask: What type of text is this? (A narrative.) Who wrote it? (Stef Stiller.) Have you ever taken part in a magazine’s competition? Ask sts to quickly read the story and choose the photo that corresponds to the story. Paircheck. Classcheck. photo 1
B Refer sts to the narrative in A and ask: How many paragraphs are there? (Four.) Point out the list of questions and ask: Which paragraph, 1-4, answers each question? Paircheck. Classcheck. 2, 1, 1, 1, 3 / 4, 4, 2, 1
C Have sts re-read the narrative in A and mark each verb as PS (past simple), PC (past continuous), or PP (past perfect). Classcheck by writing the answers on the board. hadn’t had (PP) / was (PS) / had never done (PP) / decided (PS) / arrived (PS) / was (PS) / met (PS) / was (PS) / had never skied (PP) / reassured (PS) / looked (PS) / found (PS) / gave (PS) / kept (PS) / happened (PS) / was going (PC) / fell (PS) / broke (PS) / had turned (PP) / stuck (PS) / visited (PS) / brought (PS) / fell (PS) / decided (PS) / was (PS)
D Go over Write it Right! with the whole class. Then, have sts look for nine time phrases in the model narrative in Classcheck and ask: Can you find any others?
A.
Time phrases: for a long, long time; before; last; after; when; the following day; never; then; while Question: every day
E Have sts complete the gaps in sentences 1-5 with the time expressions from the box and the correct past form 189
Writing of the verbs provided. Paircheck. Classcheck by writing the answers on the board.
2. safe
1. After, went
3. efficient
2. Occasionally, travels / travelled
4. regularly, wonderful
3. happened, ago
5. successful
4. Finally, decided
6. completely, energetic
5. helped, while, recovered / was recovering
D Read item 1 with the class and elicit the correct
F Tell sts that sentences 1-5 in E are actually sentences that are missing from Stef Stiller’s story in A. Show sts the five boxes in the story. Have sts match sentences 1-5 from E to their correct positions in the narrative in A. Paircheck. Classcheck.
options. Have sts circle the correct options in each bold pair in items 1-5. Paircheck. Classcheck.
2. perfect new
2. so, slowly 3. such, special 4. completely 5. such, friendly
H Your tur n! Tell sts that they are also going to submit a holiday narrative for Innovation magazine’s competition. Go over both title options with sts and ask them to choose one for their composition of 100-180 words. Before. Have sts write a f irst draft with t he main events in their story. Tell them that their composition should be three paragraphs long. Advise them to plan their writing by answering the questions in B and planning the information they want to include in each paragraph. While. Remind sts to apply the tips from Write it Right! and to write their narrative in three paragraphs. After. Have sts swap compositions for peer checking and help. Then, collect their work for more detailed marking.
Writing 3 An advertisement A Have sts look at the Easy Fit! advert and mark true (T) or false (F) for statements 1-5. Paircheck. Classcheck. 3. T
5. strong new
E Your turn! Before. Tell sts that they are going to write an advert about a product of their choice. Suggest that sts look at lesson 5.4 for ideas. Have sts plan their writing by first listing five adjectives to describe the product. Then, have them answer these questions: ‘Who is it for?’, ‘How can you “sell” it best?’.
1. so, beautiful
2. F
1. beautiful long
4. small pink
G Read item 1 with the whole class and elicit the correct
1. F
answer. Then, have sts read 1-5 and circle the best adjective order in each bold pair. Paircheck. Classcheck.
3. an attractive young
3, 2, 4, 1, 5
4. T
5. F
B Read the four tips in Write it Right! with the whole class. Then, ask sts to match rules a-d to highlighted phrases 1-15 in the advert in A. Paircheck. Classcheck by writing the answers on the board. 1. b 2. a 3. c 4. c 5. d 6. d 7. b 8. a 10. a 11. b 12. b 13. b 14. a 15. d
9. a
C Have sts complete the gaps in sentences 1-6 with the adverb or adjective forms of the words provided. Classcheck by writing the answers on the board. 190
1. totally, surprised
While. Remind sts to come up with a catchy sentence to begin their adverts. Remind them to follow the tips from Write it Right! and to plan a good ending phrase. Tell sts that their adverts should be 130-150 words long. Monitor and offer help when requested. After. Divide the class into groups of four. Have the sts in each group swap adverts and decide which products they would buy. Classcheck sts’ opinions and then collect their writing for marking.
Writing 4 A complaint email A Books open. Point to the photo of Julio Cruz and ask: Is this guy happy? What happened to him? Allow sts some time to quickly read Julio’s email and find out his reasons for complaining. Then, have sts re-read the complaint email and mark statements 1-6 tr ue (T) or false (F). Paircheck. Classcheck by writing the answers on the board. 1. F
2. T
3. F
4. T
5. F
6. T
B Point to Julio’s email and ask: What’s the aim, or purpose, of each paragraph? Have sts match the purposes to paragraphs 1-4 in A. 4, 1, 2, 3
C Read Write it Right! with the class. Then, have sts match phrases 1-6 to gaps a-e in A. Paircheck. Classcheck. 1. a
2. (not used)
3. b
4. e
5. c
6. d
D Read sentence 1 with the group and ask: Is this appropriate in a formal email? Ask sts to re-read Julio’s
Writing email in A and find the formal equivalent of each sentence, 1-5. Paircheck. Classcheck. 1. your service has been completely inadequate 2. I contacted your online support 3. they always seemed uninterested and unwilling to help 4. you advertise top quality 5. must insist on receiving a full refund
E Your turn! Before. Say: Imagine you had problems with a product you bought. Tell sts that they will be writing a four-paragraph email in 120-180 words. Have sts make notes for their four paragraphs, which should correspond to purposes 1-4 in B.
E Ask sts to choose the correct option, a-c, for each statement, 1-5. Note that if both a and b are correct, sts should choose c (both). Paircheck. Classcheck. 1. a
2. c
3. c
4. a
5. c
F Your turn! Write the essay title on the board: ‘You Have to Spend a Lot of Money to Look Good’. Ask the whole class: Do you agree? Have sts discuss the statement in pairs for about two minutes. Then, classcheck sts’ opinions. If possible, brainstorm and write on the board a list of arguments for and against. Before. Ask sts to make their own notes of arguments for and against the statement in the essay title. Tell sts to use one of the structures in B to organise their text.
While. Have sts write their complaint email. Remind them to follow the tips from Write it Right! and to use formal language. Be available for any queries sts might have while writing.
While. Have sts write a four-paragraph essay of 120-180 words. Remind them to follow the tips from Write it Right! and to avoid repeating conjunctions, varying them as much as possible.
After. Asks sts to swap partners. Have partners swap email addresses and send their complaint emails to each other for feedback. Then, ask sts to send you a final copy via email or to submit a paper copy.
Tip If you are assigning the essay for homework, advise sts to turn off the spellchecker on their computers while they write.
Writing 5 An opinion essay A Have sts look at Damir’s essay and ask: How many paragraphs can you see? Is this essay written in a formal or an informal style? Point to the three title options. Ask: What’s the best title for Damir’s essay? Have sts read the titles and choose the best one. Paircheck. Classcheck. Beauty: the Good and Bad Sides
B Refer to Damir’s essay in A and ask: How did Damir organise his text? Point to structures 1-3 and have sts choose the text organisation Damir used. Paircheck. Classcheck. structure 3
C Read Write it Right! with the whole class. Then, draw sts’ attention to the highlighted conjunctions in the model essay in A and ask sts to match the conjunctions to items 1-6. Paircheck. Classcheck. 1. It is usually said that; On the one hand 2. On the other hand 3. In addition to that 4. For instance 5. To sum up 6. Consequently
D Have sts match phrases 1-5 to the equivalent conjunctions in the right-hand column. Paircheck. Classcheck by writing the answers on the board.
After. If sts are writing their essays in class, have them swap essays for peer checking. If they are writing their essays at home on a computer, they should now turn on the spellchecker to see how many words they misspelled. Have sts count and check the variety of conjunctions before handing in their essays.
Writing 6 A film / book review A Books closed. Ask the class: Have you seen any of the Harry Potter films? Did you like them? Why or why not? What about the critics? Were they positive about the film when they were released? Books open. Have sts read the review and circle the correct answers in 1-4. Paircheck. Classcheck. Ask: Do you often read film reviews before going to the cinema? 1. book 2. dramatic 3. doesn’t include 4. four
B Point at the model review in A and ask: How many paragraphs are there in this review? (Five.) Then ask: In which paragraph does the reviewer recommend (or not) the film? Have sts match the questions to paragraphs 1-5. Paircheck. Classcheck. 5, 3, 2, 4, 1
C Read the first point in Write it Right! (on extreme adjectives) with the whole class. Then, ask sts to find five extreme adjectives in the review in A that have the meanings listed in items 1-5. Paircheck. Classcheck and drill pronunciation for all five adjectives.
4, 5, 2, 3, 1 191
