Terry Prosser with Jane Revell and Mary Tomalin pre-intermediate A Teacher’s Guide Letter to you, the teacher Welcome to Jetstream, a course designed to motivate and engage learners. We aim to provide you with material that’s stimulating and relevant, so your students learn English easily and with real enjoyment. We hope to give you everything you’d expect, and more besides. We’ve aimed to balance the familiar and the new: to give you what you know works well and, at the same time, to introduce some unique features that will greatly enhance your students’ learning experience. Our approach in general We believe that engaging content together with enjoyable and useful learning activities are the keys to successful learning. We believe that students need to be exposed to the most useful vocabulary that they’ll need to speak and write English at this level. We pay special attention to the grammar of the language – without grammar, vocabulary is just words! We believe in the importance of having students meet words and grammar in exciting and interesting situations – and in giving opportunities for students to practise this language so that they feel comfortable with it. We also believe that teacher support is crucial – we know you’re really busy. This Teacher’s Guide provides clear lesson notes and a lot of other things as well (see Contents on page 3). There’s also a lot of support online in the form of extra material, practice tests and so on. You don’t have to use all – or even any – of the Teacher’s Guide, of course, but it’s there if you need it and it’ll help to give you lots of choices. We’ve put a lot of work into ensuring that Jetstream is simple to use. And thought-provoking. And effective. And fun. Enjoy! Jane Revell and Mary Tomalin 2 Contents Letter to you, the teacher Jetstream Pre-intermediate Student’s Book contents Introduction Jetstream Pre-intermediate components Jetstream approach – a summary Unit overview Unit notes Getting to know you Unit 1 Unit 2 Units 1&2 Review Unit 3 Unit 4 Units 3&4 Review Unit 5 Unit 6 Units 5&6 Review Photocopiable games Photocopiable tasks Technique banks Using the video Using stories Using memory games 20 easy games Five fun techniques to use with a flagging class Extra questions and tasks for Art & Music Working with mixed-ability classes Ensuring learner autonomy and using technology De-stress! cartoons 2 4 6 6 10 21 27 40 55 57 72 86 89 103 117 121 130 135 136 137 139 141 142 142 143 145 Contents 3 4 Contents Contents 5 Jetstream Pre-intermediate components For the student: Student’s Book The Student’s Book contains 6 units of three double-page lessons, and a Vocabulary plus and Everyday English section at the end of each unit. It also contains the following: • a two-page Review unit after every two units • four stories • a comprehensive grammar reference section • information-gap activities and extra material • complete transcripts for the audio • a Pronunciation spread contrasting similar sounds • an irregular verbs list. Workbook with audio The Workbook contains 6 units of four pages – one page per SB lesson, and one page for Vocabulary plus and Everyday English. It also contains the following: • a Review quiz after every two units • a Check your progress test after every two units • one page of dedicated Writing practice for each unit, giving students a structured writing development course. E-zone The e-zone is an online resource for students and teachers containing: • the video for all the Everyday English pages • a cloud book – an interactive version of the Student’s Book, including all video and audio • cyber homework – interactive activities covering grammar, vocabulary, reading, listening and dialogues. They’re assigned by the teacher in a virtual classroom and have automatic feedback. (They can also be used in self-study mode – see below.) • mp3 audio files • online training – pronunciation exercises, exam practice (Cambridge ESOL, TOEFL, IELTS and TOEIC) and cyber homework in self-study mode (extra practice) • CLIL projects. For more information on the e-zone, see page 9. 6 Introduction For the teacher: Teacher’s Guide with class audio CDs The Teacher’s Guide contains full teaching notes for each unit, including all transcripts, keys and useful background information, plus ideas for early finishers and mixed-ability suggestions. Three class audio CDs contain all the listening material for the Student’s Book. The Teacher’s Guide also contains the following extra material: • one photocopiable game per unit • one task per unit • eight ‘technique banks’ giving ideas in the following areas: Using the video Using stories Using memory games 20 easy games Five fun techniques to use with a flagging class Extra questions and tasks for Art & Music Working with mixed-ability classes Ensuring learner autonomy and using technology. Interactive book for whiteboards DVD-ROM E-zone Full access to the students’ area plus • the video for all Everyday English pages • mp3 audio files • downloadable Teacher’s Guide with answer keys • Helbling placement test • guide for new teachers • Testbuilder containing 6 unit tests covering grammar, vocabulary, functions and the four skills and six progress tests. Jetstream approach – a summary Motivation Research shows that motivation is key to learning; to learn, students need to be interested! Jetstream has been written to be highly motivating for students, and includes the following: • interesting and relevant topics • stimulating and often thought-provoking photos • lots of personalisation activities where students are encouraged to talk about themselves • communicative activities which give students a real purpose for completing a task Most of the three main lessons in Jetstream have a vocabulary component. In addition: • highly motivating tasks throughout the Student’s Book, and also a bank of photocopiable tasks in the Teacher’s Guide • Vocabulary plus pages (one at the end of each unit) provide an opportunity for vocabulary enrichment. • an Art & Music feature in every unit which encourages students to use their English in a fun and less formal way • • Everyday English pages at the end of every unit which provide immediately useful conversations practising different functions, including short video clips Focus on sections within the Vocabulary plus pages highlight and practise high-frequency words and phrases and their different uses and meanings. • Preposition Park sections in the Review units focus on prepositions, usually within an interesting text. • Similar or different activities ( ) get students comparing new words with words which are the same or different in their own language. • Useful expressions sections are usually within the Vocabulary plus pages; they highlight and practise common expressions used in different situations. • plenty of games and game-like activities, and also a collection of 20 easy games and a bank of photocopiable games (one for each unit) at the back of the Teacher’s Guide. Grammar Grammar is an important element in Jetstream. It’s dealt with in the following way: • It’s introduced gradually – each of the three main lessons in a unit usually has a grammar point. This enables the grammar to be introduced step-by-step, practised and easily absorbed. • It’s revised in the Review units that occur every two lessons. • The grammar for a lesson is introduced in context. The grammar form is highlighted and students are given activities where they deduce the form and meaning. • Activities are realistic and meaningful. • A clear and straightforward grammar reference section at the end of the Student’s Book explains each lesson’s grammar. • The we don’t say ... / we say ... section at the end of each Everyday English page rounds off a unit by highlighting common grammatical mistakes in the language learnt in the unit. • The Irregular verbs section provides an invaluable reference for students. Vocabulary It’s increasingly recognised that vocabulary is just as important as or perhaps even more important than grammar when learning a language. Jetstream has a high vocabulary input so that students can understand, speak, read and write with ease. Stimulating and unusual pictures and motivating activities ensure students absorb the vocabulary easily and there’s plenty of practice. Reading The main reading focus in Jetstream is usually in Lesson 2, but there are often other, shorter reading texts elsewhere. There’s a variety of high-interest text types – reallife stories, articles, quizzes, blogs, etc. Where possible at this level, texts are based on real people, places and events. • Activities develop students’ ability to scan a text for its general meaning and guess meaning from context. • Texts, whether in the form of human-interest articles or fiction stories, are absorbing and memorable and a key way of learning and practising language. Four two-page stories at the back of Jetstream are an extra resource that provide practice in extensive reading, where students can read for meaning and pleasure without necessarily studying the text in detail. See page 136 for more ideas on how to use these stories. Other sections that provide very short, highinterest texts for additional reading comprehension relevant to the topic are: • • Art & Music • Did you know? The Cross Culture section in the Review units also provides additional reading matter. It offers interesting and practical information on different cultures and should lead to stimulating discussions. Introduction 7 Writing • Regular short Writing sections in the Student’s Book provide guided writing practice through a variety of tasks. The core writing course, however, is to be found at the back of the Workbook, which includes a full page of guided writing tasks per unit. In this writing development course, students cover the following areas: At Pre-intermediate level, activities are carefully designed so that students can express themselves freely without making a lot of mistakes. • The main speaking section of a lesson generally has longer speaking activities than earlier in the lesson. • The photos, cartoons, listening and reading texts all provide stimulating platforms for speaking activities. • You first! at the start of some lessons uses a short question to get students engaged with the lesson topic immediately. • Everybody up! sections encourage students to stand up and move around the class, interacting with each other to find out information. • The Art & Music and Did you know? sections in the main units, and the Cross Culture sections in the Review units, also provide platforms for stimulating discussions. • The photocopiable tasks in the Teacher’s Guide and the information-gap activities at the back of the Student’s Book provide further communicative practice. • a personal profile • a biography • a CV • a blog • a holiday review • instructions • advice • a presentation • a complaint • a magazine article • a book review • a summary. The Don’t forget feature summarises the use of linkers and other accuracy features: word order, punctuation, time expressions, paragraphing, etc. The Writing section also starts to cover format and tone, which many lower-level books don’t cover. Check it! sections allow students to review and improve their work. Listening The main listening focus in Jetstream is in Lesson 3 of each unit, but there are often short listening activities elsewhere. The Everyday English page provides further listening practice in the form of functional dialogues. To train students in useful and relevant listening skills, the listening texts reflect a variety of reallife situations, including conversations, interviews, talks, reports and radio programmes. The transcripts of the listening texts can be found at the back of the Student’s Book for students’ reference and are also reproduced in the relevant activity notes in the Teacher’s Guide. Speaking For many learners of English, speaking is the most important language skill. There are speaking activities at all stages of a lesson in Jetstream: 8 Introduction Pronunciation Short pronunciation activities throughout the Student’s Book provide clear practice of some common areas, including: • specific sounds • word stress • sentence stress • simple intonation. In addition, students are encouraged to listen to and repeat the main vocabulary groups throughout the book. The Pronunciation section on pages 84–85 of the Student’s Book includes a phonemic chart for students’ reference and practice of similar sounds that students often confuse. Stories There are stories about real and fictional people throughout the course, but at the back of the Student’s Book (SB pages 68–71) you’ll also find four slightly longer, completely new stories. These stories are a way of providing an opportunity for students to read more extensively and gain a sense of satisfaction from doing so. For this Online resources – available on e-zone reason, they deliberately contain language which is slightly above students’ level (linking in with Stephen Krashen’s idea that we learn most from language which stretches us a little – but not too much). However, the texts are not too difficult, and students shouldn’t be reaching for their dictionaries all the time. There are no tasks on the Student’s Book page itself. This is in order to leave you completely free as to how you approach the stories, but you’ll find a variety of interesting techniques on page 136. HELBLING Placement Test Designed to give students and teachers of English a quick way of assessing the level of a student’s knowledge of English grammar and usage. Online training Resources and interactive activities for individual student access. Includes: • exam practice • pronunciation • all exercises from the cyber homework in selfstudy mode. Consolidation and review Consolidation of recently acquired language and regular revision are crucial to learning. After every two units, there’s a Review unit that revises key language in these units. Each Review unit contextualises the language through reading and sometimes listening texts. There are also grammar exercises and writing and speaking tasks. The Workbook provides further practice and testing of the language in a unit. In addition, after every two units in the Workbook, there’s a Review quiz, which tests students using a general knowledge quiz. This is followed by a Check your progress test. Cloud book An interactive version of the Student’s Book and Workbook, where students can access all audio and video content at the click of a mouse or touch of a screen. Students can complete the activities, check their results and add their own notes. Cyber homework Interactive activities assigned to students by their teacher within an online virtual classroom. Results and feedback are automatically given when the deadline fixed by the teacher has been reached. Projects Open-ended tasks on both cultural and global themes, where students can embed other resources and share them with the teacher and their class. How to integrate an LMS (a Learning Management System) into your teaching Initial assessment Assessment HELBLING Placement Test Exam practice Testbuilder 1 2 Scope & sequence Teacher’s Guide > 6 Planning > 5 > 4 Virtual class and self-study practice Lesson enrichment • • • • Projects Online training Cyber homework Student downloads • • • • 3 Class routine Student’s Book Workbook Resources Videos Interactive book for whiteboards Teacher downloads Introduction 9 Unit overview You first! You’ll find a You first! box on many of the large photos at the beginning of a lesson. It has a triple purpose. Firstly, to engage students and get them saying something immediately. Secondly, to allow students to use what they already know and boost their confidence. And thirdly, to give you an idea of what and how much they already know so that you can target your teaching much more effectively. What if your students don’t respond at all? That’s fine. Now you know. Just move on and start to teach them something. 10 Introduction Information gap There’s an informationgap activity in every second unit. In these, students need to get information from each other in order to complete a task. All the material students need to do the tasks is in the back of the Student’s Book on pages 62–65. Grammar reference Art & Music There’s a useful grammar reference at the back of the Student’s Book. Each main grammar point from the grammar boxes throughout the book has a relevant section in the grammar reference. Most people enjoy looking at pictures and listening to songs. This section utilises this interest in order to motivate students and transfer the topic language to a new context. The Art section provides a picture and related tasks, while the Music section gives some information about a song and provides related tasks. The tasks give students the opportunity to research online and bring the information back to the class, and should often stimulate lively discussions. There’s a natural mixed-ability element: more competent students will be able to take it further than those who are less competent. For the Art task, students turn to page 125 (Units 1–6) or page 145 (Units 7–12) of the Student’s Book to find larger versions of the pictures. Introduction 11 Listening This symbol tells you that there’s recorded material that goes with the activity. This can either be a full listening text or, as here, it might be listening to check answers and hear the correct pronunciation. Full transcripts are given in the back of the Student’s Book. 12 Introduction Everybody up! This is a chance for students to move around the classroom and use specific language in a controlled way to get information from other students. This kind of short intensive practice can be very lively and also very rewarding if students succeed in completing the task using the language resources available to them. It also allows them to interact with lots of different people. The act of physically getting up and moving around is also mentally refreshing; being physically active helps us to learn. Students may naturally find that they engage in longer conversations than the activity requires. If time allows, this is good and enjoyable practice for them. However, it’s a good idea to set a time limit for this activity. Explore This is an opportunity for students to go beyond the page and find out more about some aspect of the topic: a sort of mini project. They should do the research online, make notes and report back, working either alone or in pairs. You may want to set this up in the classroom by suggesting possible websites or just by eliciting suggestions for words and phrases to type into the search engine. As with Art & Music, there’s a natural mixed-ability element to this section. De-stress! Apart from providing tiny practical texts to read, these sections are there to help students unwind from time to time. Why? Because, quite simply, we don’t learn well when we’re stressed; we learn best when we’re relaxed. You’ll find a simple de-stress exercise in every unit. If it’s a piece of advice, talk about it with students. If it’s a physical exercise, get (or help) students to read it and follow the instructions. Do it there and then in the classroom if you can. Then you can use it again and again, whenever it’s useful (see, for example, SB page 33, Volume B, where students are advised to do simple shoulder exercises to release tension). Introduction 13 Guess Asking students to ‘guess’ answers before reading or listening to information not only gets them to interact, it also frees them up from having to know the ‘right’ answer and thus inhibiting their response. In addition, it prepares them for the text and gives a valid reason for reading or listening to something – to see if they were right. For this reason, it’s very important not to confirm if students are right or not in their guesses. Just say things like: Hmm or That’s interesting or Possibly, etc and let the text provide the answers. P Pronunciation There are two pronunciation activities in each unit of the Student’s Book: one in Lessons 1–3 and one in either Vocabulary plus or Everyday English. At Preintermediate level, there’s work on stress and intonation and an emphasis on sounds, as these can often pose problems for students. All the pronunciation activities are recorded so that students can hear the correct sounds or stress. There’s also a Pronunciation section at the back of the Student’s Book on pages 84–85. This provides practice in differentiating between similar sounds (minimal pairs), eg the difference between /p/ and /b/. 14 Introduction Similar or different? This symbol often occurs where new vocabulary is introduced and it suggests that you ask students which words are the same as or similar to words in their own language – and which are very different. This feature of Accelerated (or Holistic) Learning (see page 20) aims to draw students’ attention to the fact that they already know some words. It serves to reassure them, build their confidence and lighten their learning load. It can also give them a basis for wordbuilding (eg the fact that words ending in -ion in English may also end in -ion in their language). Suddenly they know ten words, not just one. Note: Very often, if the word is a similar one, the difference is in the pronunciation – especially the word stress – or the spelling. Also, similar or different is obviously easier if you have a unilingual class, especially when you’re familiar with the students’ mother tongue, but it can work well with a multilingual class, where students compare words in different languages. Think This is used to signal a creative or critical-thinking exercise. Students are asked to work something out for themselves, give their opinions or comments or use their creativity, rather than find an answer directly on the page. A simple example might be where a text describes a problem at work and students are invited to come up with solutions. Encouraging students to think creatively means they increase their engagement with the material. The increased alertness enhances their learning capacity. With these sections – as indeed with many others – it’s a good idea to give students a chance to look at the material and think about (or even write down) their ideas individually (for say 30 seconds) before they start talking to each other. Some students are quick thinkers and talkers, while others need more time. Giving them ‘thinking time’ evens it out a little. Did you know? These are very short, interesting pieces of information related to the theme of the lesson. The section can usually be done at any point in the lesson. The teacher’s notes suggest ways of exploiting it, but if students want to know more, they can be encouraged to search online. Introduction 15 Vocabulary plus Students need words. They need lots of them and they need to know how to combine them. This page, which comes after the third lesson in every unit, provides an opportunity for vocabulary enrichment and consolidation. It’s a flexible section and can be used in several ways. It can be done as a complete lesson. Alternatively, the unit-by-unit notes indicate points where a vocabulary set can be usefully explored in a lesson. Or an exercise can be used as a filler by a teacher with time to spare, or given to stronger students when they’ve finished a task ahead of the others. Wordbuilder Focus on Learning about how words are formed is an important part of acquiring a language, as it helps learners to recognise and manipulate related words. In this section, students do various word-formation activities, eg adding prefixes (im + polite), suffixes (care + ful), forming verbs from nouns and creating compound nouns (back + pack). These short sections appear on many of the Vocabulary plus pages. They’re dedicated practice of a word or words that have come up in the unit, taking them further, and showing students how they can be used in different ways. In Pre-intermediate, there are Focus on sections for up and down, come, phrasal verbs, go, get, keep, out, give and take, the news and like. 16 Introduction Everyday English This section provides practice in the everyday functional language that students need when interacting with people, such as making requests, opening and closing a conversation, giving instructions and so on. Video We don’t say … / We say … The main conversation in Everyday English appears on video, which provides extra contextualisation for the functional language. (If you don’t have the video or prefer not to use it, then just play the audio version.) This section focuses on common errors that we know from experience students are likely to make. The ones we’ve selected are those made by learners from a variety of different language backgrounds, but there will, of course, be many errors which are made by speakers of a particular language that you’ll also need to pick up on. By drawing students’ attention to them, and making it very clear that these are errors, we hope to help them avoid making such mistakes. See also Using the video on page 136. One way of using this section is to ask students to cover the We say … column and produce the correct version, then look back and check. Introduction 17 Review units Six Review units revise key language from the preceding two units, using a reading text as the main presentation. Memory games This symbol represents your brain! Memory is a crucial component in learning anything and it’s like a muscle: the more you exercise it, the stronger it’ll be. These simple games ask students to remember a variety of things: vocabulary items, facts from an article and so on. But you can play a lot more games than the ones suggested here (see page 137). And remember that the more you get students to exercise their memory in English, the more it’ll serve them in other aspects of their life as well. 18 Introduction Cross Culture Each of the Review units finishes with a Cross Culture section. This is often an opportunity to reflect on how people do things differently (or not!) in different parts of the world and how we can begin to be sensitive to these differences and act accordingly. There’s usually a short reading text with a task or questions, often leading to a discussion and a comparison with the students’ own culture(s). Preposition Park This section appears in each Review unit and provides a short text that revises and extends prepositions that students already know, enabling them to recycle prepositions in a new way, or introduces new ones. Introduction 19 A final word The features new to Jetstream, which occur throughout the units, are informed – in a gentle way – by some of the key principles of Holistic Learning (sometimes called Accelerated Learning*): 1 We learn with our body as well as our mind: they are connected. Hence the value we attach to bringing more physical activities into the classroom and paying attention to students’ physical well-being. 2 Different learners prefer different kinds of input. Some people learn more with their eyes, some more with their ears and some more with their bodies and movement. We aim to provide a variety of activities to reflect these preferences. 3 What we learn with emotion, we tend to remember best. We hope to engage students’ emotions through the use of stories, songs and games – and making them laugh. 4 Our memory is very powerful … and we can make it work even better. The reason for all the little memory-training games is to give students practice in using their memory, and aid their learning. 20 Introduction 5 People know a lot already – more than they think. Good teaching and good material can help to make students aware of what they already know and boost their confidence. 6 People are different. Some people are more outgoing and sociable, while others are more introspective and reflective. The former readily enjoy interacting with others, while the latter often prefer to work on their own. They usually welcome time to think on their own too, before being asked to participate in an activity. As teachers, we need to try to cater for these differences. *The roots of Accelerated Learning go back to the Bulgarian educator, Georgi Lozanov, who developed something called ‘Suggestopaedia’ in the early 1960s. By helping learners feel comfortable, relaxed and confident, they were able to absorb and remember more information more quickly. That’s it in a nutshell! Getting to know you UNIT FOCUS GRAMMAR: questions; be; have; present simple; present continuous; want / need VOCABULARY: personal information; the alphabet; physical activities; work and life; musical instruments FUNCTIONS: introducing yourself and other people; asking personal questions; talking about objectives practise natural pronunciation and connected speech: What’s your name? /wɒtsjəneɪm/ How do you spell that? /haʊʤəspelðæt/ Where are you from? /weəjəfrɒm/. Lesson 1 Who are you? pp 4–5 Aims The focus of this first lesson in the introductory unit is to give students the opportunity to find out more about each other. Answers 1 Are you 2 ’s your name 3 do you spell 4 do you spell 5 are you from Warm-up Ask students to look at the main photo. Get them to guess who the people are. Ask: Do they know each other, or are they meeting for the first time? Then get students to think of things we say when we meet someone new. Elicit their answers and write them on the board. 1 Transcript teacher Hello! Are you here for the preintermediate English course? carla Yes, I am. teacher What’s your name? carla Carla Valenzuela. teacher Sorry. How do you spell that? carla C-A-R … teacher No, I meant how do you spell your surname? carla Oh, sorry – V-A-L-E-N-Z-U-E-L-A. teacher Ah. OK. And where are you from? carla I’m from Santiago. teacher In Spain? carla No, in Chile! teacher Wow! That’s a long way! Play the audio and ask students to listen. Repeat the conversation all together, then individually. 1.2 Using the phrases you wrote on the board in the warm-up, elicit and highlight features of informal greetings such as choice of vocabulary (Hi), contractions (I’m Firat, My name’s Olga) and subject ellipsis ((It’s) Good to meet you, (It’s) Really nice to meet you too). Encourage students to walk around the room and say hello to other people. Encourage them to use the correct phrases. If extra support is needed in a multinational class, revise the alphabet and spelling to help students with each others’ names. Transcript firat Hi! I’m Firat. olga Hello! My name’s Olga. firat Good to meet you. olga Really nice to meet you too. 2 3 1.4 Teach / Elicit tricky (= difficult). Write the letters on the board and ask students to say them. If they make mistakes, try to elicit self-correction. Then play the audio so they can check their pronunciation. There may be some sounds that they find difficult to make, so encourage them to notice the shape of your mouth, then practise themselves. You may need to play the audio a few times to get the correct pronunciation for each letter. Put students in pairs to read the conversation and try to guess the missing words. Then play the audio and pause it so students can complete the conversation. Note: These letters have been selected as ones students frequently have problems with, but it may be a good idea to recap all the other letters of the alphabet too. Ask students to tell you the questions and write them on the board. Then repeat them and get students to say them quickly to Transcript a, e, i, o, u, w, y, g, j 1.3 Getting to know you 21 4 Go through the conversation in exercise 2 again with the whole class. Play the audio again if necessary. Put students in pairs to repeat the conversation using their own personal information. Monitor pairs as they practise, making a note of any common problems with grammar, pronunciation or intonation. In particular, check they pronounce the letters in their name correctly. When they’ve finished, ask them to find a different partner and repeat the conversation. They should do this three times in total. Extra idea: You could also get students to write down an alias, with a new name and country. Then tell them that they’re at a party and meeting lots of new people. Put some background music on and have them walk around the room chatting to each other. Check afterwards and find out who had the funniest new identity. Vocabulary 5 Go through the words first to check comprehension and pronunciation. Students complete the table individually or in pairs. Ask them to match the words and categories and find the odd one out. Point out the note below the table. Remind students that they should always ask if they don’t understand something. If they don’t know any of the words in this list, tell them to ask a partner to explain the meaning. Answers physical activities: Pilates, running, swimming, volleyball work and life: retired, student, teacher, unemployed musical instruments: drums, keyboard, saxophone, violin The word that doesn’t fit is snake. Extra idea: To do the activity in a slightly different way, vary learning styles and generate more vocabulary, put three posters up around the class – one for each heading in the table. Then ask students to walk around the room and add a different idea under each heading. Get them to 22 Getting to know you explain any new words to each other and check together afterwards. 6 Ask students to work in pairs to complete the phrases. Check answers with the class, then ask pairs to work out the rules for using do, go and play. Elicit answers from the class: Do is used with individual, non-team sports or sports without a ball (do aerobics, do yoga). • Go is used with activities and sports that end in -ing (go skiing, go swimming). • Play is used with activities and team sports and also sports that need a ball (play football, play basketball). Point out that we use the after play with instruments (play the piano, play the guitar). • Answers 1 Pilates 2 running, swimming 3 volleyball 4 drums, keyboard, saxophone, violin 7 Check understanding of each word in the box, then check students understand the rules for using each verb. Then ask them to make verb –noun collocations with the new list of words. Answers 1 do exercise, karate 2 go riding, sailing, skiing 3 play golf, table tennis 4 play the banjo, flute 8 There are a few 3x3x3 exercises throughout the book. They get students to find a set number of things in a set time (not always three things – it could be more). You may want to make these activities into a team competition. For this activity, write We all go / do / play / play the on the board and ask students to discuss activities and hobbies that they all have in common. Encourage conversation and elicit questions they could ask each other, eg What do you like doing in your free time? What are your hobbies? Point out that they all have to agree on the things in their list. Extra idea: You could also introduce and practise ways of showing surprise and agreeing, eg Really? Me too! Encourage students to ask follow-up questions to show interest and continue the conversations. Grammar Questions 9 Complete the first two sentences as examples with the class and ask students to explain their choices. See if they can explain when we use be and do. Write the two questions and answers on the board so students notice that when the statement contains a form of be (I’m from Salzburg), we use be and invert the subject and verb in the question form (Where are you from?). When the statement contains a verb other than be (I live in Málaga), we use do in the question (Where do you live now?). Point out that in spoken English, we often shorten answers by not repeating the verb or words that are already understood in context (In Málaga). Explain that there’s one question with two possible answers (question 3). Don’t check answers yet. 10 1.5 Ask students to work in pairs, then play the audio for them to check their answers. Answers 1 are (b) 2 do (g) 3 do (d / h) 4 do (f) 5 Do (e) 6 Are; do (a) 7 Do (c) 8 are (i) Transcript 1 a Where are you from? b I’m from Salzburg. 2 a Where do you live now? b In Málaga. 3 a What do you do? b I’m a social worker.* 4 a Where do you work? b In a children’s hospital. 5 a Do you do any sports or physical activities? b Yes, I do zumba! 6 a Are you married or do you have a partner? b No, I’m on my own right now. 7 a Do you play a musical instrument? b I play the trumpet, but not very well. 8 a How old are you? b I’m sorry, I never tell people my age! * Only this option is recorded on the audio, although I’m not working at the moment. I’m unemployed is also a valid response. Tip: Listening activities are individual activities, so it’s often helpful to get students to compare their answers together after listening. This provides the opportunity for them to share their ideas and answers, help each other and correct mistakes, and increases interaction, speaking and co-operative learning. Speaking 11 Ask students to read the questions in exercise 9 again and think of their own answers. Encourage them to think of extra information they’d like to add. Point out the note below the exercise and remind students to ask if they don’t know the word for something. Tip: Always allow a little time for students to think individually before talking to each other. It’s very important for them as part of their intrapersonal intelligence. 12 Put students in pairs to ask each other five of the questions from exercise 9. Giving students the choice encourages them to think about which questions might be relevant to their partner. Students could also ask extra questions and give more information about themselves to keep the conversation going. Remind them to listen carefully and remember as many details as possible, as they will need this information in exercise 13. MA It might be helpful for weaker students to make notes on their answers if it helps them feel more secure. (The MA symbol in these notes indicates different ways of working with mixed-ability classes.) 13 Ask students to introduce their partner to someone else. Go through the Remember box below the photo. Remind students to think carefully about the following: short forms in spoken English: I’m a teacher. He’s a waiter. He isn’t studying French. She doesn’t work in an office. • third person singular s: He works in a café. • irregular verb have: She has a great job. If necessary, go through the notes on be present simple and have present simple in the grammar reference on SB page 72. • Getting to know you 23 To increase interaction and speaking, get students to walk around the room and speak to as many different students as possible. Monitor pairs as they work, making a note of any common problems with grammar, pronunciation or intonation. Extra idea: Ask students to look at the sentences in the Remember box and make questions for each one using be and do. Writing 14 Write a short paragraph about yourself as a model and read it together. Then get students to write their own paragraphs and include the ideas and information from exercise 11. Extra idea: As a follow-up, tell students not to write their name in their paragraphs. Collect in the paragraphs and mix them up, then redistribute them to different students. Ask them to read the paragraphs and try to guess who wrote them. Take the paragraphs home, select one fact about each student and make a Find someone who … worksheet. In the next lesson, hand out one worksheet to each student. Then ask them to walk around the room asking be and do questions and try to find the correct person for each fact. To increase speaking and interaction, explain that they can only speak to one person at a time – and make sure they don’t all group together! Lesson 2 Why are you learning English? pp 6–7 Aims The focus of this second lesson in the introductory unit is to make students think about their reasons for learning English, to introduce helpful learning strategies, and to provide some useful classroom language for asking questions and clarifying information. Warm-up Introduce the lesson by asking students which languages are the most popular around the world. 24 Getting to know you Speaking 1 Go through the verbs and nouns in A and B and check comprehension of news articles. Ask students to make collocations using words from each box, then check answers as a class. Answers get a job, go on holiday, meet people, pass an exam, read news articles, speak English, watch films Extra idea: You could do the activity as a game. Put students into small teams and explain you’re going to say a word and they have to think of a verb that goes before it. Then say one of the nouns in B. The first team to give the correct answer gets a point. The team with the most points at the end wins. 2 Tell students to work in pairs and think of as many words as they can that go with the verbs in A. Elicit ideas from pairs and write good collocations on the board. Suggested answers get: a present, a promotion, a new car go on: a journey, a trip, an excursion, an adventure meet: friends, a politician, a celebrity pass: a driving test, the salt read: a book, a magazine, an essay speak: a foreign language, Arabic, Spanish watch: TV, a football match Tip: Students do not always copy new vocabulary from the board, so it’s best to actually tell them to write new words down. This should help to develop good learning habits in class and gradually increase their vocabulary. 3 Put students in groups to study the photos. Elicit ideas for how each one involves English and write them on the board. Point out the use of the present continuous to talk about what’s happening in photos. Suggested answers A The woman is listening to her mp3 player. She might be listening to a song in English. B The girl is visiting London. She might be speaking English to find her way around and order food. C The man is taking an exam. It might be an English exam. D The people are in a meeting, or they might be having an interview. It could be in English. Listening 4 Ask students to close their books and work in groups. Write Reasons to learn English on the board and ask them to think of as many reasons as they can. Invite students to write their reasons on the board. Then tell them to open their books and check the replies to see how many were the same. Elicit possible questions for the answers, eg Why are you learning / studying English? or Why is English important to you? Why do you need English? 5 1.6 Play the audio. Ask students to listen and tick the responses they hear. Do the first one with the class as an example and elicit the answer. Play the audio again for students to check their answers. Answers Speaker 1: 1 Speaker 2: 8 Speaker 3: 6 Speaker 4: 5 Speaker 5: 4 Speaker 6: 9 Transcript 1 a Why do you need English? b I need it for my work. I’m an air-traffic controller. 2 a Why do you need English? b I don’t need it at all. I just enjoy meeting people. 3 a What about you? b I want a better job. I hate my current job. 4 a Why do you need English? b I need it to go on holiday. I’m going to Canada next year. 5 a And you? b I need to pass an English exam … next month! 6 a b Why do you need English? Because everybody needs to speak English! It’s the number-one world language. 6 Play the audio again, and tell students to listen, this time making a note of any extra information they hear (note that it’s always in the second sentence). You might need to pause after each speaker for students to make notes. Play the audio a final time, without pausing, for students to check their answers. Answers Speaker 1: He’s an air-traffic controller. Speaker 2: No extra information Speaker 3: He hates his current job. Speaker 4: She’s going to Canada next year. Speaker 5: He has an English exam next month. Speaker 6: English is the number-one world language. Speaking 7 Ask students to think of their own personal reasons for learning English and how the language may help them in future. You could also get them to think about what they like or dislike, find easy or difficult about learning a language. This is all useful information for you to use in your lessons. This is quite challenging, but it’s very important to get students thinking about their objectives at this stage. MA Add other reasons allows stronger students to branch out a bit and be more creative. 8 Tell students to walk around the room and ask each other their reasons for learning English to see if they have the same goals or objectives. Write useful language on the board to help them talk about similarities and differences, eg both of us / neither of us. Go through the Remember note about need and want. Encourage students to use the phrases to help them express their ideas. Refer to the grammar reference on SB page 72 now or at the end of the lesson and go through it with students. Monitor pairs as they practise, making a note of any common problems with grammar, pronunciation or intonation. Getting to know you 25 Learning strategies 9 Ask students if they know what a strategy is. Teach / Elicit the difference between strategies and skills. (A strategy is a deliberate, planned, conscious activity that helps us do things. These turn into unconscious and automatic skills over time.) Allow time for students to read the information about personal goals individually and write their reasons for learning English. Ask them to discuss with a partner how effective they think this strategy is and also encourage them to share any other strategies and ideas they have for learning English. 10 Go through the Useful language box with the class. Say each incorrect sentence or question in the We don’t say column and elicit ideas for the correct version from students. Look at the cartoon and ask students to explain why the teacher says what she does. Then look at the six situations in exercise 10 and ask students to work in pairs and think of things to say in each one. Teach / Elicit the phrases get someone’s attention and get past someone. Tell students to look back at the Useful language box if needed. Don’t check the answers yet. 11 Play the audio for students to check their answers. You might also write the useful language from SB page 7 and display it on the board. This should help students remember it more easily and express themselves more in English (rather than their first language). 1.7 Transcript and answers 1 If you don’t know how to spell something, you can say: Sorry. How do you spell that? or Could you spell that, please? 2 If you didn’t understand what someone said, you can say: Sorry. Could you say that again, please? 3 If you want to get someone’s attention, you can say: Excuse me. For example, Excuse me. Where’s the bus stop? 4 If you want to get past someone, you can say: Excuse me! or Sorry! 5 If you step on someone’s foot, you can say: Sorry! or So sorry! or I’m so sorry! or perhaps Are you OK? 26 Getting to know you 6 If your teacher is speaking too fast, like this (bla bla bla bla bla), you can say: Could you speak more slowly, please? or Could you possibly speak more slowly, please? Extra idea: To review the vocabulary from exercise 5 on page 5, write the following anagrams on the board and tell students to rearrange the letters to find the activities and musical instruments. (The answers are given in brackets – don’t write those on the board!) 1 2 3 4 5 6 7 8 UMDRS (drums) DARBOYEK (keyboard) ATSPELI (Pilates) NINUNRG (running) SAPEXONOH (saxophone) IMMWGNIS (swimming) LIVOIN (violin) LALBLOLEVY (volleyball) 1 UNIT FOCUS Ways of learning GRAMMAR: present continuous; present simple; adverbs of frequency; expressions + -ing form; reflexive pronouns VOCABULARY: make / do; multiple intelligences FUNCTIONS: expressing opinions; agreeing and disagreeing Lesson 1 What are you good at? pp8–9 Aims The focus of this lesson is to review the present continuous and present simple and also to look at the use of the -ing form with various expressions for talking about likes and dislikes. Students also learn about multi-tasking. Grammar 1 Present continuous 2 To introduce the rule, write some sentences on the board and also include adverbs such as now or at the moment to help students understand the grammar, eg We’re learning English at the moment. Ask: When is this happening? Is it the past, present or future? Answer is happening You first! There are You first! boxes at the beginning of many lessons in the Student’s Book. They have three goals: firstly, to engage students and get them saying something immediately; secondly, to allow students to use what they already know and boost their confidence; and thirdly, to give you an idea of how much they already know so that you can target your teaching much more effectively. Students can say as much or as little as they want. For this one, put students in pairs to talk about how many things they think they can do at the same time. Ask: Do you do other things when you’re learning at home? Do you work and listen to music, or maybe watch TV and surf the internet at the same time? (media multi-tasking). Speaking 1 Write the word multi-tasking on the board and ask students if they know what it means. Then tell them to look at the picture and discuss the questions. Students don’t need to get the answers right at this point, as they’ll find out more in exercise 3, but encourage lots of discussion about possible answers. Monitor pairs as they work, helping with any necessary vocabulary. Suggested answers 1 See Transcript 1.8. 2 Because it’s difficult for busy working people to find time to do everything they need to. / The pace of life in the 21st century means people have to balance lots of different jobs / relationships / free time. Refer to the grammar reference on SB page 73 now or at the end of the lesson and go through it with students. 3 Go through the verbs in the box. Find out how many students used these verbs in their answers to exercise 1. Then allow time for them to work individually to complete the sentences. Play the audio for students to check their answers. Ask one or two students to say which activity was missing. 1.8 Answers 1 looking after 2 ’s doing 3 ’s sending 4 ’s having 5 ’s working on 6 ’s making 7 ’s paying Missing activity: She’s reading a book. Transcript The woman in the picture is doing eight things at the same time. 1 She’s looking after a baby. 2 She’s doing exercises. 3 She’s sending a text message. 4 She’s having a drink. 5 She’s working on her tablet. 6 She’s making an omelette. 7 She’s paying for something with her credit card. And … she’s also reading a book! Unit 1 27 Vocabulary make / do 4 Check understanding and pronunciation of difficult words, eg decision (stress on the second syllable), omelette (stress on the first syllable and silent e: /'ɒmlet/), Sudoku (/suː'dəʊkʊ/). Students then work in pairs to make phrases with make or do. Play the audio for students to check their answers. 1.9 Transcript and answers make: coffee, a decision, a mistake, a noise, an omelette, a phone call do: the cooking, exercise, homework, the shopping, sport, Sudoku, a test, yoga Grammar 2 Present simple 5 To introduce the rule for when to use the present simple, write some sentences on the board. Include adverbs such as every day or often to help students understand the grammar, eg I walk to school every day or I often play video games. Ask: When is this? Is it the past, present or future? Does it happen one time or many times? Ask students to complete the rule. Go through the things in exercise 4 again, then put students in pairs to discuss the questions. Monitor pairs as they work, making sure they use the correct tense: present simple or present continuous. Answer happens Refer to the grammar reference on SB pages 72–73 now or at the end of the lesson and go through it with students. 6 Do the first sentence together with the class as an example. After students have completed the task individually, write the answers on the board. MA Suggest that stronger students do this without looking at the verbs in the box. Answers 1 I always listen to the radio in the morning. I never watch TV. 2 Ruth often has breakfast in a café. She goes to a different café every day. 3 Jack hardly ever reads / looks at the newspaper at breakfast. He usually does Sudoku. 28 Unit 1 4 I never use my mobile phone in the car but I sometimes listen to music. 5 They usually send text messages and look at / read their emails on their way to work. 7 Students work on their own to rewrite the sentences in exercise 6. To help them compare answers with a partner, elicit what questions they could ask to get these sentences as answers, eg I always listen to the radio in the morning – Do you listen to the radio in the morning? Students then ask and answer the questions together. Encourage them to use different adverbs to describe how often they do things. Reading 8 To introduce the topic, ask students to discuss whether they think it’s possible to do more than one thing well at the same time, and what the advantages and disadvantages of multi-tasking are. Tell them to read the extract quickly to see if their ideas are true. 9 Ask students to read the extract again and match the words in bold with the definitions. Check answers as a class. Answers 1 tasks 2 myth 3 inefficient 4 bestseller 5 employees Extra idea: Review the meaning of the words by getting students to write extra sentences in context. 10 Tell students to read the extract again and choose the best answers to summarise the main ideas in the article. Answers 1b 2c 3a 4b Extra idea: Ask: Are you good at multitasking? Do you sometimes do two or more things at the same time? If so, what things? Tell students to discuss the questions with a partner. Grammar 3 Expressions + -ing form Extra ideas: As a follow-up, ask students to rank the activities 1–9 from most popular to least popular. To see if students can multi-task, put them in groups of four. Ask them to choose a person from the group. Get one student to sit on the person’s right-hand side. This student will ask lots of questions about likes and dislikes, eg Do you like drawing? Are you good at singing? Another student sits on the left and asks quick questions at the same time about maths, eg What’s two times two? What’s four plus six? Help students with vocabulary before the game. The other student in the group sits in front and makes movements and gestures. The person has to answer all the questions and copy the movements of the student in front of them at the same time. After one minute, stop the game and swap roles. Get feedback afterwards. Ask: What questions did you prefer? Was it hard to do everything at the same time? 11 Ask students to look at the expressions and activities in the grammar box and to think about the things that are true for them. Encourage them to think of extra things they could say about the activity, or reasons why they like or don’t like it. Model the activity so they can clearly see what to do, eg I’m not good at multi-tasking because everything takes longer and I often forget something important. I prefer to focus on one thing at a time. Refer to the grammar reference on SB page 74 now or at the end of the lesson and go through it with students. Extra idea: You could do some revision work on modifiers at this stage to help students with their comparisons. Write on the board: very, a bit, really, quite. Ask students to number the words from 1 (least) to 4 (most). Then tell students to get up and ask other students, eg What are you quite good at? What things aren’t you very good at? Lesson 2 How do you learn best? pp10–11 Speaking 12 Note that this is similar to the 3x3x3 exercise students did earlier, only this time they have four things to think about. In this activity, students work in groups of four to discuss the things they all like and hate doing. Remind them that they only have four minutes to make their list, so they need to work quite quickly. This helps to focus their minds on the activity. It should be short and lively! Note: You need to make it clear that students have to reach unanimity: if only two out of four like or don’t like doing something, then that doesn’t count and they need to go on searching. 13 Tell students to work with other groups and compare their lists. Get feedback from the groups to find out the most popular and least popular activities. Aims The focus of this lesson is to discover different ways of learning and to write a multiple-intelligences profile. Warm-up Write the following quote on the board and ask students to discuss it with a partner to see if they agree or disagree. Ask them to give reasons for their answers. ‘Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.’ (Albert Einstein) Vocabulary Multiple intelligences 1 GUESS When you see GUESS in front of an instruction, it means students can talk about what they think the answers to something are, but they don’t have to know the right answers. For more information about these exercises, see the Introduction, page 14. Tell students to cover the text on SB page 10 and just look at the picture. Tell them to discuss what they think it means. Accept any Unit 1 29 answers at this stage, but explain that they’ll learn more through the lesson. 2 Ask students to look at the picture again and this time focus on the photos. As many of the words will be unknown, tell students to match any that they know first, then work together to match the others, discussing their ideas. Explain that examples of some of these intelligences will be given later in the lesson (in the text in exercise 5). Play the audio for students to check their answers. 1.10 Transcript and answers A linguistic, B mathematical, C visual, D social, E naturalist, F personal, G physical, H musical 3 When you see this icon with a vocabulary exercise, it means that you should ask students which words are the same as or similar to words in their own language – and also which are very different. See detailed notes in the Introduction, page 15. Go through the words in exercise 2 with the class and get feedback about each one. 4 Read the three statements first. Then ask students to work with a partner and discuss if the ideas are true or false. Get class feedback and quickly check their ideas, but don’t give the answers yet. 5 Students read the text quickly to check their ideas from exercise 4. Then ask them to read it again, this time more slowly. Ask individual students: Are your ideas and opinions the same as Gardner’s multiple intelligences theory? Answers 1 false 2 true 3 true Tip: Try to set short time limits so that students read quickly for gist and don’t worry too much about unknown words. You could do exercises 1–4 on Subjects in Vocabulary plus at this point. 6 30 THINK When you see THINK in front of an instruction, it means students should think about ideas before they start. They could also think on their own for one minute, then talk to a partner about their ideas. For more information about these exercises, see page 17. Unit 1 Answers 1 It goes back to 1983. 2 physical intelligence (be good at sports, athletics), mathematical intelligence (be good at maths), visual intelligence (be good at drawing), naturalist intelligence (be good with animals), musical intelligence (be a fantastic singer), social intelligence (be good at connecting with other people) 1.11 Write the /ɔː/ sound on the board 7 P and elicit the correct pronunciation. Practise the sound and get students to repeat it together. Go through the words in the box. Say each word out loud and ask students to discuss in groups which word they think has the different sound. Play the audio for students to check their answers. Then play it again, pausing for them to repeat each word. Answers Work does not have the /ɔː/ sound. Transcript all, board, call, drawing, false, forty, four, law, more, sports, talk, thought, walk, work Extra idea: Ask students to write a short story (about 100–150 words) and include as many of the words from the list in exercise 7 as they can. Then ask them to erase the words and leave a gap instead. Students read their stories to each other. Every time they come to a gap, their partner has to guess what the word is from context. 8 P Read the sentences with the class, then call on individual students to read them. Ask students to work in pairs to think of a context, eg Paul has had an argument with his friend. Get feedback from the class and vote for the best idea. Reading and speaking Explore 9 Go through the instructions with the class. Explain how the scoring system for the quiz works. Encourage students to guess any new words from the context. You could remind them of the language revised in the Useful language box on SB page 7 and invite them to ask (either their partner or you): What does … mean? The Explore exercises give students the opportunity to go beyond the page and find out more about some aspect of the topic. They should do the research online, make notes and report back, working either alone or in pairs. You may want to set this up in the classroom by suggesting possible websites or just by eliciting suggestions for words and phrases to type into the search engine. Put students in pairs to ask each other questions 1–8 on SB page 10. Encourage them to make notes as they work so that they can report back to the class in stage d. Tell them that it’s a good idea to proceed section by section rather than have one student ask all 28 questions, then swap! Ask students to find one similarity and one difference between their and their partner’s answers. If they have the same answers for each question, tell them to work with other people until they find one difference. For this activity, students should type ‘multiple intelligence quiz’ into their browser and make notes about what they find. They then report back in the next session. For stage d of the task, ask students to report their findings to the class. It’s a good idea to keep a note of students’ answers on the board, as this will be useful when students write their profile in exercise 10. Help them with vocabulary and grammar as necessary, in particular the use of both and the switch from first to third person. Lesson 3 Count on your memory pp12–13 Aims The focus of this lesson is to introduce reflexive pronouns and to learn about helpful strategies for remembering things. You first! Ask individual students the question: How good is your memory? Encourage lots of discussion and feedback. To help them, ask: What important things do you sometimes forget? How do you remember new vocabulary in English? Writing Listening 1 10 After students have done the quiz and looked at the results, ask them to write their own short profile. 1 To introduce the extract, ask students to look at the photos and guess how they’re connected. Help them with vocabulary if necessary, eg (playing) cards, joker. Elicit feedback from students and check their predictions. Welcome any inventive suggestions. Tip: It’ll be useful for you as a teacher to have an idea of where students’ strengths and weaknesses lie so that you can help them more effectively. In this book, we deliberately aim to embrace all these intelligences. 11 Ask students to do the same quiz at home with someone they know. It could be someone in their family or a friend. 12 Go through the example profile with the class. Make sure students understand what they have to do. Get students to write a short profile about the person they chose in exercise 11 and present it to the group in the next class. 2 1.12 Tell students you’re going to play a recording about a memory champion. Teach / Elicit what a champion is. Play the audio while students listen and fill in the missing numbers. As numbers can be difficult for students to pick up, play the audio again, pausing after each section. Then play it again all the way through for students to check their answers. Point out the language note below the extract and explain that we don’t say one time or two times – we use once or twice instead. Note, however, that in American English, you may also hear one time and two times. Unit 1 31 Answers 1 eight / 8 2 fifty-two / 52 3 fifty-four / 54 4 three / 3 5 2,916 Transcript An amazing memory for numbers! Dominic O’Brien has a really amazing memory and he’s won the World Memory Championships eight times. There are 52 cards in a pack of playing cards (without the jokers) and Dominic can memorise 54 packs in one hour. That’s almost 3,000 playing cards! He looks at each card just once, puts it away and then says all the cards in order. There are 2,916 cards altogether – if he uses the jokers. 3 1.13 Put students in groups to think of ways that Dominic manages to remember so many things. Tell them to read and try to complete the sentences, then get feedback from the groups. Play the audio for them to check if their predictions were correct. Play the audio again and ask them to complete Dominic’s three-step strategy. Answers 1 interesting mental pictures 2 pictures [to] something personal in his life 3 in a special place in a ‘house’ in his mind [He] practises again and again and again. [He believes] he can remember enormous quantities of information. Transcript To remember information, O’Brien does three things: he changes information into interesting mental pictures; he connects these pictures to something personal in his life; and he puts each item of information in a special place in a ‘house’ in his mind, so he can find it again easily. And – something very important – he practises again and again … and again. But perhaps his biggest secret is that he believes he can remember enormous quantities of information. He knows it is possible because he knows our brain is incredibly powerful. The title of his latest book says it all. It’s called You Can Have An Amazing Memory. He thinks everyone can improve their memory – at any age. 32 Unit 1 In fact, he thinks we can remember better as we get older. But we have to believe we can. And we must practise. 4 Put students in pairs to ask and answer questions about Dominic and try to remember the information. Play the audio again if necessary for students to check their answers. Extra idea: Put about ten different objects around the room and give students time to look around and try to memorise where they are. Then get them to close their eyes and try to remember the location of each thing. The student that remembers the most things wins the game. Explore Tell students to search online for Dominic O’Brien to find out more about memory strategies. The Peak Performance Training website has a great video of him. Listening 2 5 Tell students they’re going to play a memory game. Ask them to listen to the 20 words on the audio. Tell them not to write anything while they’re listening to the list. Explain that they’ll then hear some instructions, which they should follow. Play the audio once, all the way through. Students then write down as many words as they can remember in any order. 1.14 Transcript instrument, exam, holiday, intelligent, crocodile, crossword, hairdresser, memory, maths, map, whistle, diary, holiday, photo, banana And the last five … unemployed, team, party, sport, secretary. Right. That’s the end of the list! Now write down as many of the words as you can remember. You can write them in any order you like. 6 Tell students to work in pairs and go through their lists to find the words they both managed to remember. Tell them to discuss why they think they remembered those particular words rather than others. Elicit feedback from the class. It’s easier to remember things which are important for us personally. If I have an exam next week, I am likely to remember the word exam. If I have an appointment at the hairdresser’s this afternoon, then I am probably going to remember the word hairdresser. And finally, we remember things we learnt recently – maybe like the word whistle, which was in the Multiple Intelligences Quiz. That’s why it’s important to revise new words as soon as possible after learning them. That way they can’t escape! Extra idea: Write each word in turn on the board – getting students to spell it – and ask for a show of hands to find out how many people in the class remembered that word. Write that number next to the word and repeat the process for the whole list. Find out which words many / not many students remembered and ask for suggestions why. They’ll find out more in the next exercise. 7 Go through the sentences with students. Tell them to work in pairs to decide whether the statements are true or false. Play the audio for students to check their ideas. 1.15 Tip: Explain that reading through information before students listen gives them a clearer idea of what they’re listening for. Extra idea: As a follow-up, ask students to choose the statements they agree or disagree with and to give their reasons. Grammar Reflexive pronouns 8 Focus on the grammar box and read out the sentence (To help you remember a word, say it to yourself several times). Point out you at the beginning of the sentence and yourself later in the sentence. Teach / Elicit that we use reflexive pronouns to talk about an action where the subject (here: you) is the same as the object (here: yourself). Allow time for students to work individually to complete the sentences. They can refer back to the grammar box if necessary. Answers 1 yourself; myself 2 himself 3 herself 4 ourselves Answers 1 false 2 false 3 true 4 true 5 true Transcript Research shows that most people remember beginnings and endings but not middles. We often remember words at the beginning of a list because we’re awake and interested and paying attention. And we remember them at the end because we tell ourselves it’s going to finish soon and we relax. Research also shows that repetition helps us to remember things. We remember things better if we hear them more than once. How many of you remembered the word holiday? The person said it twice. To help you remember a word in English, make sure you say it to yourself – or write it – several times. We also remember words or pieces of information which are unusual or silly – like the word crocodile or banana. We sit up and pay attention. These kinds of words surprise us or make us laugh, so they stay in our long-term memory. Refer to the grammar reference on SB page 74 now or at the end of the lesson and go through it with students. Speaking 9 Ask: How can you improve your memory? Elicit ideas from around the class, then tell students to read the text quickly and underline the information that gives them the answer. Answer … you need to use your brain cells … you need to exercise it regularly 10 This symbol shows that this is a memory game – the first of many in the book. Memory is an important part of learning anything, and the more we exercise our memory by playing these kinds of games, the better it will be. Unit 1 33 Students cover the text and try to remember and summarise what it says. Tell them to check together afterwards to find out who can remember it in the most detail. Extra idea: Do a dictagloss with the text. Tell students you will read the text and they should just listen. Dictate the text at a natural pace; don’t slow down or repeat anything. Then read the text again. This time students should take notes. Tell them to work with a partner to try to reconstruct the text from their notes. Alternatively, they can walk around the room speaking to different people until they’ve completed the text. They’ll probably try to copy each other or group together, but don’t let them do that, as it reduces the amount of speaking. Remind them that they can only speak to one person at a time and they can’t copy! Tip: A dictagloss is a classroom dictation activity where learners have to reconstruct a text by listening and noting down key words. They then use these words as a basis for reconstructing the text. It helps students practise listening, writing and speaking, and is a useful collaborative learning tool. 11 THINK This task asks students to develop their ideas. Ask students to work in small groups of three or four and make a quick list of ways to improve their memory. Encourage them to share their own strategies. 12 Go through the list of memory tips and check comprehension of any difficult vocabulary, eg vitamins, plenty, last but not least, recycle. Tell students to connect the sentence halves and then check how many memory tips they had on the list they made in exercise 11. Get feedback from the class on some of the ideas and find out which ones they like best. Answers 1 h 2 d 3 e 4 g 5 f 6 a/b 7 b/a 8 c 13 Explain that the suggestions here match five of the tips in exercise 12. Put students in pairs to try to match them up and encourage them 34 Unit 1 to try some of the tips. Ask them to summarise what they learnt in the lesson and go through everything they’ve learnt at the end of each day. You should also include a quick review of new vocabulary and grammar at the beginning of the next lesson. Answers 1 Tip 3e 2 Tip 4g 3 Tip 1h 4 Tip 2d 5 Tip 8c 14 EVERYBODY UP! When you see EVERYBODY UP! in front of an instruction, it means that this is a chance for students to move around the classroom and use the language they’ve learnt. This kind of short intensive practice can be very lively and also very rewarding if students succeed in completing the task using the language resources available to them. Tell students to write down tips 4, 5, 6 and 7, then walk around the room and find out who uses those tips. 15 Explain that for this memory game, you’ll read out some instructions which students have to follow. Say: Work in pairs. Student A: tell your partner seven things you like doing. Student B: listen carefully – without taking notes. When student A has finished, tell them as many of the seven things as you can remember. Then you swap over. Go through the example with the class, explaining that students have to give the full list of things their partner likes doing. Monitor pairs as they work, making a note of any common problems with grammar, pronunciation or intonation. Art & Music This section is designed to motivate students and transfer the language to a new context. Most people enjoy music and art, and this section also gives students the opportunity to research online and bring the information back to the class. The Art section contains a picture of a painting or sculpture and an associated task. Students go online to check their ideas and to find out answers to one or two questions. Note that all the images are shown much larger at the back of the Student’s Book. The Music section often gives an incomplete line from a song, or a song title, which students have to complete. Again, they can go online, answer a couple more questions, then find the lyrics and listen to the song if they want to. Jay Lerner and the music was composed by Frederick Loewe. The song was sung by French actor Maurice Chevalier and British actress Hermione Gingold. In the song, the two actors remember their younger days and contradict each other about their first date together. For more detailed information about this section, see the Introduction, page 11. Ask students to look at SB page 67 and discuss the meaning of the painting. When they’ve found its name, they should discuss why it’s relevant for this lesson (it’s about memory). Extra questions for class or homework Art What’s the significance of the background in this painting? Did Dalí include clocks in any other of his paintings? Music Find the name of another song (not from Gigi) sung by Maurice Chevalier. Name one other film that Hermione Gingold appeared in. Vocabulary plus p14 This page provides an opportunity for vocabulary enrichment. It’s a flexible section and can be used in several ways. It can be done as a complete lesson or alternatively, there are notes at appropriate points in this book where a vocabulary set can be usefully learnt and practised. You could also practise a vocabulary set when you have time to spare or give a Vocabulary plus activity to stronger students when they’ve finished a task ahead of other students. Subjects 1 Write smuci on the board and tell students that they have to unscramble the letters to find the word. Elicit answers from the class. Then put them in pairs to complete the anagrams. You could make this into a team game or class race to make it more competitive. After students have found the words, tell them to match each word with the correct picture. Don’t check the answers yet, as they’ll listen to the words in the next exercise. Ask students which names for subjects are very similar in their own language and which are very different. 2 Play the audio for students to check their answers. Then play it again for students to repeat each word. Check their pronunciation of difficult words, eg maths, psychology (silent p: /saɪ'kɒlədʒi/), geography. (Note that there’s work on the /dʒ/ sound in exercise 4.) Answers Art The Persistence of Memory Music I Remember it Well from Gigi (1958) Culture notes: The Persistence of Memory was painted in 1931 by Salvador Dalí (1904–1989). It’s a very small painting (24cm x 33cm) and contains images of melting watches which symbolise the passing of time and mortality. Dalí was born in Figueres in Spain. He studied drawing at school, then moved to Madrid to study at the art academy there. He was expelled from the academy in 1926 (for causing rebellion among the students!) but continued to develop his painting skills, particularly through his appreciation of other artists like Picasso and Miró. He eventually became one of the best-known and prolific Surrealist artists – making films and sculptures as well as paintings. You can find more information about him in Unit 11 on SB page 40 (Volume B). I Remember it Well is a song from the 1958 American film Gigi (directed by Vincente Minnelli). The lyrics were written by Alan 1.16 Then ask students to work individually to add two more subjects. If they don’t know any, it doesn’t matter, but they should be able to get other languages, eg French, Spanish, and they may know science, physics, chemistry, biology. If not, help them with new vocabulary. Answers 1b 2g 3e 4a 5i 6h 7c 8j 9f 10d Unit 1 35 Transcript 1 music, 2 maths, 3 history, 4 sport, 5 psychology, 6 geography, 7 English, 8 law, 9 art, 10 engineering sentences using the different expressions of quantity and uncountable nouns. Extra idea: Put students into small teams to play a countable and uncountable nouns game. Tell them you’re going to dictate a list of things. They have to shout out countable or uncountable. The first team to shout out the correct answer gets a point and the team with the most points wins. 3 Put students in pairs to talk about their favourite and least favourite subjects at school. You could also get them to make a class survey to find out which were the most popular subjects and why. 1.17 Write the sound /ʤ/ on the board 4 P and ask students to repeat it. If they find it difficult, show them how to make the sound. Tell them to make a /d/ sound and then move their tongue back slightly to make a /ʒ/. Then get them to combine the two sounds. Ask one or two pairs to read the dialogue, then ask pairs to underline the /ʤ/ sounds. Ask: What do you notice about the spelling of the /ʤ/ sound? (It can be either g or j. Both sounds have e or i after them to make a soft rather than a hard sound.) Play the audio for students to listen and check, then play it again for them to repeat. Transcript and answers woman Which subjects are you going to study, George? Geography, engineering or languages? man Oh, languages, Julia. German and Japanese! Uncountable nouns 5 Write an incorrect sentence on the board, eg I don’t know what to do. Can you give me some advices? Ask students if they can find the mistake (some advice, not advices). Quickly review the difference between countable and uncountable nouns. (We can count countable nouns, and plural countable nouns have s at the end, eg biscuit(s), cake(s), girl(s). We can’t count uncountable nouns and they have no plural form, eg coffee, milk, cheese.) Students work in pairs to find one countable noun in the list of words. Answer idea Point out the Remember box below the activity. Read through the rules with the class and check comprehension by getting students to make 36 Unit 1 6 Ask students to complete the sentences with the correct quantifiers and match them to form dialogues. Play the audio for students to check their answers. 1.18 Transcript and answers 1 man Oh no! There’s a lot of traffic! woman Do you want some advice? Let’s walk! Have you had any news? 2 man woman No, we haven’t had any information at all. 3 woman There’s too much stuff in this room. man Yes, let’s sell some furniture. 4 woman Did you do any homework? man Just a bit. But I did some housework! Wordbuilder Verbs and nouns Elicit the five vowels from students and write them on the board. Do the first item with the class as an example. To make it competitive, get students to race against their partners to see who can complete all 12 words first. Students compare answers with a partner, then check answers as a class. Answers 1 answer 2 help 3 need 4 reply 5 work 6 sound 7 dance 8 exercise 9 drink 10 call 11 question 12 test The noun forms are all the same as the verbs. Extra idea: Write the following list of verbs on the board. Ask students if they know the nouns for these verbs (the answers are given in brackets). Point out that in this list, all the noun forms are different. live (life), meet (meeting), think (thought), solve (solution), choose (choice), decide (decision) Focus on: up and down Everyday English p15 a Students complete the sentences individually, then check together. Try to concept-check to make sure they know what the phrasal verbs mean. Look up and take up may be difficult, so encourage students to guess the meaning through context and think of synonyms (look up = try to find a piece of information by looking in a book or on the internet; take up = start a new activity or hobby). Expressing opinions Strong likes and dislikes Answers 1 up 2 down 3 up 4 down 5 up; up 6 up Extra idea: Ask: What are the opposites of the verbs in questions 4, 5 and 6? (speed up, go to bed / go to sleep, give up) b To encourage learner interaction and speaking, put students in pairs and split the vocabulary between them. Tell them to look each verb up quickly; they should try to find all their words before their partner. Then tell them to explain the meaning of their verbs to their partner. Students work in their pairs to think of two things you can do with each verb. Elicit feedback from pairs, then check ideas around the class. Suggested answers You can cool down after exercise. / You can let a cake cool down when you take it out of the oven. You can cut up a piece of material to make a dress. / You can cut up paper to make small cards. You can heat up food. / You can heat up metal. You can pick up a pencil. / You can pick up a friend at the airport. You can put down your book. / You can put down a heavy suitcase. You can put up a tent. / You can put up a notice on a noticeboard. You can turn down an invitation. / You can turn down a job offer. You can turn up at a party. / You can turn up late. This page provides practice in the everyday functions that students need when getting around in English and interacting with people. The main conversation has a video which provides extra contextualisation and is fun to watch. (See page 136 for suggestions on exploiting the video.) If you don’t have the video or prefer not to use it, then just play the audio. Warm-up Write best food / worst food on the board and tell students about the things you like and dislike to model the activity. Include adjectives such as delicious, lovely, disgusting and horrible to encourage them to describe things. Ask students to tell each other about their favourite food and also things they don’t like. Get class feedback afterwards. 1 Allow time for students discuss their ideas for each picture and explain their reasons. Answers a garlic b coffee c cheese (camembert) d fish e perfume / aftershave f cabbage g onion h grass Extra idea: Tell students that a UK survey in 2014 found that these were people’s top-ten favourite smells: 1 cut grass 2 aftershave 3 a clean house 4 fresh bread 5 Sunday roast 6 fresh flowers 7 clean sheets 8 shampoo 9 sausages cooking in a pan 10 leather. Ask students to walk around and find the top-ten favourite smells in the class, then ask for feedback. Did everybody agree? 2 1.19 Give students time to read each of the descriptions and match them with six of the pictures. Then play the audio for students to listen and check. Answers 1f 2b 3h 4d 5a 6c Unit 1 37 Transcript 1 I really hate the smell of cabbage. It’s a horrible vegetable. It reminds me of school dinners. 2 I think coffee’s an absolutely wonderful smell first thing in the morning. I need a good strong cup before I do anything. 3 I really like the smell of grass when it’s cut. And I love walking on it without shoes. 4 I can’t stand the smell of fish. Or the taste. Especially salmon. 5 I think garlic’s a gorgeous smell. The best! Especially when it’s frying in butter. 6 Camembert cheese is a really disgusting smell. Like dirty socks! I don’t know how people can eat it. 3 Ask students to look back at the expressions in exercise 2 and find the words that express opinions or show ideas. Draw two columns on the board (positive and negative) and invite students to come and write the phrases in the correct column. Then ask them to discuss their ideas about each picture together. Answers positive: I think it’s an absolutely wonderful …, I think it’s a gorgeous …, I really like …, I love … negative: I really hate …, It’s a horrible …, I can’t stand …, It’s a really disgusting …, I don’t know how people can … 4 To introduce the activity, write the words good and bad on the board, then tell students that sometimes these words aren’t enough to explain how we feel about things, so we use other, stronger adjectives. Write on the board: Guess what! I passed my exams! – Good. I broke my leg playing football. – That’s bad. Try to elicit different responses from students using the extreme adjectives given. Then get them to write P or N next to the adjectives. Ask students which words are very similar in their own language and which are very different. Answers awful N, brilliant P, disgusting N, fantastic P, gorgeous P, horrible N, nasty N, terrible N, terrific P, wonderful P 38 Unit 1 5 Draw a scale from strongest to weakest on the board. Ask students to look at the modifiers and try to put them in order. After they’ve finished, ask them to come to the board and write them on the scale. Answers 3 really 2 quite 4 incredibly 5 absolutely 1 a bit 6 Ask students to work with a partner and talk about the smells that they like, dislike, love or really hate. Remind them to use the expressions for giving opinions, as well as the extreme adjectives and modifiers. Agreeing and disagreeing 7 1.20 6 Decide whether you’re going to use the video or simply play the audio (you may not have the video or the necessary video equipment). Ask students to guess what the photos are. Then tell them to guess which adjectives are used for each photo. Elicit their ideas quickly, then play the video or audio for them to check their answers. Answers 1 dramatic, silly, stylish 2 ugly, uncomfortable 3 cool, silly 4 amazing Transcript 1 a Wow, that hat’s quite dramatic! b Actually, I think it’s really silly. a I disagree. I think it’s stylish. b I don’t think so at all. 2 a What do you think of those boots? b They’re incredibly ugly! a Absolutely! And they look really uncomfortable. b I agree. a I can’t imagine wearing them. b Me neither. 3 a I really don’t like that hairstyle. b Actually, I think it’s cool. a Really? I think it’s a bit silly! b Do you? I like it a lot. 4 a What do you think of the sculpture? b I think it’s absolutely amazing! a Me too. Um … what exactly is it? b I have no idea! 8 Play the video or audio again and ask students to listen or watch again and identify the things that the people agree and disagree on. Ask: What tells us they agree / disagree? What phrases do they use? Answer They disagree about the hat and the hairstyle. They agree about the boots and the sculpture. 9 Allow students time to decide which expressions are used to agree and which to disagree. Then play the video or audio again for them to check their answers. Tell them to write down the phrase that isn’t used in the conversations, then check answers as a class. Answers Agree: I agree. Me too. Me neither. Absolutely! Disagree: I disagree. I don’t think so. Actually, I think … Really? No, you’re wrong. No, you’re wrong doesn’t occur in the conversations. Ask: Do you know anything about aromatherapy and the effects that different essential oils have? If so, what do you know? Have you ever used any of them? Note: Tell students to be careful to use just a few drops of lavender oil on their pillow, as using too much can have the opposite effect. we don’t say ... / we say ... This section focuses on common errors that students of many different language backgrounds are likely to make. By drawing students’ attention to them, and making it very clear that these are errors, you can help students avoid such mistakes. Check students understand the heading and explain that the section focuses on common mistakes in the unit. Give some examples of mistakes. Then ask students to cover the green we say … side and to see if they can correct the mistakes themselves before they look and check. This section focuses on the following errors: • incorrect tense use • incorrect word order with adverbs of frequency • incorrect use of reflexive pronouns • incorrect word order. 10 Ask students to look at the photos again and discuss each thing with a partner. Encourage them to use the adjectives and phrases of agreement and disagreement in their conversations. Monitor pairs as they work, making a note of any common problems with grammar, pronunciation or intonation. De-stress! These sections do two things. First, they provide very short practical texts. Second, and more importantly, they’re there to help students unwind from time to time. You’ll find a simple de-stress activity in every unit – not necessarily a physical one, but one that’s easy to do in the classroom as far as possible, or else a piece of advice which you can discuss with students by asking them simple questions. For more detailed information about the De-stress! section, see the Introduction, page 13. Unit 1 39 2 UNIT FOCUS Amazing … or crazy? GRAMMAR: past simple; past continuous VOCABULARY: life events; transport FUNCTIONS: telling stories Lesson 1 He was 89 years old. pp16–17 Aims The focus of this lesson is to revise the past simple affirmative of the verb be and regular and irregular verbs, to revise past simple questions, and to learn vocabulary for talking about life events. Warm-up To introduce the story, write the words old age on the board. Ask: What do older people usually do? What hobbies do they have? Students discuss their ideas in pairs. Elicit ideas from the class. 3 Tell students to read the article again, then match the words in bold with the definitions. Remind them to work out the meaning from the context if they can. Students check answers in pairs. Answers 1 take up 2 centenarian 3 raises 4 move 5 tornado Grammar 1 Past simple affirmative 4 Go through the grammar box and ask students to quickly complete the sentences. They can find the first two in the article. Reading 1 Tell students to look at the photo and discuss the questions in pairs or small groups. Point out that the lesson title says he was 89 years old. Ask: How old do you think he is now? Elicit ideas quickly from the class. Suggested answers 1 The man is very old and he’s running. 2 He’s exercising / running / jogging. 3 He’s wearing a turban, running / jogging / exercise clothes and trainers. Answers 1 was 2 were 3 wanted 4 wore Refer to the grammar reference on SB page 74 now or at the end of the lesson and go through it with students. 5 Ask students to read and complete the article, then check together with their partners. Answers 1 did 2 was 3 ran 4 came 5 was 6 died 7 moved 8 wanted 9 took up 10 became 11 finished 12 used 13 were 2 Ask students to read the article to find out why Fauja became a marathon runner. Tell them not to worry if they don’t understand all the words – they’ll do some vocabulary work in the next exercise, but the focus of this activity is to find one piece of information quickly. Get feedback from the class. Answer He started running because he didn’t want to sit at home all day. He runs marathons to raise money for children’s and babies’ charities. 40 Unit 2 Extra idea: Ask students to say which verbs in the article are regular and which are irregular (regular: die, move, want, finished, use; irregular: do, be, run, come, take up, become). 6 Tell students to close their books. Write the years on the board and ask: What happened in 1911? Elicit the answer to this first year. Then ask students to work in pairs to try to remember what happened in the other years. Then they can read the article again to check. Answers 1 Fauja Singh was born. 2 Singh’s wife died. 3 Singh became famous / finished the London Marathon in 6 hours 54 minutes. 4 Singh did the Toronto Marathon / ran 42 kilometres in 8 hours 25 minutes. Grammar 2 Past simple negative 7 Although students often use verbs correctly in the affirmative form, they often have difficulties with negatives. Look out for typical mistakes such as use of no (He no wanted to go home) and conjugation of both the auxiliary and main verb (He didn’t wanted to go home). Write an incorrect past simple negative sentence on the board, eg He no wanted to sit at home. Elicit the correction from students (He didn’t want to sit at home), then ask them to complete the grammar table. Answers 1 wasn’t 2 weren’t 3 didn’t want 4 didn’t wear Refer to the grammar reference on SB page 74 now or at the end of the lesson and go through it with students. Extra idea: You could also do some drilling of contracted forms, eg Teacher: was not Students: wasn’t Teacher: were not Students: weren’t Teacher: did not Students: didn’t 8 Allow students time to work individually to find other examples of the past simple negative in the article. Answers Fauja Singh wasn’t a young man … He didn’t come last … he didn’t want to sit at home all day. 9 Students read the article again and correct the sentences together. Answers 1 He wasn’t born on 2nd April. He was born on 1st April. 2 He didn’t move to the USA. He moved to the UK. 3 He didn’t live with his daughter in the UK. He lived with his son. 4 He didn’t take up boxing. He took up jogging. 5 He didn’t become famous in 2011. He became famous in 2000. 6 He wasn’t part of a publicity campaign for Nike. He was part of a publicity campaign for Adidas. Grammar 3 Past simple questions 10 Students often have problems with past simple questions as well. Write How old he is? on the board and elicit the correct question from students (How old is he?). Highlight subject– verb inversion in questions, then ask students to complete the questions in the grammar table. Look out for mistakes such as use of no (Why he no moved?), as well as leaving out the auxiliary verb (When he took up jogging?). Answers 1 was 2 did … move 3 did … take up Refer to the grammar reference on SB page 75 now or at the end of the lesson and go through it with students. 11 Do the first question together with the class as an example. Write In 1911 on the board and ask students if they know what the question is. After students have completed the task individually, write the answers on the board. Answers 1 When was Fauja Singh born? 2 When did his wife die? 3 Why did he move to the UK? 4 Who were part of / took part in the Adidas publicity campaign? 5 When did Singh run the London Marathon / become famous? 6 Did he come last? / Did he win? You could do exercises 5 and 6 on Ordinal numbers in Vocabulary plus at this point. Unit 2 41 De-stress! Write Count your blessings! on the board and ask students what they think it means (we often use it to tell somebody not to complain, but to realise that they have a lot to be glad about). Ask students to tell their partner just one true thing about their life beginning with the words: I’m lucky because … 12 Allow time for students to work individually to do the first part of the activity, then check answers with the class. Then elicit / say that questions 1 and 2 are factual, they need to work out questions 3 and 4, and questions 5 and 6 are subjective (ie they have to give their own opinion). Tell them to choose three questions (ideally one of each type) to ask and answer with a partner. Answers 1 was (He was from India.) 2 did (Because his wife died and he didn’t want to sit at home all day.) 3 did (the London Marathon); was (He was 89.) 4 Was (It was slower, probably because he was older.) 5 does 6 do Extra idea: To increase learner interaction and speaking, get students to quiz each other to see if they can remember the story. Vocabulary and speaking Life events 13 Ask students to work individually to make the collocations, then check with a partner before checking with the whole class. 1.21 Transcript and answers buy: a new flat, my first car finish: school / university, my exams get: a new job, a new flat, my first car, engaged / married go: travelling meet: my partner / boyfriend / girlfriend / husband / wife move into: a new flat pass: my exams, my driving test start: school / university, a new job 42 Unit 2 14 Read through the instructions for the game and model the example dialogue with one or two students. Then write three important years from your life on the board and get students to ask questions and try to guess why they’re significant (eg the year you graduated from university, the year your son / daughter was born). If they make mistakes with question forms, gently correct and help them. After they’ve guessed correctly, tell them to write three important dates of their own, then ask and answer questions. Monitor pairs as they work, making a note of any common problems with grammar, pronunciation or intonation. Make sure they only ask three questions! 15 Ask the class if they know what a bucket list is. If they don’t know, tell them a few things you’d like to do before you die and see if they can guess through context. (It comes from the English phrase to kick the bucket, which is an informal way of saying ‘to die’! A bucket list is a list of things you’d like to do before you die.) Tell them to think of at least five things they’d like to do before they die. They should then work in groups of three to agree on three things that they’d all like to do, first in their eighties, then for a long and happy life. Remind students that they only have three minutes to do this activity, and they must all agree on the three things for the list. 16 Tell students to read the text on SB page 65 and see if any of their ideas from exercise 15 are mentioned. Did you know? Students read the information about Jeanne Calment. Ask: Has anybody ever heard of this woman? Tell them to find out more about her online. Extra idea: Tell students to write down the things they do to keep fit and healthy. Then get them to share their ideas in small groups and do a survey to find the most popular and important ideas. To extend the activity and encourage more learner interaction, get students to also talk about the unhealthy things they do. Explore Reading Ask: Who is the oldest person alive today? Tell students to find out more about one or two people. You may want to start this activity in class and ask students to finish it for homework. 3 Tell students to look at the photos on SB page 18 and read the title. Tell them to talk together and write down five things they expect to read about in the article and to say what it’s about. Don’t check answers yet. Lesson 2 He was swimming when … pp18–19 Extra idea: If you found a clip of Jason Lewis, you could play it now to create interest, set the scene and provide extra listening practice. Aims The focus of this lesson is to learn more about the contrast between the past continuous and past simple, to learn words for talking about different forms of transport, and to find out more about an interesting world traveller. Note: You might want to find and download a clip of Jason Lewis to help with this lesson. It would also be useful to have a world map to help with exercise 13. 4 Allow students time to read the article individually and check how many of their predictions were correct. Ask: Which things were the most interesting or surprising about the article? Answer It’s about a man who travelled around the world in 13 years using only his own power. You first! Students work in pairs and discuss if they’d like to go around the world alone. Ask them to think of the advantages and disadvantages of travelling on your own, then get feedback from the class. Vocabulary Transport 1 Ask students to match the pictures and words. Then play the audio for students to listen and check their answers. Play it again for students to listen and repeat the words. 1.22 Transcript and answers a hot-air balloon b mountain bike c cruise ship d school bus e rescue helicopter f camper van g car ferry h roller blades i fishing boat 2 Put students in pairs or groups to ask and answer the questions. Encourage them to give extra information by asking, eg What kind of transport have you been in? Where were you when you used this transport? Answers 1 motor: cruise ship, school bus, rescue helicopter, camper van, car ferry, fishing boat; pedals: mountain bike; neither: hot-air balloon, roller blades 5 Tell students to close their books. Write the headings on the board, and ask students to work individually to make a list of things they remember from the article. Tell them to check their ideas with a partner, then read the article again and check together. Check answers as a class. Ask: Why couldn’t he use a sailing boat? (Because it’s powered by the wind.) Answers forms of transport: sailing boat, pedal boat, roller blades, mountain bike, kayak countries: Portugal, Australia, Indonesia, Singapore, Ethiopia, Sudan, Egypt, Syria, Turkey, Bulgaria, Romania, Austria, Germany, Belgium cities: London, Lagos, Miami, San Francisco, Cooktown, Darwin, Alice Springs, Mumbai, Djibouti oceans: Atlantic, Pacific Ocean, Indian Ocean (note that the Channel and the Bosphorus are not oceans) health problems: He broke both his legs in a car crash while he was rollerblading in the USA; a crocodile attacked him while he was swimming in Australia; he caught malaria while he was travelling in the Pacific region. Unit 2 43 6 Go through the questions first to check understanding. Point out that the answers are not directly in the article, so students have to work them out. Put students in pairs to talk about the questions. Answers 1 He was 39 years old. 2 He travelled east to west. 3 South America and Antarctica 4 He was probably bitten by a mosquito. Extra idea: Ask students to write five quiz questions of their own about the article. Tell them that the answer must be in the text somewhere. Walk around the room and gently correct if needed. Then put them in groups of three and tell them to ask and answer each other’s questions. 1.23 Do the first item with the class as 7 P an example. Write caught on the board and ask students to identify and underline the vowel sound (caught – /kɔ:t/). Ask them to find a word in the box that has the same vowel sound (thought). Tell them to work in pairs to match the other words. Make sure they say each word out loud so they can hear the sound. Then play the audio for students to check their answers. Play it again for them to repeat each pair of words. Transcript and answers caught – thought, could – took, got – lost, heard – hurt, knew – flew, rang – sang, rode – stole, said – read, shut – won Finally, ask students to quickly read the article again and find five of the verbs. Check answers as a class. Answer rode, got, couldn’t, caught, thought all occur in the article. 44 Unit 2 Grammar Past continuous and past simple 8 Ask students to complete the table with the correct form of the verb. Remind them that they can look back at the article to help them. Say that you’ll explain more about when to use each verb in exercise 10. For now, they should just focus on the form of each tense. Answers 1 was swimming 2 attacked 3 wasn’t travelling 4 caught Refer to the grammar reference on SB page 75 now or at the end of the lesson and go through it with students. 9 Tell students to look back at the article again and underline other examples of the past continuous. Elicit feedback from individual students. Answers was rollerblading, was swimming, was travelling, was kayaking, was crossing 10 Ask students to work in pairs to complete the rules about the use of the past simple and past continuous. Check their understanding with concept-checking questions, eg How many things happened in the sentence? What happened first? Then what happened? Did the first activity continue or was it interrupted? What words link the sentences together? You could also draw a timeline on the board to help students understand how to use each tense. Look at SB page 75 for a timeline you could use. Answers 1 past continuous 2 past simple 3 while; when 11 Explain that the past continuous and past simple can be inverted, with no change in meaning. Do an example with the first sentence in the table in exercise 8, eg While Jason was swimming across a river, a crocodile attacked him. / When the crocodile attacked Jason, he was swimming across a river. In this activity, however, students should follow the order of the words given. Ask students to decide in pairs which action in each sentence was in progress when the other thing happened, then write the sentences. Note: They will find out more about these people in the following exercises. MA With weaker students, you could write each action on the board and ask students to list them in the order they happened. Leave this information on the board while they do the exercise. Answers 1 Jason Lewis caught malaria while he was travelling in the Pacific. 2 Helen Thayer was crossing Antarctica when she celebrated her 60th birthday. 3 Freya Stark had an accident while she was working in a factory in Italy. 4 Ellen MacArthur was sailing in the South Atlantic when she almost hit a whale. 5 Ranulph Fiennes was walking to the North Pole when his fingers froze. Extra idea: Say the sentences in different ways so students notice weak forms in was /wəz/ and were /wə/. Then get them to repeat the pronunciation and say the sentences in a more natural way. 12 This is the first of regular pairwork informationgap activities. They appear in every second unit throughout the book. In these activities, each student looks at a different page at the back of the Student’s Book. Make sure they don’t look at each other’s information during the activity. Check students understand what they have to do in this activity. Tell them they’re going to learn about two famous travellers. Tell them to work in pairs and decide who is student A and B. They each read a text about a famous traveller, make notes about them, then ask and answer questions to exchange information. Answers Ellen MacArthur profession: retired sailor nationality: British date of birth: 8th July, 1976 famous because …: She broke the world record for sailing solo non-stop around the world. scary / bad moment: She got very close to a huge iceberg. Ranulf Fiennes profession: adventurer and writer nationality: British date of birth: 7th March, 1944 famous because …: He sailed the Northwest Passage in 1981, he crossed Antarctica in 1992, he ran seven marathons in seven days in seven continents in 2003, he climbed Mount Everest in 2009. scary / bad moment: He got frostbite in his left hand – he had to cut off his fingers.* * The full story is slightly less gruesome than this implies. After Fiennes’s return to the UK, his doctor advised him to leave the fingers for a while before an operation to amputate the dead parts could be carried out. However, Fiennes grew impatient and cut the tips off himself with a saw. Extra idea: Students search online to find out more about the other travellers in exercise 11: Helen Thayer and Freya Stark. Explore Encourage students to search online for information about other travellers they know. Extra idea: Ask students to write a story about the traveller they researched using the article about Jason Lewis as a model. They could show pictures, map the route, talk about difficulties the explorer had, etc. Speaking and writing 13 Ask students to turn to the map of the world on SB page 66 and mark Jason’s journey. Alternatively, do the activity with a big world map on the wall and put sticky notes on the map to show the route. Get students to write dates and things that happened (rollerblading accident, crocodile attack …) and stick them on the map in the appropriate place. Don’t tell students if their route is correct yet. 14 Put students in pairs to check their route. Model the example dialogue with one or two students first and point out the use of sequencers to help them get the sequence of events right. Ask one or two pairs to describe Jason’s journey, or ask each pair to say one part Unit 2 45 of the journey, then move on to the next pair for the next stage and so on. Tell students to make notes as they listen. 15 Have students write a summary of the story, using the notes they made in exercise 14 to help them. Remind them to use the past continuous and past simple as well as words like first, then, finally, while and when to sequence the story. Ask them to share with a partner afterwards and read each other’s stories. Monitor pairs as they work, making a note of any common problems with grammar and vocabulary for classroom feedback later. Encourage them to correct any small mistakes they see themselves, and help each other. MA If you used a wall map in exercise 13, tell weaker students to look at the sticky notes to remind themselves what happened in each place and then make notes before they write. Lesson 3 Why was she wearing a mask? pp20–21 Aims The focus of this lesson is to continue learning about the contrast between the past continuous and past simple, this time when asking questions, and to find out about two amazing women and what they’ve done. Note: You might want to watch videos or download information about Diana Nyad and Rosie Swale Pope before this lesson. Diana Nyad has also given a TED talk, which might be useful for you and students to look at. You first! Tell students to look at the photos and the lesson title and try to guess what Diana has done. Encourage lots of active guessing! Listening 1 1 Explain to students that they’re going to hear more information about the woman in the photo. Go through the words in the box and check comprehension and the pronunciation of any difficult words, eg calm (silent ‘l’ – /kɑːm/), rough (gh as ‘f’ – /rʌf/). Ask students to decide which ones they expect to hear and how they might be connected. Check their ideas quickly. 46 Unit 2 2 Play the audio. Ask: Which words did you expect to hear? Why? Did you hear them in the conversation? Elicit answers, then play the audio again for students to answer the questions in their notebooks – they’ll need to be able to see their answers for exercise 3. Play the audio a final time for students to check their answers. 1.24 Note: There are some dates in the audio. You might want to remind students that we usually say the years after 2012 as twenty twelve, twenty thirteen, not two thousand and twelve / thirteen, etc, but people do say both. Answers 1 She was the first person to swim from Cuba to the USA without a shark cage. 2 She was 64 years old. 3 It took her almost 53 hours (over two days and two nights). 4 She was wearing a protective mask, a special bodysuit at night, and gloves and boots to protect her from sharks and jellyfish. 5 She tried five times. 6 The first time, strong winds and high waves pushed her off course. The second time, she had an asthma attack. The third time, there were too many jellyfish. The fourth time, there were jellyfish and electrical storms. Transcript ian What are you doing? amanda Well, I saw this amazing talk yesterday by someone called Diana Nyad, so now I’m looking her up online. ian Diana Nyad? I don’t think I’ve heard of her. What’s special about her? amanda Well … in August / September 2013, she was the first person ever to swim all the way across from Cuba to the States … without a shark cage. ian Wow. There are a lot of sharks in that sea, aren’t there? amanda Yes, there are – which is why swimmers always use a cage. Diana was wearing a protective mask, a special bodysuit at night, gloves and boots, but no cage. ian amanda ian amanda ian amanda ian amanda ian amanda ian amanda ian amanda 3 That’s incredible. It’s a long way from Havana in Cuba to Key West in Florida! Yes, it’s about 160 kilometres. So it took her a long time? Yes, the swim took over two days and two nights – almost 53 hours. And the sea there can be really dangerous; it’s often incredibly rough and, apart from sharks, it is also home to a lot of nasty jellyfish. So it was a really brave thing to do. I don’t think I could do that! How old was she? Sixty-four. Sixty-four? Gosh. That’s an amazing achievement. Yes, it was actually her fifth attempt in 35 years. Her first attempt was in 1978 when she was 28. But because very strong winds and high waves were pushing her badly off course, her team pulled her out of the water after 42 hours. But she tried again? Yes. Her second attempt was in August 2011, but she had to give up after 29 hours because of an asthma attack. She tried again one month later, but this time there were a lot of jellyfish in the water and their stings made it difficult for her to breathe. But she still kept on trying? Yes, she tried again in 2012, but jellyfish attacked her again, and there were terrible electrical storms as well. Those jellyfish sound really scary! But she never gave up? No, she never gave up. In 2013 she finally made it. And as she walked out of the sea in Florida, lots of supporters were waiting to congratulate her. It was a fantastic moment – I’ve just watched the clip online. Tell students to cover exercise 2 or close their books and recreate the questions using the answers they wrote in their notebooks. Then tell them to look and compare and also correct any mistakes they have. You could turn to the Wordbuilder section on SB page 22 at this point and do more work on compound nouns like jellyfish. 4 1.25 Explain that when Diana finished her swim on the beach in America, she said three important things. Read the messages first and ask students to try and predict the mistake in each one. Elicit suggestions for each correction. Then play the audio for students to check their answers. Answers 1 We should never, ever give up. 2 You’re never too old to chase your dream. 3 It looks like a solitary sport, but it is a team. Transcript amanda … I’ve just watched the clip online. ian Oh, I’d like to see that. amanda Yes, it’s great. And you know what? Even though she was completely exhausted, she took time to talk to the people on the beach while the doctors were giving her medical treatment. ian What did she say? amanda It was very moving. She said: ‘I have three messages. One is: we should never, ever give up. Two: you’re never too old to chase your dream. And three: it looks like a solitary sport, but it is a team.’ ian Those are great messages for us all. amanda Yes, they are. 5 THINK Ask students to talk about the questions in pairs or small groups. Elicit feedback from pairs / groups and find out what different messages students thought up. Extra idea: Show a video clip about Diana’s amazing journey. You could also do extra listening practice and include true / false or gap-filling activities by using one of the many online articles about Diana, or watch her giving a TED talk. Unit 2 47 Listening 2 6 Explain that students are now going to hear about another astonishing woman, Rosie Swale Pope. To set the scene, point to the photo of Rosie and ask students to guess what she did. Tell them to listen and compare Diana and Rosie’s journeys. Ask: What was the same and what was different? Which achievement do you think was the most impressive? Why? man woman 1.26 man 7 Suggested answer They both did amazing journeys when they were quite old. However, Diana swam, while Rosie walked / ran. Transcript man Hi, what are you doing? woman I just found this really interesting article in the paper. man Uh-huh. woman About this woman called Rosie Swale Pope. She’s amazing! man Why? What did she do? woman Well, when her husband died of cancer in 2002, she decided to run more than 30,000 kilometres around the northern hemisphere to raise money for cancer. man 30,000 kilometres! That’s a bit more than a marathon. What a challenge! woman Yeah, and especially as she was 57. She actually set out on her 57th birthday, on the 2nd of October 2003 … pulling a cart behind her. man A cart? What? Like a horse and cart? woman Probably not quite as big, but a cart she could carry everything she needed in: clothes, food, camping equipment … She could sleep in it too, and on most nights she just camped at the side of the road. man Let’s have a look. Oh. That looks quite big. Did she go alone? woman Yes, completely alone. man What? No team with her? woman No, she was totally alone. But she was in regular contact with her son, James. He ran a website with news about her. man So how long did it take her? 30,000 kilometres is a huge distance on foot. woman Well, she expected it to take two years but in the end it took five! She arrived back home in Wales in 2008. 48 Unit 2 What a brave woman. Absolutely. And that’s not all she’s done … she’s crossed the Atlantic in a five-metre boat, she’s sailed around the world, she’s ridden a horse 4,800 kilometres across Chile and she’s run across the Sahara Desert! Goodness. I feel tired just thinking about it! Tell students to listen again and decide if the sentences are true or false. Play the audio again, pausing if necessary at relevant places for each questions. Encourage students to check their answers together afterwards. Answers 1 true 2 false 3 false 4 false 5 true 6 false Extra ideas: Ask students to correct the false sentences. (2 She slept in her cart. 3 She didn’t have a support team. / She was totally alone. 4 She was in regular contact with her son. 6 She’s had lots of other adventures.) The audio doesn’t say when she had the other adventures, so you could ask students to try and find out more and see if they can add in any dates (solo crossing of the Atlantic – 1982; round-the-world sailing trip – started in 1971; across Chile on horseback – 1984–85; Sahara Desert (the Marathon des Sables) – twice: once in 1997 and again in 2000). 8 Write the numbers on the board. Ask students to try to remember what they refer to. Then play the audio again for them to listen and check their answers. Ask: Who remembered the most details? Answers 1 Rosie’s age when she began her journey 2 the date Rosie set off 3 the year Rosie arrived back home 4 the length of the boat in which Rosie crossed the Atlantic 5 the distance that Rosie ran around the northern hemisphere 6 the time it took Rosie to complete her journey 9 Go through the four things with the class, then ask students to write notes about each one. Walk around the class as they work, checking their ideas and correcting any small mistakes if needed. Answers 1 He died of cancer in 2002. 2 a cart containing everything she needed, which she pulled behind her 3 He ran a website with news about her journey. 4 She crossed the Atlantic in a five-metre boat; she sailed around the world; she rode a horse 4,800 kilometres across Chile; she ran across the Sahara Desert. Extra idea: Put students in pairs to retell Rosie’s story using information from exercises 7, 8 and 9. You could do exercises 1–4 on Places in Vocabulary plus at this point. Grammar Past continuous v past simple: questions 10 Go through the table first and elicit which tense students should use in each gap. Ask a few questions to review, eg How many things happened in the sentence? Which action was first / second? Which action shows a longer / continuous action in the background? Answers 1 happened 2 was running 3 did … do 4 slipped Refer to the grammar reference on SB page 75 now or at the end of the lesson and go through it with students. 11 Tell students to use the words and write questions about Rosie. Encourage them to refer back to the grammar box if needed, then check answers as a class. Answers 1 What happened while Rosie was running in Siberia? 2 Where was Rosie running when she slipped on the ice? 3 What was she doing when a bus knocked her down? 4 What happened when she didn’t eat much? 5 What happened while she was sleeping in Alaska? 12 Go through the answers first and check understanding of any difficult words, eg froze (past simple of freeze), weak, wolves. Students work individually to match the questions and answers. Play the audio for students to listen and check their answers. 1.27 Answers 1c 2d 3e 4b 5a Transcript 1 man What happened while Rosie was running in Siberia? woman Some wolves ran with her for a week. 2 woman Where was Rosie running when she slipped on the ice? man She was running in Iceland. What was she doing when a bus 3 man knocked her down? woman She was crossing a road in Russia. 4 woman What happened when she didn’t eat much? man She became weak and fell ill. What happened while she was 5 man sleeping in Alaska? woman She nearly froze in her sleeping bag. 13 EVERYBODY UP! Energise your lesson with this quick walk-around activity. Elicit examples of questions from the class, eg Were you having dinner at eight o’clock last night? Focus on the example question students should ask if the answer is no. Give students three minutes to walk around the room and find someone who was doing the activities in the past. Art & Music For the sculpture, tell students to look at SB page 67 to see a bigger image. Read the information and elicit ideas for the sculptor’s name. Students may not know any other sculptors, so encourage them to check online for more information about The Wave. Unit 2 49 For the song, write the words on the board and elicit guesses for the missing word – students may know this, as it’s a very famous song. Extra questions for class or homework Vocabulary plus p22 Places 1 Art Why do people think the sculpture is by Rodin? Find out more. Whose work influenced The Wave? What similarities are there? Answers Art It’s by Camille Claudel. Music year: 1968 last word: Wild; cult movie: Easy Rider; how were the riders travelling: by motorbike; where were they going: New Orleans Test students’ general knowledge by asking: Which place in the list doesn’t belong in any of the categories? (Titicaca is a lake – it isn’t a sea, an ocean or a river.) Ask students which names for places are very similar in their own language and which are very different. Culture notes: Camille Claudel was a French sculptor, born in northern France in 1864. She studied sculpture at the Académie Colarossi in Paris and after that rented a workshop with several other young female sculptors. She started working in Rodin’s studio sometime around 1884 and they started a long relationship. In the early 1900s, she developed a mental illness and spent many years struggling with the illness, eventually dying in an asylum in 1943. She destroyed many of her works, but some do survive and she’s considered an important artist of the 19th and 20th centuries. The Wave is made of onyx marble and bronze and was first shown as a plaster version in 1897. There are three small female figures standing in front of a large wave that’s about to break over their heads. The piece was heavily influenced by Japanese art and is similar to the famous print by Hokusai. It can be seen in the Musée Rodin in Paris. Born to be Wild was released by Steppenwolf in 1968. It was used in the movie Easy Rider, about two motorbike riders travelling east across the USA from Los Angeles to New Orleans. 50 Unit 2 Go through the headings first and check students understand them all. Ask: What’s the difference between a mountain and a mountain range? (There’s more than one mountain in a mountain range.) You could elicit one place for each one to check comprehension. Then ask students to work in pairs to complete the table. Encourage students to add the in front of some of the items if they can, but explain that you’ll do more work on this in exercise 3. Answers city: Havana, London, Miami country: Egypt, the UK, the USA mountain / volcano: Mount Everest, Mount Fuji, Vesuvius mountain range: the Andes, the Himalayas, the Pyrenees sea / ocean / river: the Indian Ocean, the Orinoco, the South Atlantic Extra idea: This activity could be done as a race with word cards to cater for different learning styles and start the lesson in a fun way. 2 Look at all the places marked with an asterisk (*). Put students in groups of three and tell them to remember the connection between all the places and the stories in this unit. Set a time limit of two or three minutes and get them to write down as many as they can. Then tell them to check their answers by looking back through the unit to find the places. Answers Egypt: Jason Lewis cycled / kayaked through it. Havana: Diana Nyad swam from there to Key West in Florida. The Himalayas: Jason Lewis cycled / walked through them. The Indian Ocean: Jason Lewis pedalled across it. London: Jason Lewis started his journey there. Miami: Jason Lewis arrived there after crossing the Atlantic. South Atlantic: Ellen MacArthur sailed there. The USA: Jason Lewis rollerbladed across it. 3 Explore Tell students to look up information about the rivers and where they’re located. Answers the Amazon (Brazil, Colombia, Peru) the Danube (Germany, Austria, Slovakia, Hungary, Croatia, Serbia, Bulgaria, Romania, Moldova, Ukraine) the Indus (Pakistan, India, China) the Mekong (China, Burma, Laos, Thailand, Cambodia, Vietnam) the Nile (Ethiopia, Sudan, Egypt, Uganda, Democratic Republic of the Congo, Kenya, Tanzania, Rwanda, Burundi, South Sudan, Eritrea) the Orinoco (Venezuela, Colombia) the Rhine (Germany, Austria, Switzerland, France, Netherlands, Liechtenstein) the Volga (Russia) the Yangtze (China) Get students to look at the list of places again. Write the Andes and the Egypt on the board and ask them which is correct. If they added the in front of places in exercise 1, elicit their answers and ask for their reasons for adding the. Go through the places (see the key for exercise 1) and ask them to complete the rules. Answers 1 don’t use 2 use Extra idea: You could give one river to each student, then ask them to give feedback to the class about their river. Extra idea: Ask: Can you give an example of each item in rule 1 and 2? An example might be: a group of islands – the Maldives. 4 P Students often have difficulties with the dental sounds /θ/ and /ð/, as they often don’t exist in their first language. Play the audio while students listen to the pronunciation of the each time. See if they can notice when we say /ðə/ and when we say /ði:/ – the pronunciation changes if a noun starts with a consonant or a vowel. 1.28 Ordinal numbers 5 Help students with the pronunciation of /θ/ and do some quick repetition drilling to practise. Elicit / Teach the pattern of ordinals (th after each number except with 1, 2 and 3). Answer You use /ðiː/ before a vowel. Transcript and answers 1 first 2 third 3 twenty-second 4 fifth 5 thirty-first 6 hundredth 7 twentieth 8 three thousand, eight hundred and fiftieth Transcript the Amazon, the Danube, the Indus, the Mekong, the Nile, the Orinoco, the Rhine, the Volga, the Yangtze Extra idea: Write these countries on the board: Canada, Ecuador, Germany, Italy, Mexico, Pakistan, Portugal, Switzerland. Ask students to say them out loud and mark the stress. Ask: Which one has a different stress? (They all have the stress on the first syllable except Pakistan.) 1.29 Tell students to work in pairs and say each number and write it out in words. Monitor pairs as they work, making a note of any problems with pronunciation and spelling. Play the audio for students to listen and check their answers, then again for them to repeat. 6 Go through the dates and ask students to find out why they’re important. Answers 1 date of birth of Fauja Singh 2 date of death of Jeanne Calment 3 date that Jason Lewis got back to London Unit 2 51 2 Extra idea: Ask students to work in pairs and write down five important dates in their lives, then tell their partner why they’re meaningful. man 3 Tell students to work in pairs to match the words to make compound nouns. Go through the words together and elicit / teach that the word stress in compound nouns is on the first part. Say each word and ask students to repeat after you. 4 Warm-up Tell students to look at the photo and try to imagine what sort of story they might hear about it. Encourage lots of guessing and get feedback from the class. Telling stories 1 Transcript It was a dark and stormy night. I was walking home after the cinema. It was raining hard and the streets were empty. Suddenly, I heard footsteps behind me. They were coming closer and closer. My heart was beating faster and faster. I panicked and started to run. The footsteps ran too. They were right behind me and then … Focus on: come 52 Unit 2 1.31 Put students in pairs to look at the sentences from the beginning of a story. Tell them to try and put them in the correct order. Get quick feedback from one or two pairs, then play the audio for students to listen and check their answers. Note that students may not initially suggest the same order that appears in the audio (eg b could come before f). Accept any plausible order. Answers a) 5 b) 3 c) 7 d) 4 e) 9 f) 2 g) 8 h) 1 i) 6 b Focus on the cartoon and ask a student to read the caption. Then tell students to make similar sentences with the nouns in exercise a. Encourage them to say their sentences with the correct pronunciation, and ask other students to repeat each sentence. Transcript 1 man Oh, hello again! That was quick! woman Yes, I came back for my glasses. I left them in the kitchen. Come in! Come in! I can’t come in! The door’s locked! I came top of my class in English. Oh, well done! That’s brilliant! I came bottom! Come on! It’s time to leave. Yes, I know, I know. I’m coming! Everyday English p23 Answers backpack, campsite, cashpoint, dustbin, honeymoon, motorbike, nightlife, raincoat, wildlife, windscreen Answers 1 came back 2 Come in!; come in 3 came; came 4 Come on!; coming woman man MA You may want to point out to weaker students that one of the words in B goes with two of the words in A. 1.30 Look at the words in the list, then look at the words in italics. Read through the first dialogue and elicit suggestions for which expression students can used instead of returned. Ask students to work in pairs to do the other dialogues. Then play the audio for students to listen and check their answers. man woman Wordbuilder Compound nouns a Write jelly and fish separately on the board. You could also just show a picture of a jelly and a picture of a fish. Ask students if it’s possible to put the words together to describe a different thing. Then tell them to look at the photo of jellyfish on SB page 20. woman 2 GUESS Ask: How do you think the story ended? What happened next? Elicit a few ideas, then ask students to work together with a partner and guess what happened next. Then tell them to write their own ending to the story. Monitor pairs as they work, making a note of any common problems with grammar and vocabulary and helping where necessary. Now ask them to change pairs and share their stories so they can compare their ideas. 3 • a series of events that lead to a resolution (I panicked and started to run. The footsteps ran too. They were right behind me and then someone grabbed my arm.) • a resolution (the person said gently, ‘I’m so sorry. I didn’t mean to frighten you. Is this your scarf? I think you left it in the cinema.’) • an assessment of what happened (I felt rather stupid … but I was glad to have my scarf back.). Put students in groups and ask them to follow the typical structure and create their own stories. Explain that each person just adds one sentence to the story. If there are only a few people in each group, they can continue around the group until they’ve finished their story. Encourage them to use the past simple and past continuous and also include adverbs such as suddenly to make their stories more interesting and dramatic. Monitor students as they work and help them if needed. Praise good ideas and use of English. You could ask students to write up their stories for homework. Play the audio while students listen to the complete story and compare endings. Ask: What was similar, the same or different about your stories? Did anybody have the same ending? Which ending did you prefer? 1.32 Transcript It was a dark and stormy night. I was walking home alone after the cinema. It was raining hard and the streets were empty. Suddenly, I heard footsteps behind me. They were coming closer and closer. My heart was beating faster and faster. I panicked and started to run. The footsteps ran too. They were right behind me and then … … someone grabbed my arm. I shouted, but the person said gently, ‘I’m so sorry. I didn’t mean to frighten you. Is this your scarf? I think you left it in the cinema.’ He was holding out a pale blue scarf. It was my pale blue scarf! ‘Oh yes, that’s mine,’ I said as I took it. ‘Thank you so much. That’s really nice of you.’ He smiled, turned around and walked away. I felt rather stupid … but I was glad to have my scarf back. 4 Explain that this activity will help students invent ideas. Write the sentence beginnings on the board and elicit different endings for each sentence. Encourage students to be creative and fun and to brainstorm ideas together. 5 Ask students highlight two adverbs in the sentence beginnings in exercise 4 (patiently, busily). Explain how using adverbs can help make a story more interesting. Then play audio 1.32 again and ask students to listen for the typical structure of stories. Elicit their ideas and write the main sections on the board. Generally there is: • • • • a typical opening (It was a dark and stormy night.) an orientation and introduction to the characters (I was walking home alone after the cinema. It was raining hard and the streets were empty.) a complicating action or problem (Suddenly, I heard footsteps behind me. They were coming closer and closer.) a description of how the characters were feeling (My heart was beating faster and faster.) 6 1.33 6 Decide whether you’re going to use the video or simply play the audio. Read the introduction and explain to students that they’re going to watch or listen to an interview between a woman and the police. Play the audio or video and ask students to note down what the woman says. Ask: Do you think she stole the painting? Why? / Why not? Elicit ideas and write them on the board. Transcript detective I’d just like to ask you a few questions, if that’s OK. woman That’s fine. detective Where were you between eight and ten last night? woman Um … I was at home. detective What were you doing? woman I was sitting on the sofa in my living room and watching TV. detective What were you watching? woman Um … a film. A James Bond film in fact. detective Which one? woman Oh a very old one – Goldfinger. detective Were you alone? woman No, my husband was with me. detective What was he doing? woman He was doing the ironing! Unit 2 53 detective woman 7 So you were both at home all the time? Yes. We weren’t near the national art gallery! Go through the prompts and tell students to write complete questions. Then play the audio or video again while students check their answers. Answers 1 What were you doing? 2 What were you watching? 3 What was he doing? 8 Ask students to read the introduction. Check comprehension of any new vocabulary, eg activists, research laboratory, suspect. Tell them to use the context to help them understand the vocabulary. 9 Elicit / Teach alibi. Ask students to work in pairs to think of their alibis, but point out that they can’t make notes – they must remember their story without writing anything down. Remind them to think about the questions in exercise 7 and any other questions they might be asked. Before they begin, ask lots of questions to help them, eg If you were at the cinema, where did you sit? What time did the film start? Who was in it? Was the cinema full? Point out that they’ll need to know the answers to lots of different questions if their alibi is a good one. 1.34 Play the audio and tell them to listen carefully to the questions and create a good story of their activities and movements. Transcript Where were you and your partner? If you were at home … what were you doing? If you were watching TV … what programmes did you see? If you were having dinner … what did you eat and drink? If you weren’t at home … where were you? If you were at the cinema … how did you go? … what was the film? If you were at a restaurant … which restaurant? … describe the waiter! 54 Unit 2 10 Get students to work with another pair and take turns interviewing each other. The police can ask questions together, but the suspects must be questioned separately. Make sure the suspect who isn’t in the interview cannot hear their partner speaking. Encourage the police officers to note down the answers each suspect gives and see if they can find any discrepancies in their stories. Encourage the suspects to tell their stories using the past simple and past continuous. we don’t say … / we say … This section focuses on the following areas: • incorrect use of the past continuous • incorrect use of prepositions • incorrect tense use before when Ask students to cover the green we say … side and see if they can correct the mistakes themselves before they look and check. Units 1&2 Review Speaking and reading 1 Ask students to just look at the photos and the title of the article. Tell them to think of words to describe each photo and discuss how they’re different. Ask: How are they connected? How did the woman change her life to become a stunt woman? Which photo do you like most? Why? 2 Allow time for students to read the article and check their ideas. Ask: Did you hear any of the words you suggested in question 1? Did you guess correctly how the woman became a stunt woman? Point out the glossary which explains the word stunt, and check comprehension of any other difficult words, eg stunt double (students should be able to work this out from the context), film extra, financial. 3 Give students time to read through the questions, then ask them to read the article again. Check answers as a class. MA As an extra challenge, ask stronger students to close their books and try to answer the questions from memory, then read again to check. Answers 1 Amanda’s life was difficult as a child because she grew up in children’s homes, not with her parents. It was difficult as an adult because she had to work to support her three children. 2 Because she had to qualify in lots of different activities and work at the same time. 3 They’re very proud of her and think she’s wonderful. 4 Ask students to read the text again and find out if the sentences are true or false. Tell them to correct any false statements they find, then check answers with a partner. Check answers as a class. pp24–25 Answers 1 false: She only decided to be a stunt actor when she heard there were no black stunt women in the UK. 2 false: She had all of them before she was 21. 3 true 4 false: At one point she thought she wasn’t going to succeed. 5 false: She climbs trees, jumps into rivers and rides bikes and motorbikes with her grandchildren. Extra idea: Ask students to read the text carefully and try to remember the details. Tell them you’re going to read the story with some mistakes. They have to listen carefully and find the information that’s different. When they hear false information, they have to say No, that isn’t true and correct you. Grammar 5 Allow time for students to complete the sentences individually before checking in pairs. Make sure they use the correct form of each verb: past simple, past continuous, present simple or -ing form. Answers 1 was 2 was working; heard 3 decided 4 took; did 5 think 6 loves climbing 6 Go through the answers and explain that this activity will make students think more deeply about the text, and they’ll also have to work some things out. Question 5 is good for people with a strong mathematical intelligence! Students can write the questions individually or in pairs. Check answers as a class. Units 1&2 Review 55 Answers 1 How many children does Amanda have? 2 How long / How many years did it take her to train as a stunt actor? 3 When did she get her first role (as a stunt actor)? 4 How old is Amanda? 5 It says in the text that Amanda is 46 now and her oldest child (Aaron) is 30, so: How old was Amanda when she had her first child? or How old was Amanda when Aaron was born? 6 The question for the answer I don’t know can be anything where the answer isn’t given in the text, eg How many grandchildren does Amanda have? What happened to the children’s father? etc. Speaking and writing 7 Give students time to think about the questions, then ask them to walk around the room and talk with different people. Tell students to make notes of their answers. When they’ve finished, get feedback on their ideas, opinions and experiences. Answer 1 She heard that there were no black stunt women in the UK. Preposition Park Preposition Park is an exercise on prepositions that occurs in each Review unit. Focus on the picture of Houdini and ask: Do you know anything about Houdini? What did he do? Elicit ideas, then tell students to read the text to check their ideas. Use the pictures to check understanding of handcuffs and chains. Write the following on the board and ask students to say which prepositions to use with each one (the answers are given in brackets – don’t write those on the board!): places (in), dates (on), movement (to), jobs (as). Ask students to read and complete the article with the correct preposition. Answers 1 of 2 in 3 on 4 in 5 to 6 as 7 for 8 from 9 out of 10 under 56 Units 1&2 Review Cross Culture: Social etiquette Each of the six Review units finishes with a Cross Culture section. This is often an opportunity to reflect on how people do things differently (or not!) in different parts of the world and how we can begin to be sensitive to these differences and act accordingly. There’s usually a short reading text with a task or questions, often leading to a discussion and a comparison with students’ own culture. a To introduce the topic, ask students if they know about the rules for politeness in countries such as Argentina, Greece, Japan, South Korea and Russia. Allow time for them to read the advice and try to match it with each country. Check answers with the class and ask: Why did you choose each country? Their knowledge of the countries could be as a visitor or as a native speaker. Encourage students to check online to find out more about each one. Answers 1 Japan 2 Greece 3 Russia 4 Argentina 5 South Korea b Find out if students agree with the advice. Ask: Did you find anything surprising? Ask them to choose a country and find out more about customs and social etiquette as homework. c Ask students to work together and talk about social etiquette and advice for visitors to their country. Extra idea: Ask students to make a poster of the top ten pieces of advice for visitors to their country. 3 UNIT FOCUS Work and its problems GRAMMAR: going to; verb + infinitive; present continuous for future use; will future VOCABULARY: work; professions; future time expressions FUNCTIONS: giving instructions; making requests; instant decisions and promises Lesson 1 I’m going to leave my job. pp26–27 Aims The focus of this lesson is to introduce a series of work-related words and expressions, to practise going to for talking about future plans and intentions, and to learn more about verbs followed by another infinitive. Students also talk about their own job and career plans in the near future. You first! Put students in pairs to discuss the question. Find out how important work is for them and ask: What do you like or dislike about it? Ask other questions about their work, eg Do you work in an office or do you work from home? Or are you a student or unemployed at the moment? Get class feedback and check their ideas and opinions. Vocabulary Work 1 THINK Focus on the photo and ask students to work in groups to talk about the questions. Encourage lots of ideas and help with vocabulary if necessary. Suggested answers 1 The smiling faces mean ‘We’re happy with our work, we enjoy it.’ 2 They don’t want to tell their boss their real feelings. They aren’t happy and they don’t enjoy their work. 2 1.35 Ask students to read the statements and guess the meaning of the words in bold. Point out that experience in question 4 is uncountable in this context. Play the audio for students to listen to the words, then play it again for them to repeat each word. Ask students which words are very similar in their own language and which are very different. Answers 1 salary = a fixed amount of money paid to an employee every month 2 employed = working for someone in return for payment; unemployed = without a paid job 3 get on with = have a good relationship with; colleagues = people that you work with 4 experience = knowledge and skill to do something; qualifications = official record of ability or skill needed for a job 5 business = the activity of buying and selling to make money; earn = receive money as payment for work 6 boss = the person in charge at work 7 self-employed = working for yourself Transcript salary, employed, unemployed, get on with, colleagues, experience, qualifications, business, earn, boss, self-employed 3 Go through the statements in exercise 2 again and tell students to tick those they agree with. Then ask them to talk with a partner and explain the reasons why. Get class feedback and encourage further discussion. You could do exercises 5 and 6 on Similar verbs in Vocabulary plus at this point. Reading and speaking 4 Tell students to look at the photo at the top of SB page 27. Go through the words in the box and check comprehension of ask for a rise (= ask for more money). Ask: What is the difference between an assistant and a manager? Put students in pairs or small groups to talk about the questions. Encourage lots of ideas. Suggested answers 1 in an office / at work 2 One of them (the woman?) is the manager and the other (the man?) is her assistant. 3 They are probably discussing a project. Unit 3 57 5 You might find it best to break the activity into two parts. First, ask students to read the article quickly for gist and answer the question What’s Jack’s problem? Set a short time limit (one or two minutes only) so they read quickly. Then tell students to work in pairs and write quick definitions of the words in bold. Encourage them to read the article again to help them work out meaning through context. Answers travel agency = company that organises trips and holidays career plan = an idea of how you want your working life to develop leave = finish working hard = difficult intends = wants, plans Jack’s problem is that although he enjoys his job, his salary isn’t good; but he can’t ask for a rise because the company can’t afford it. 6 Read through the questions with the class first. Allow students time to read the article again in more detail, then answer the questions. Ask one or two students for their answers, then check answers as a class. MA As an extra challenge, stronger students could try to answer the questions from memory first, then read the article again to check. To help weaker students, identify the relevant part of the article for each question (either number the lines in the article or say paragraph 1, 2, etc). Answers 1 It plans long trips to exciting places. 2 He travels to different countries. 3 He’s going to stay in his job for another two years. 4 He enjoys his job because he loves travel and gets on well with his colleagues. 5 Because a lot of people plan their holidays online. 7 58 THINK This task asks students to develop their own ideas, taking the discussion away from the article. Tell students to imagine they’re Jack. Go through the ideas in the box and ask students if they would like to add Unit 3 any other ideas. Write any extra ideas on the board. Model the example sentence with one or two students, and point out the use of should to give advice. Write some helpful phrases on the board to help students express their opinions and ideas, eg I think he should …, Maybe he could … Give students a few minutes to work alone and think about the situation. Then ask students to talk together and think of things Jack should do. Check their ideas as a class. Tip: It might be useful to ask students to read the article again and highlight all the examples of going to and verbs followed by an infinitive they can find. This gets them ready for the grammar section and helps them see exactly where the lesson is going and what they’ll be learning. It also helps them see the grammar in context and makes it easier to understand. Grammar 1 going to 8 Focus on the grammar box and read the example sentences. Point out that in short answers, we don’t repeat going to (Yes, I am going to). To give further practice, ask the class what Jack’s plans are next month. Write the following sentence on the board and ask some questions to check their understanding: Next month he’s going to spend a week in the Amazonian rainforest. Ask: When are we talking about? (the future) What words tell us it’s the future? (next month, going to). Ask students to read the article again and underline other examples of going to + verb. If you already asked them to do this (see the Tip above), then just ask them to look back at the items they highlighted. Ask them to decide if the rule in exercise 8 is true or false. Answers he’s going to spend a week … he’s going to visit some hotels … He’s going to stay in the job The statement is true. Refer to the grammar reference on SB page 75 now or at the end of the lesson and go through it with students. 9 Write the first question prompt on the board: Where / Jack / spend a week / next month? and elicit the question from the class. Then elicit the answer from one or two students and write it on the board. Ask students to complete the rest of the questions and write their answers. Ask students how they might begin their answer to question 6. Ask: Is the answer clear from the article? Elicit that it isn’t, so they should begin their answer I think / I don’t think he’s going to … Answers 1 Where is Jack going to spend a week next month? He’s going to spend a week in the Amazonian rainforest. 2 What is Jack going to do in Nepal? He’s going to visit some hotels. 3 Is Jack going to stay in the / his job for a long time? No, he’s only going to stay in the / his job for another two years. / Yes, he’s going to stay in the / his job for another two years. 4 How is Jack going to get more business qualifications? He’s going to study in the evenings (to get more business qualifications). 5 Why isn’t he going to travel for a year? Because it can be hard to find a job these days. 6 Is Jack going to ask for a rise? I don’t think he’s going to ask for a rise because he doesn’t think that the company can afford to give him one. Grammar 2 Verb + infinitive 10 Go through the grammar box. If you asked students to highlight examples of a verb + infinitive before (see the Tip on page 58), tell students to look back at those items. If not, ask them to go through the article now to find more examples. Now read through the sentences about Jack. Ask students to decide if they’re true or false and to correct any false ones. Point out that the answers aren’t always clear from the article, so they’ll need to make a personal judgement as to whether something is true or not. You could do the first item as an example with the class to demonstrate this. Say: Does Jack earn a lot of money? How do you know? (No, he doesn’t. The article says ‘his salary isn’t good’.) Do you think he can afford to buy lots of things? (No, he probably can’t afford to do that.) Elicit that the answer to item 1 is therefore false. Before students start, check understanding of all the verbs. Answers 1 false: He wants a better salary. 2 false: He plans to stay for another two years. 3 false: He hopes to start an online travel agency. 4 false: He intends to work with a friend. 5 false: They can’t afford to give him a rise. Refer to the grammar reference on SB page 75 now or at the end of the lesson and go through it with students. 11 Read through the grammar box again, then tell students to underline examples of these verbs in exercise 10 (afford to buy, plans to stay, hopes to get, intends to work, agreed to give). Go through the example with students and explain that they must use each verb once to write true sentences about themselves. Allow them time to work individually, then ask one or two students for feedback. Get general feedback from the class. MA For weaker students, write the verbs on the board and, before they start writing sentences, brainstorm a few ideas of things they could say, eg Next week I plan to go swimming. I hope to see my brother. I intend to wash my car. You could do exercises 1–4 on Verbs + infinitives in Vocabulary plus at this point. Explore Encourage students to look online for information on future career plans and advice and have them find out details of how to develop their work ambitions. It would be useful to set specific questions to give the activity a clear focus. Ask: What things do you have to do in that job? How long would it take you to become qualified? What personal and social skills do you need? What are the advantages and disadvantages of having that job? Unit 3 59 Speaking 12 Tell students to turn to SB page 66. Read through Roleplay 1 and make sure students are clear what they have to do. Put students in pairs, A and B. Ask all the A students to write notes before they begin to help them with what they want to say to their boss. If necessary, model an example conversation with a strong student. Then give students time to have their conversations. Monitor pairs as they work, making a note of any common problems with grammar, pronunciation or intonation. Then look at Roleplay 2 and repeat the process. Help the B students with ideas for Jack’s options. It might be useful to write some ideas on the board, eg leave and look for another job. Give students time to have their conversations. When they’ve finished, ask pairs to tell the class what advice Jack’s friend gave. Find out how many students gave the same advice. 13 Model the example dialogue with one or two students. Encourage them to give more information about their career plan. If they don’t have a career plan, tell them to invent information, otherwise the conversations will be very short! Alternatively, if students don’t have a job, they can talk about someone they know who does. Put students in groups of three and ask them to ask and answer questions to find out more about their jobs. Tip: Always try to relate recently learnt grammar and vocabulary to students’ own lives and experiences. This helps it become more meaningful and memorable and gives them a real reason to learn. Try to leave plenty of time for freer speaking activities at the end of the lesson so students can actually use the grammar in a natural context. Did you know? Discuss the statements with the class. Ask: What did you find interesting or surprising? Do you think these things are true? Do you agree with the phrase ‘It’s not what you know, it’s who you know that counts.’? Ask them if they know anybody who got a job through networking (ie ‘who you 60 Unit 3 know’). Ask: Why do people say they’re ill on Friday? Elicit lots of ideas and get feedback from the class. Extra idea: Ask students to discuss what could be done about the problem of people being ill or leaving their jobs because of stress. Lesson 2 I’m flying to LA tomorrow. pp28–29 Aims The focus of this lesson is to introduce a series of words related to professions and to find out more about a scriptwriter’s life. It also looks at the difference between the present continuous to talk about future arrangements and going to to talk about plans and intentions. In addition, students practise their writing skills with an informal email to make arrangements with a colleague. You first! Look at the photos and explain / elicit that they’re all about crime / the police. Ask students to talk in pairs about whether they watch crime drama, and if so to talk about their favourite crime shows on TV. Ask: What are your favourite shows and why? It doesn’t matter if students say they don’t watch crime drama – this question is just to find out more about their personal TV tastes. Vocabulary Professions 1 Look at the photos again and go through the questions. Check comprehension of each word in the list. Point out that the questions are designed to help students understand the vocabulary. Tell them to work in groups to answer the questions, using a dictionary or checking online if necessary. Get feedback from groups and check answers as a class. Suggested answers 1 criminal 2 criminal, detective, police officer (and possibly photographer) – because a criminal commits a crime and detectives and police officers try to solve a crime. A photographer might take photos of a crime scene. 3 A: cameraman B: detective / photographer C: police officer 4 actor, cameraman, director, producer, writer businessman, lawyer criminal, detective, police officer, journalist, photographer editor, journalist, writer 5 A 1.36 Say the word actor and ask 2 P students to repeat it. Offer help and gentle correction if needed and get them to notice the schwa sound at the end of the word. You could also write the word and its pronunciation on the board and highlight the sound you want them to practise: actor – /ˈæktə/. Point out the changing stress and pronunciation on photograph – photographer (/ˈfəʊtəɡrɑːf/ – /fəˈtɒɡrəfə/. Focus on the words in exercise 1. Tell students to work in pairs and find the schwa sounds in each word. Play the audio for students to listen and check their answers. Ask: Which word doesn’t have the schwa sound? MA For some students it might be helpful to read through the list of words with the class first so that they can hear the words. Alternatively, play the audio before they do the exercise, then again to check. Transcript and answers actor, businessman*, cameraman*, criminal, director, editor, journalist, lawyer, photographer, police officer, producer, soldier, writer Detective doesn’t contain a schwa. * Note that the ‘i’ in businessman and the ‘e’ in cameraman are not usually pronounced. Reading 3 Tell students they’re going to read a text about a scriptwriter. Teach / Elicit the meaning of scriptwriter (somebody who writes the words (the script) for films). Ask them to look at the words in the vocabulary box and underline those they think will be in the text. If there are any words they don’t know, get them to quickly look them up in their dictionaries. Elicit ideas from the class, but don’t check answers yet. Tip: Pre-teaching words helps to clarify the meaning of new words and helps students to read the text without stopping to keep looking words up in the dictionary. It also helps students to read more quickly and remember the details more easily. 4 Allow a few minutes for silent reading and ask students to check their predictions from exercise 3. Ask: Did any words surprise you? Answers Words in the article: change, competition, creative, crime drama, criminal, do research, editor, episode, project, rewrite, version 5 Tell students to read the article again and answer the questions. You could set a time limit to encourage students to find the answers as quickly as possible. If you do this, it’s a good idea to get students to read through the questions first so they know what information they’re looking for. Answers 1 She’s sitting at her desk, drinking a cup of strong coffee and working on her TV script. 2 In the first two months of the project 3 She’s writing the second version of episode 2, because the editors have asked for a lot of changes. 4 By Tuesday afternoon at the latest 5 There’s a big meeting at 9am in Los Angeles with the producers, writers and editors of the TV series to discuss the next three episodes. In the afternoon she’s meeting her editor to look at the changes to episode 2. 6 Because they aren’t happy with it and they think she’s the most creative person on the team. 7 Tony is a friend of Renata’s and she doesn’t want to upset him. MA As an extra challenge, stronger students could try to answer the questions without looking at the article again, then read and check their answers. Unit 3 61 She’s staying in a hotel … (present continuous) … the producers, editors and writers are having a big meeting. (present continuous) They’re going to discuss the stories … (going to future) Renata is meeting her editor … (present continuous) … they’re going to look at the changes … (going to future) … the producers are going to ask her to rewrite it … (going to future) ‘What am I going to do?’ (going to future) Extra idea: Ask more questions about the article, eg What time is it at the beginning of the article? How old is Renata? Where does she live? How many scriptwriters are working on the crime drama? Which episodes is Renata writing? Why is she feeling stressed? 6 Put students in groups of three to talk about the questions. Get class feedback and check their ideas. Write their ideas for question 2 on the board and ask students to vote for the best advice to give Renata. Extra idea: To review recently learnt vocabulary, put students in small teams. Tell them you’re going to write some of the vocabulary from the lesson on the board. Choose one student in each team and ask them to turn their chair so they can’t see what’s written. Their partners have to describe the word to them and they have to guess what it is. The first one to guess the word correctly gets a point. The team with the most points at the end wins the game. Grammar Present continuous for future use 7 Write I’m having lunch with a colleague on the board and ask: When are we talking about? If they say now, write tomorrow at the end of the sentence. Then ask: Do we always use the present continuous to talk about things happening now? Point to tomorrow on the board and teach / elicit that we can also use the present continuous to talk about things we’ve arranged to do – future arrangements. Tell students to find other examples in the article about the scriptwriter’s life. Ask: Which sentences describe things happening now and which ones describe the future? Tell them to only underline sentences that refer to the future. Answers … the script is going to be ready by then. (going to future) Renata is flying to LA. (present continuous) 62 Unit 3 Note: These are things that are happening now. They use the present continuous, but they’re not about the future: Renata Gonzalez is sitting at her desk. She is drinking a cup of strong coffee. She is working on her TV script. She and three other scriptwriters are writing a crime drama. Renata is writing episodes 2 and 6. She’s feeling stressed. Refer to the grammar reference on SB page 76 now or at the end of the lesson and go through it with students. 8 Tell students to look at the sentences they underlined in the article, then look at the statements in the exercise. Ask them to work in pairs and tick the statements that are true. At this point, they may ask questions about the difference between the present continuous and going to. Write the example sentences in statement 4 on the board and try to elicit which sentence is more certain. Ask: Which one is arranged and which one is a plan? The difference is often very slight, but we tend to use the present continuous to talk about fixed future arrangements. Answers 1, 2 and 3 are true. 9 Tell students to cover the article and try to remember Renata’s arrangements for the week ahead. Model the example dialogue with one or two students to help them see what kind of questions they should ask each other. Put students in pairs to discuss the arrangements, agree on the correct ones and write a diary for her week. Then tell them to read the article again to check how many things they remembered correctly. 10 EVERYBODY UP! Energise your class with this walk-around activity. Go through the list of items and revise how we ask questions. Ask: How do we ask questions using the present continuous? Highlight subject–auxiliary verb inversion: I am travelling by train next week. / Are you travelling by train next week? Give students time to think of the questions they need to ask, then tell them to walk around and find out about other people’s future arrangements. You may want to set a fixed time for this activity to make it more dynamic. Extra idea: Give students a handout that looks like a diary or planner. For each day it should have space for morning, afternoon and evening. Tell students to write plans in the spaces for each day but leave four spaces empty. Show an example planner so they know what to do. Tell them to go around the room and try to arrange meetings with each other using the present continuous, eg Hi Jan, what are you doing on Friday afternoon? Shall we meet? – No, I’m sorry. I’m busy on Friday afternoon. I’m going shopping with my mum. Writing and speaking 11 Read through the email with the class first and do the first item together as an example. Ask: What words could go in this gap? What word do we use with ‘meeting’? Elicit ideas, eg have, hold, arrange, organise. Put students in pairs to complete the email. Where they think there’s more than one possible answer, tell them to come to an agreement about which word to use. Monitor pairs as they work, making a note of any common problems and helping with any vocabulary as necessary. Make sure students use the correct tense for each missing verb. Suggested answers 1 to have / hold / arrange / organise 2 project / programme 3 meeting 4 for 5 ’m going / flying / travelling 6 editor 7 are having 8 ’s doing 9 going to 12 Tell students they’re going to write an email back to Jerry. Ask them to work in pairs and allow them a few minutes to think of ideas together before they start writing. Elicit reasons why Lisa can’t meet Mike on the dates Jerry suggests and write them on the board. While students are working, walk around and offer help if needed. After they’ve finished, ask them to read each other’s emails and help correct any small mistakes they see. Tip: Try to encourage peer correction after writing activities. This creates a feeling of co-operative learning and also helps students notice mistakes, correct their work and develop better grammatical accuracy. 13 Ask one or two pairs to read out their email from exercise 12. Choose one and break it down into sections. Go through each section and elicit what students might say in a telephone conversation instead of an email. Teach / Elicit useful phrases for talking on the phone, eg Hello, could I speak to Jerry, please? Speaking. Students then all work on their emails to turn them into telephone conversations and act them out. Monitor pairs as they work, making a note of any common problems with pronunciation or intonation. Make sure they use the correct future forms for plans and arrangements. MA For weaker students, it would be useful to write language they might need on the board. You could also note down the stages of the telephone conversation: greeting, saying what you’re calling about, giving a reason why you can’t make the date, apologising, saying goodbye. De-stress! Read through the text and tell students to look at the picture to help them understand the instructions. Ask: How does it feel to massage your forehead in this way? Tell them that it’s actually something we tend to do naturally when we’re feeling tense or stressed. Encourage them to do it now! Unit 3 63 Lesson 3 Will they like this? pp30–31 Aims The focus of this lesson is to practise future time expressions and to use will and won’t to talk about future predictions. You first! Ask: Are you good at telling jokes? Elicit answers from around the class and perhaps get one or two confident students to try telling a joke. Listening 1 1 To introduce the listening activity, ask students to discuss the questions in pairs or small groups. Ask: What do you think the advantages and disadvantages of being a comedian are? Use the photos to pre-teach the words audience, comedian and stage. Get feedback from students and see if they guessed correctly what a stand-up comedian does. Ask: How are comedians like actors? Explain that like here means ‘similar to’. Answers 3 A stand-up comedian stands in front of an audience and tells jokes and funny stories. 2 Go through the statements first and explain the meaning of the phrase nine-to-five (we use it to refer to a job where you start work at nine o’clock and finish at five o’clock every day). Have students look at the statements together and decide which things are true for an actor or a comedian and get them to think of similarities and differences between the jobs. Note that students could have different answers to those given here – that’s fine if they can give reasons for their answers. Suggested answers a) C, A b) C, A c) C g) C, A h) C, A 3 64 d) A e) C f) C 1.37 Tell students they’re going to hear a stand-up comedian talking about his job. He’ll say some of the things in exercise 2. Tell students to listen and number the sentences about the comedian (not the ones about the Unit 3 actor) in the order that they hear them. Play the audio once all the way through, then play it again, pausing if necessary, for students to check their answers. Check answers with the class. MA It might be helpful for weaker students if you write the letters of the sentences about comedians on the board: a, b, c, e, f, g, h. Alternatively, tell students to underline the sentences about the comedian. Answers 1g 2a 3b 4f 5e 6h 7c Transcript Hi, I’m a man with a very unusual job – I’m a comedian. Well, maybe my job isn’t that unusual. In many ways, comedians are like actors: we don’t have a nine-to-five job or regular working hours, we travel and perform all over the country, and we don’t have a regular salary. But in other ways, a comedian’s job is very different from an actor’s. For one thing, you don’t need any qualifications to be a comedian. The only qualification is that you’re funny – that’s all. We write our own scripts, and we don’t have colleagues. Actors are different, they work with a group of people. It isn’t an easy job. You write your script. You think: will the audience like this? Yes, it’s funny. And they’ll love this. Mmm, maybe they won’t like this joke. What about this one? Will they like it? Yes, they will! I think they’ll love it. But you can never be sure. You tell yourself, I’ll do well, it will be fine. But the problem is, every audience is different. You stand up on the stage and tell a joke and the audience loves you. Two days later, you tell the same joke in a different city – and nobody laughs. And you feel terrible. You need people to laugh. And then you tell another joke – and the audience laughs. And you think: That’s it. That’s why I’m a comedian. Extra idea: Instead of students ticking the items in exercise 2, you could write them out on separate pieces of paper and ask students to put them in the correct order as they listen. This helps with different learning styles and provides a kinaesthetic and auditory focus. 4 Students work individually to try to complete the extract from memory. Play the audio for them to listen and check their answers. Refer to the grammar reference on SB page 76 now or at the end of the lesson and go through it with students. Answers 1 script 2 like 3 love 4 joke 5 love 6 never 7 fine 8 audience 6 Pre-teach the word report. Allow time for students to complete the text individually. Tell them to look back at the grammar box if necessary. 1.38 Transcript It isn’t an easy job. You write your script. You think: will the audience like this? Yes, it’s funny. And they’ll love this. Mmm, maybe they won’t like this joke. What about this one? Will they like it? Yes, they will! I think they’ll love it. But you can never be sure. You tell yourself: I’ll do well, it will be fine. But the problem is, every audience is different. Extra idea: To set up more learner interaction and speaking, give students a text that has more gaps. Play the audio again without pausing it while students listen and try to complete as much as they can. Tell students to share what they have with a partner, then talk to other people until they’ve completed the text. Grammar will future 5 Read through the grammar box with students. Point out that in short answers we don’t repeat the verb, eg Yes, they will, not Yes, they will like. Ask students to read the extract in exercise 4 again and underline sentences with will. Read out the rule and ask students to look at their underlined sentences to work it out. Note that students sometimes have difficulty hearing the /l/ in subject–verb contractions, so write the following sentences on the board and get them to practise the pronunciation: I think they’ll like it. I’ll do well. Answers ... will the audience like this? ... they’ll love this. ... maybe they won’t like this joke. ... Will they like it? Yes, they will! I think they’ll love it. I’ll do well, it will be fine We use will + verb to make a prediction. Answers 1 will take / ’ll take 2 won’t be 3 will be / ’ll be 4 Will I enjoy 5 won’t 6 will feel / ’ll feel 7 Tell students to work individually and think of something they have to do at work (or school or home). Tell them to describe the task to a partner and make predictions about it, eg It will / won’t take a long time. I think it’ll be easy. Encourage them to use the future simple (will + verb) to make predictions and remind them to look back at the text in exercise 6 if they need help. Vocabulary Time expressions 8 Introduce the time expressions in the box. Ask: When does each expression refer to? Help with understanding by saying: Today is Monday. Tomorrow is Tuesday and the day after tomorrow is Wednesday. Elicit which expressions basically mean the same thing. To check comprehension say: Tomorrow is Tuesday. The day after that / the next day / the following day is Wednesday. Answers the day after tomorrow, the next (day), the (day) after that, the following (day) All these expressions can be used to mean ‘the day after tomorrow’. 9 Read the examples with one or two students and revise ways of saying the date. Point out that in order to practise the last three expressions in exercise 8, students need to give a day or date first, eg Saturday is October 29th. The … Allow time for students to write sentences. Monitor students as they work, making a note of any common problems with dates and time expressions. Ask one or two confident students to read out their work. Unit 3 65 10 EVERYBODY UP! Model the example dialogue with one or two students and point out the use of will in the prediction and in the answer. Ask students to walk around the room and make predictions about each other using will and the time expressions. Get class feedback, correct small mistakes and highlight good sentences that you heard. Extra idea: Play Hangman (see page 139) but instead of getting students to guess letters in words, ask them to guess where you’ll be later in the week. If they say incorrect sentences, add another piece to the hangman picture. Listening 2 11 Tell students they’re going to hear more about the comedian’s job. To set the scene, ask them to work in pairs, close their books and think of problems that a comedian might have. Elicit a few ideas from the class. Accept any answers at this point, as long as students can give reasons for them. 12 Tell the pairs to read through the list of problems. Ask: Did you think of any of the same problems? Get class feedback and write any other problems they thought of on the board. Ask the class: Do you agree with these other ideas? 13 Play the audio while students listen and tick the problems in exercise 12 that are mentioned. Tell students to check their answers with a partner, then check answers with the class. 1.39 Answers b, g, d, e, f Transcript One problem comedians have is that we have to travel a lot. Most comedians travel between 40 and 50 weeks a year. You usually have half the week at home and half the week away from home. Here’s an example from my schedule. This week and next week I’m performing in three different clubs in London. The week after that, I’m working in Scotland. That will be hard work, I can tell you – it isn’t easy being an English comedian in Scotland! 66 Unit 3 The following week, I have no work so I’ll be at home. That’s OK, I’m happy to spend time with my family. The week after that, I’m going to be in London again, performing at the same clubs as before. All this travelling is quite hard. It isn’t good for your relationships, you know, with your partner and your family. And the money isn’t great, either. And nothing’s certain. Will I have work in May? Maybe I will, maybe I won’t. And when there’s no work, there’s no money. And I have a family! You have to really love being a comedian to stay in the job. 14 Go through the questions first and highlight the use of the time expressions. Tell students to listen again and work out what the comedian will be doing at these different times. Play the audio again and have them answer the questions. MA For weaker students, it might be helpful to write the time expressions on the board and elicit the timeframe, eg this week, next week, the week after that, the following week (ie this refers to four consecutive weeks). Answers 1 He’s performing in three different clubs in London. 2 He’s working in Scotland. 3 He’ll be at home. 4 Because he has no work that week. 5 He’ll be in London, performing at the same clubs as before. Tips: Giving students time to look at the questions first means they know what to listen for. Try not to ask students if they want to listen to the audio again. It’s important to walk around and monitor how students are doing when they’re doing listening tasks. This means that you can actually see if they need to listen to the audio again and then play and pause the audio as needed. Extra ideas: As this audio is quite dense, with a lot of information in a short time, it would be useful to ask some extra questions, eg How many hours do comedians usually travel in a year? Does the comedian like being at home? Why isn’t the work certain? Why does the comedian say ‘And I have a family!’? Tell students to work in pairs and compare the jobs of a comedian and a lawyer. Ask: Would you like to be a comedian or a lawyer? Talk about qualifications, working hours, colleagues, salary, time with partner and family, travel, type of employment. Speaking 15 Ask students to work in small groups and talk about why they like or dislike their jobs. If they don’t have a job yet, tell them to imagine a job they’d like to have in the future. Model the example sentence and focus on the use of will to make a prediction and also the use of for to talk about a period of time. Tell students to take turns to give their information to the other people in the group and encourage them to write one or two predictions for each person as they listen to each other. MA Help weaker students by brainstorming lots of different jobs and writing them on the board. It might also be useful to do an example first with the class. Talk about your job and say why you enjoy (or don’t enjoy!) being a teacher. Ask: Do you think I’ll still be a teacher in five years? How long do you think I’ll stay in this job? Tip: Write your questions on the board and keep them and the jobs there during the speaking activity to remind students during their conversations. Leaving sentences highlighting the grammar focus on the board is very useful as students can use them throughout an activity. 16 Model the example dialogue with one or two students. Highlight the expressions they can use, eg That’s interesting. Sorry, I don’t think ... Elicit other expressions from the class, eg I agree / I don’t agree. I think you’re wrong. Yes, that’s right, etc. Tell students to discuss their predictions together. Find out how many people in each group made the same or similar predictions about the others in the group. 17 Allow students time to work in pairs and talk about the cartoon. Ask: What’s happening in the picture? Does the comedian look happy? Why not? Encourage lots of active discussion. Elicit answers for question 1 from several pairs and see if they agree. Answer The audience is bored; they don’t think she’s funny. 18 Ask pairs to read out their ideas to the question What do you think the comedian is thinking? Accept any logical ideas – there’s no correct answer. Do a class vote on the best or funniest ideas. Explore For this activity, students should type the name of their favourite comedian into a search engine. Encourage them to find a video clip that shows the comedian telling jokes. Ask them to write down one or two jokes that they can bring into class. However, they should make sure that the jokes are appropriate! Art & Music For the painting, tell students they can see a larger version on SB page 67. Tell them to read the questions and see what they can find out online. A good starting point would be to search using the painting’s title and the artist’s name, then research more about the people in the painting. For the song, ask students if anybody knows these lyrics and can sing them – it’s a very wellknown song, so somebody may know it. Tell them to find the video for the song on YouTube. It’s a wonderful video and has a very famous actor in it. Extra questions for class or homework Art Find out one extra piece of information about each of the Marx Brothers. Find one other painting by Bill Manson and write a short description of it. Music Who were the two actors in the video with Bobby McFerrin? Find out more about them. Unit 3 67 Answers Art They were actors and comedians and they were called the Marx Brothers. Music Song: worry, be happy McFerrin says that when you worry, you make it double; you should call him when you worry so that he can make you happy. Culture notes: Bill Manson is an artist who lives and works in Arizona in the USA. He’s also a drummer and has played around the world for over 25 years – his musical tastes influencing his strong images. He’s also a trained designer and this led him to start painting his colourful images – many of well-known artists, singers and sports men and women. Three’s Comedy is a painting he did in 2011 of the Marx Brothers. They were a family comedy act, performing from 1905 to 1949. There were five brothers, and initially all five of them were in the act, but eventually the two younger brothers left and the three older brothers – Chico, Harpo and Groucho – became the act. They all had very distinct comedy personalities. They were already popular on the stage when ‘talking movies’ were developed, so they moved from stage to film and became even more successful. The three brothers made 13 films together and five of these films were selected by the American Film Institute as among the top 100 comedy films. Bobby McFerrin is an American musician and singer who’s famous for his 1988 song Don’t Worry, Be Happy. The song was a number-one hit in the USA and won three Grammy Awards in 1989. The song was also a top-ten hit in 17 countries, and the original video included the comedians Robin Williams and Bill Irwin. Bobby McFerrin has won ten other Grammy Awards for songs such as Another Night In Tunisia (1985), Round Midnight (1986 and 1992), What Is This Thing Called Love and The Elephant’s Child (1987) and Brothers (1988). He’s also been a guest conductor for symphony orchestras and makes volunteer appearances as a guest music teacher at schools in America. 68 Unit 3 Vocabulary plus p32 Verb + infinitive 1 Before students start the activity, ask them to cover the conversations and just look at the pictures. Ask: What do you think is happening in each picture? Elicit some ideas, then put students in pairs to read the conversations and match them with the pictures. Point out that there’s one conversation that doesn’t go with any of the pictures. Check comprehension of the words in bold. Elicit answers from the pairs and ask them to give reasons for their choice. Check answers as a class. Answers A4 B3 C2 1.40 Say the words in bold on their 2 P own: promised, arranged, managed. Ask: What sound do you hear at the end of each word? (promised = /t/, arranged and managed = /d/). Now say quickly: promised to. Ask: Can you hear the sound /t/ twice? Elicit that you can only hear it once. Do the same with arranged to and managed to. Ask: Can you hear the sound /d/ before you hear the /t/ sound in ‘to’? Elicit that you can’t hear it. Teach / Elicit that this is because in rapid speech we often run sounds together. Play the audio and ask students if they can hear the /d/ at the end of each word in bold. You may need to play the audio two or three times for students to hear the sound correctly. Answer No, you can’t hear the ‘d’. Transcript 1 You promised to do it. 2 I’ve arranged to give you a rise. 3 I managed to do it. 3 P Play the audio again for students to repeat the sentences. 4 Check pronunciation of the words in bold in exercise 1. Focus particularly on expected. Ask: Does this have a /t/ or a /d/ sound at the end? Elicit that it doesn’t have either – it has the sound /ɪd/. Allow students time to work in pairs to write three short conversations, using the words in bold and the conversations in exercise 1 as a model. Go around the class helping with ideas or vocabulary where needed. MA Elicit ideas from the class before they start and write them on the board to help weaker students. When they’ve finished, ask students to practise their conversations with two other pairs. Monitor pairs as they practise, making a note of any common problems with pronunciation or intonation, focusing particularly on how students join words in rapid speech. Extra idea: Tell students to write their conversations but miss out the verbs in each one. Tell them to swap conversations with another pair and guess what the missing verbs are in the conversations from context. Similar words 5 Go through the sentences and point out the words in italics. Do the first one with the class as an example. Ask: What does ‘part-time’ mean? What does ‘full-time’ mean? Elicit that they have a different meaning. Allow students time to work individually or in pairs to go through the remaining sentences. Encourage pairs to give simple definitions of each word. Check answers as a class. Tip: Explain that it can be very useful to try and give a definition of a word using other simpler words, eg part-time = when you don’t work every day, or when you perhaps work in the morning, but not in the afternoon. Tell students that if they don’t know a word in English, this can be one way of finding out what it is from a native speaker. Answers 1 A full-time job is one that involves working the whole working week (around 40 hours a week). A part-time job is one that involves working only part of the working week (20 hours a week or less). 2 Work and job mean roughly the same in this sentence. However, point out that work is uncountable, and while a job is the name of the work that you do to earn money, work is more general. It can mean ‘job’ but it can also mean the different activities you do in your job, and also anything that requires effort. 3 A career is a progression through your working life, probably involving several jobs. 4 Salary and pay mean roughly the same in this sentence. 5 If you’re out of work, you’re unemployed. If you’re at work, you’re at the office (or other place that you work). 6 An employer pays someone to work for them. An employee is paid to work for someone else. 6 Tell students to work in their pairs to talk about their own jobs using the words from exercise 5. If they don’t have a job, they can talk about the job of somebody they know well, or make up a job. Focus on: Phrasal verbs a Go through the verbs with the class. Teach / Elicit that these are all phrasal (or multi-word) verbs, so they’re made up of a verb, eg deal, and a preposition (or particle), eg with. Point out that the meaning of the phrasal verb can’t usually be guessed from the meaning of just the verb. Note that at this stage, we’re just dealing with meaning and not going into the grammar of phrasal verbs. Tell students to check the meaning of the phrasal verbs (they can look them up in a dictionary or online) and complete the paragraph. Remind them to use the correct tense in each gap (present simple or continuous). MA To help weaker students, go through the gaps first and identify which tense is needed in each one. For each gap, ask: Is this something that happens regularly, or is it happening now? Check answers with the class. Unit 3 69 Answers 1 work for 2 go in 3 working on 4 deal with 5 work out 6 look for Answers 5 and 8 are the least polite as they use imperatives. Note, however, that sentence 5 also uses please, which does make it more polite than sentence 8. Sentence 7 could also be considered less polite than the others. b Put students in pairs to ask and answer the questions. Tell them to look at the questions and underline the phrasal verbs first. Elicit feedback from the class. Extra idea: Ask students to say what they answered for the first question. Put the class into two groups – those who think it’s better to work for a big company and those who think it’s better to work for a small one. Ask each group to write five reasons why they think they’re correct, then give groups one minute to try and convince the other group of their position. 2 Go through the instructions and model an example dialogue with a strong student. Make a request or give an instruction, eg Could you open the door, please? and ask the student to do the action. Choose another student and give an instruction, eg Tell Tia to stop writing. The student should follow the instruction or give a reply, eg OK. Put students in groups to practise making requests and giving instructions. Monitor groups as they practise, making a note of any common problems with grammar, pronunciation or intonation. Everyday English p33 Giving instructions; making requests 1 Go through the verbs in bold and check comprehension. Ask: What word comes after each verb? Elicit that it’s an object (you, Yoko, him, etc). Ask: What comes next? Elicit that it’s an infinitive with to (to think, to do, to come, etc). Explain that we often use this structure (verb + object + infinitive) to give instructions or make requests. Point out that in the negative, we say not to, eg Tell him not to do that. Look at question 1 together. Ask: Can we say ‘We want to think about this carefully’ here, or does that mean something different? Teach / Elicit that it has a very different meaning to We want you to think about this very carefully. Refer to the grammar reference on SB page 76 now or at the end of the lesson and go through it with students. Ask them to read the sentences and work out which ones sound the least polite. Ask: Why do you think they aren’t as polite as the others? Show how we use modal verbs such as can, could and would to be more friendly and polite. 70 Unit 3 3 Explain that you’re going to watch a video (or just listen to a conversation) between a manager and an employee. Go through the questions with the class and tell students to look at the photos. Ask: Which person do you think is Luke? Which person is Mehmet? Make sure they’re clear about the difference between a manager and an office worker. Students work in pairs or small groups to predict answers to the questions. Elicit a few ideas from the class, but don’t tell them if they’re right or wrong. 4 1.41 6 Decide whether you’re going to use the video or simply play the audio. Pre-teach document, urgent and chat. Play the video or audio for students to watch or listen and check their predictions. Answers 1 Luke asks Mehmet to look at a document. 2 He tells them to get back to work. Transcript luke Could you take a look at this document, Mehmet? mehmet No problem. luke When can you do it? It’s pretty urgent. mehmet luke mehmet luke mehmet luke mehmet luke I’m very busy today. Let me think … I can look at it first thing tomorrow. Is that OK? That’s fine, but I need you to write a report on it by Friday. Sure thing. You’ll have it on Friday, that’s a promise. Excellent! I’m getting a coffee, do you want one, Luke? Thanks, yes, I’ll have it black, no sugar. And, um, can you tell everyone to stop chatting and do some work? You tell them, Luke. They’ll run to their desks! Hey, guys, get back to work! Useful expressions 5 Go through the phrases in the box. Ask students to complete the conversation, then compare answers with a partner. Don’t check answers as a class yet. MA To provide help for weaker students, play the video or audio again before students complete the conversation. 6 Play the video or audio again (up to Excellent!) for students to check their answers. Answers 1 take a look 2 No problem 3 pretty 4 Let me think 5 first thing 6 Sure thing 7 that’s a promise Instant decisions and promises 7 Read the sentences in the table and teach / elicit the difference between an instant decision and a promise. Point out that very often they’re the same thing. Tell students to turn to SB page 81 and look at transcript 1.41. Tell them to find all the examples of will in the conversation and work in pairs to decide whether they’re an instant decision, a promise or a prediction. Elicit a few answers from students, then check answers as a class. Refer to the grammar reference on SB page 76 now or at the end of the lesson and go through it with students. 8 Tell students to look at the sentences in exercise 1 again. Put students in pairs and tell them to take turns reading out a sentence, then making a decision or a promise. Model the first one as an example with a strong student. Elicit ideas for a relevant response, eg OK, I’ll think about it very carefully. MA As an extra challenge, stronger students could write two or three more sentences and use these to elicit a response from their partner. Extra idea: Create a grammar quiz with ten to 15 sentences and questions that review the language from this unit. Put students in small groups and get them to answer the questions together. Tell them they can look in their books to help them. The team with the most correct answers at the end is the winner. Example questions: 1 Which sentence is a future arrangement? ‘I’m meeting Tom at the restaurant tomorrow’ or ‘I’m going to visit my friends at the weekend’? 2 Which sentence is a prediction? ‘I think it’s going to rain’ or ‘I’m going to meet my friends next week’? we don’t say … / we say … This section focuses on the following areas: • omission of to in the structure verb + infinitive • incorrect future tense use for talking about an intention • incorrect future tense use for a prediction • incorrect use of don’t for a negative instruction Ask students to cover the green we say … side and see if they can correct the mistakes themselves before they look and check. Answers a) I’ll have it black b) You’ll have it on Friday c) They’ll run to their desks! Unit 3 71 4 UNIT FOCUS How we live GRAMMAR: present perfect v past simple; for and since; already, VOCABULARY: technology, household items, household tasks FUNCTIONS: opening and closing a conversation Lesson 1 Have you ever written a blog? pp34–35 Aims The focus of this lesson is to introduce a series of words and phrases to do with technology, and to focus on the different uses of the present perfect to describe past experiences and the past simple to give more details. Students then talk about their own experiences with technology. Note: It would be useful to bring in some photos of people using technology for this lesson, in particular people looking at their mobiles instead of each other in a restaurant or home situation. You first! Tell students to talk with a partner about how long they spend online each day. Ask: Do you think you spend too long using laptops, tablets or smartphones? Elicit feedback from the class and ask for their reasons. Vocabulary Technology 1 Read the definition of technophobe together. Check comprehension of advanced technology by asking for more examples, eg a mobile phone, tablet. Then ask students to discuss the question. 2 Explain / Elicit the fact that How technological are you? means ‘How much do you like using technology? How good are you with it? Do you have problems using it?’. Go through the quiz with the class first. Find out how many people already know the words in bold – many of these are the same in different languages, so they may be able to guess the meaning if they don’t know it already. Put students in pairs to work through the words. They can either use a dictionary or look them up online if they don’t know them. Answers gadgets = small devices or machines with a particular purpose 72 Unit 4 yet, just e-reader = a small computer on which you can read books download = to copy or move programs or information into a computer’s memory, usually from the internet software = computer programs hardware = the physical and electronic parts of a computer blogs = online diaries printer = a machine linked to a computer that prints onto paper put it right = correct or resolve something 3 Do the first question with a student as an example. If they answer yes, give them one point. Tell students to do the quiz with a partner and give a point for each answer as follows: 1 Yes, 2 No, 3 Yes, 4 Very important, 5 Yes; yes, 6 Yes, 7 Yes. Explain that if they get 7 points, they’re very good with technology. It would be a good idea for students to alternate asking questions, rather than one person asking all the questions, then swapping over. This will help to keep the interest level up and will encourage interaction and speaking. Ask: How many people in the class are / aren’t very good with technology? You could do exercises 1 and 2 on Technology in Vocabulary plus at this point. Reading 4 Ask: What do you think ‘opposites attract’ means? (When people are very different, they often like each other.) Do you think it’s true? Ask for ideas and reasons. Allow time for students to read the article and quickly describe Fergus and Dan. Suggested answers Fergus is an artist. He hates technology and has never used a computer. Dan is a journalist. He loves technology but realises that face-to-face communication is important too. Tip: It’s a good idea to set a focus question (with an answer that can be found somewhere near the end of the text) to give students a reason to read quickly for gist. Ask them to write down the answer. They’ll often just try to underline it, but it’s better if they write it, as this gives you a clear visual sign that they’ve finished reading. Extra idea: Write the title of the article Opposites attract on the board. Ask students to work with a partner and write down as many words as they can using the letters in the title. Model the activity on the board with words like sit and act so they can see what to do. You could make this into a competition by setting a short time limit. 5 Go through the list of things and write them on the board. Check students understand personal (Phone calls are so much more personal). Tell students to write down everything they can remember from the article about these things and Fergus. Tell them to check with a partner and see who remembered the most things. Get feedback from pairs, then give them time to read the article again to check their answers. MA Encourage stronger students to give a little bit more detailed information. You can get slightly shorter answers off weaker students, as they may not yet have the language or confidence to give longer answers. Point out that comprehension is the aim here, not using language correctly. Answers 1 Fergus has never used a computer. When someone gave him one, he put it in a cupboard. 2 He has used a mobile phone, but only for phone calls, not for texts. 3 He thinks phone calls are more personal than text messages. 4 He has never watched a video on YouTube. 5 He read Dan’s latest blog last week. 6 THINK Ask students to discuss the questions together. Elicit class feedback and find out their ideas and opinions. Extra idea: You could also tell students to think about the advantages and disadvantages of e-readers. Ask: Do you think e-readers will ever replace printed books? Grammar Present perfect v past simple 7 Write Fergus and I have been friends for a long time and Five years ago a friend gave him an old desktop computer on the board. Ask students to look at the sentences and identify the tense in each sentence. Tell them to read the article again and find other examples of the present perfect and past simple. Then ask them to complete the table. Check answers as a class. Answers present perfect: have been, has never used, Has … ever used, hasn’t watched, has read past simple: gave, put, called, showed 1 has 2 has not / hasn’t 3 Has 4 hasn’t 5 Have 6 have / ’ve 7 used 8 did not / didn’t 9 did; read Refer to the grammar reference on SB page 76 now or at the end of the lesson and go through it with students. 8 Highlight used in the first sentence. Use it to teach / elicit the meaning of past participle. Ask: What’s the infinitive? (use). Tell students to underline the remaining past participles and write down the infinitives. Note: Sometimes students confuse the second and third person forms of the verb, so it’s helpful to elicit the difference and show them that the past participle has the auxiliary verbs have or has before it. Answers used – use; watched – watch; read – read; written – write 9 Focus on the sentences in the grammar table again and tell students to use them to work out and complete the rules. Unit 4 73 Elicit extra example sentences from the article that talk about the past in general (He has read a blog), say when something happened exactly (He called me yesterday), or use ever and never (Has Fergus ever used a mobile phone? He has never used a computer). Answers 1 present perfect 2 past simple 3 present perfect Did you know? Check comprehension of negative. Tell students to read through the facts, then ask: Which fact surprises you most? Why do you think respondents said people need technology too much? Do you agree? This provides an opportunity to discuss the effects of smartphones, etc on social interaction. Extra ideas: If you brought in a picture of people looking at their smartphones instead of talking to each other, show it to students and ask: What do you think of this picture? Is it a typical situation? Tell students to do a survey on mobile devices and their effect on concentration at school and work. You could include some of the questions below or get them to create their own: Do smartphones distract you when you’re working? How often do you check your phone for messages? Do you look at messages or send texts in lessons? Do you think mobile devices help you learn? Have the internet and mobile devices helped you get better grades or not? Listening and speaking 10 GUESS To introduce the listening activity, ask students to look at the photos and guess what’s happened. Elicit ideas from the class and encourage lots of active guessing. 11 2.2 Tell students they’re going to hear people talking about the situations in the photos. Play the audio for students to check their ideas. Find out how many guessed correctly. Play the first conversation again and ask students what the tenses are. Point out that once we start giving details, we use the past simple (It was terrible, I wrote an email, I said my boss was ..., etc). 74 Unit 4 Answers 1 He sent an embarrassing email to the wrong person. 2 She got a text message from a stranger. Transcript 1 man Have you ever sent an embarrassing email to the wrong person? woman No, I’ve never done that, have you? man Yes, I have. It was terrible. I wrote an email about my boss to a friend. I said my boss was really horrible. And I sent the email to my boss by mistake! woman Oh no! What happened? 2 woman 1 I got a text message from someone I didn’t know yesterday. Have you ever received a text message from a stranger? woman 2 Yes, I have. It said, ‘It’s been a long time. I’m thinking about you.’ woman 1 Interesting! Did you reply? woman 2 Yes! I … 12 Play the audio again and ask students to work individually to think about how each conversation could end and to make notes. Elicit a few ideas from the class. MA Tell students to work in pairs to think about a suitable ending for each conversation. 13 Put students into groups to discuss their ideas. Tell them to use the notes they made to help them as they talk together. Then ask them to walk around the room and share their ideas with other students. Elicit ideas from the class and take a vote on the best ending. 14 Write the first question on the board, then quickly review the present perfect and adverbs ever and never. Ask: Have you ever published a book online? Elicit the answer: I’ve never published a book online. Ask concept-checking questions, eg When do we use ‘ever’? (in questions), When do we use ‘never’? (in negative sentences) and Where do ‘ever’ and ‘never’ go in the sentence? (between have and the past participle). Ask students to create questions, then encourage them to check in pairs. Answers 1 Have you ever published a book online? 2 Have you ever sent an email to the wrong person? 3 Have you ever received a text from a stranger? 4 Have you ever written a blog? 5 Have you ever tried online dating? 6 Have you ever lost a / your mobile phone? 15 EVERYBODY UP! This is a chance for everyone to move around and re-energise. Before they start, ask students to work individually and write two more questions like the ones in exercise 14. Then tell them to walk around the room and ask and answer all the questions. Explain that when somebody answers yes, they must ask more questions to find out what happened. Monitor pairs as they work, making a note of any common problems with grammar – particularly the correct use of the present perfect and past simple. 16 Read the statement from the end of the first paragraph in the article. Ask students to discuss the questions in groups, then ask for class feedback to find out their ideas and reasons for their opinions. Lesson 2 Have you ever had a dream? pp36–37 Aims The focus of this lesson is to provide practice of the present perfect, particularly with the adverbs for and since to describe a period of time and a point in time, and also to learn the language required to talk about other peoples’ lives. Warm-up Divide the class into two. Ask one group to describe photo 1 on SB page 36 and the other group to describe photo 2. When they’ve finished, tell students to work with somebody from the other group and describe their photo. Reading and speaking 1 Pre-teach achieve and countryside. Ask students to read the short text and think about their dreams, then work with a partner and tell each other their hopes and ambitions. Suggest they start with the phrase My dream is to ... This could also be done as a guided visualisation. Tell students to close their eyes, then read the text to them. You could also play some gentle background music to relax them as they imagine the future. Tip: To introduce the text and encourage predictions about the topic, tell students to look at the photos on SB page 37 and guess where Georgina lives. Ask: Who are the people in the photos? What job do you think Georgina does? This helps to create interest in the text and gives students a reason to read and find out if their predictions are correct. 2 Write both questions on the board: What was Georgina’s dream? Did she achieve it? Ask: What does the title ‘Living the Dream’ mean? Encourage students to read the article quickly and answer the questions. Set a short time limit so they read for gist. Ask one or two students to come and write their answers on the board under the questions. Find out how many people had the same answers. MA You could ask stronger students to quickly read the article and find the names of as many places, cities, regions and countries as they can. Answers 1 Her dream was to live in a house in the mountains and share it with people of different nationalities. 2 Yes, she did. 3 Tell students to read the article again more slowly and find words that match the definitions. Teach / Elicit the meaning of relationship in question 3 and ask students what they think fortunate means. MA For more support, tell students which paragraph the words are in (1 paragraph 1, 2 and 3 paragraph 2, 4 paragraph 3, 5 paragraph 4). Unit 4 75 Answers 1 realised 2 Inuit 3 broke up 4 share 5 tiny 4 To introduce the more detailed reading section, ask students to look at the photos with a partner and see if they can relate them to things they remember from the text. They then answer the questions individually or in pairs before reading the article again and checking their answers. Answers Photo 1: This town is in Greenland. Georgina taught English there. Photo 2: This is Copenhagen. Georgina was there from 1990 until 1997. Photo 3: It’s in the Pyrenees in the northwest of Spain (the Basque country); it now has seven bedrooms and eight bathrooms. Photo 4: He’s a lawyer. Photo 5: They learn Spanish, discover the Basque culture and go for long walks in the mountains. Grammar for and since 5 Focus on the diagrams in the grammar box and teach / elicit the different uses of for and since. Tell students to read the article again, then look at the grammar box and try to complete the rules together. Point out that both answers may be correct. To present the grammar in a different way, you could ask students to read the article again, then write the following sentences on the board: 1 She has lived there since 2001. 2 Georgina has owned a successful holiday company called Pyrenean Experience since 1999. 3 They’ve been together for many years now. 4 People have lived there for thousands of years. 5 She lived in Copenhagen for seven years. Underline the words for and since, then ask concept-checking question, eg Which sentences show when something started? (1 and 2) Which sentences show a length or period of time? (3 and 4) When do we use ‘since’? (to show when something started) 76 Unit 4 When do we use ‘for’? (to show a period of time) Which sentence is past simple? (5) Do we use ‘since’ in present perfect or past simple sentences? (present perfect) Do we use ‘for’ in present perfect or past simple sentences? (both). Answers 1 a specific point in time 2 a period of time 3 present perfect 4 past simple, present perfect Refer to the grammar reference on SB page 77 now or at the end of the lesson and go through it with students. 2.3 Vowel sounds are sometimes 6 P difficult for students, so it’s helpful to highlight the differences and do plenty of repetition drilling. Write the words see and since and the sounds /i:/ and /ɪ/ on the board and ask students to repeat them. If they have difficulty, model the sounds and tell them to watch the shape of your mouth. They’ll notice that your mouth is wider when you make an /i:/ sound. Read the conversation with a strong student and ask the other students to listen. Then play the audio while students listen and circle the short vowel sounds and underline the longer sounds. Don’t check their answers yet. Transcript a How long have you been here? b We’ve been here for about three weeks. When did you arrive? a Just this morning. b You must go to the beach. a We’ve been. The sea is green! Extra idea: Write the words ship, sheep, bean, bin, leave, live, chip and cheap on the board and get students to match them to the correct sound. 7 P Play the audio again for students to check their answers. Point out that in have you been in line 1 and We’ve been here in line 2, the ee sound is short, unstressed – /ɪ/. In line 5, been is a stressed sound (We’ve been) so the sound is long – /iː/. Ask students to practise the conversation in pairs, focusing particularly on the short and long i sounds. Monitor pairs as they practise, making a note of any common problems with pronunciation or intonation. person, but they have different information and must find out the missing details by asking questions. Give them a few minutes to prepare and think of the questions they’d like to ask. Answers /ɪ/: been (line 1 and line 2), did, this, morning /iː/: we’ve, three, weeks, beach, we’ve, been, sea, green When they’ve finished, tell them to take turns to ask and answer questions to complete the information. They then work individually to write questions about Jake using the present perfect, eg How long has Jake known Kay? How long has he been married? Tell them to work in their pairs to ask and answer the questions they’ve written. 8 Do the first sentence together with the class as an example and elicit the correct verb tense. Ask: Is Georgia still in Copenhagen? (No) Is it still happening, or is it a finished action in the past? (It’s finished) When did she leave? (In 1997) So do we make the question in the past simple or present perfect? (past simple). Ask students to work in pairs and make the questions and answers using the past simple or present perfect. Answers 1 How long did Georgina live in Copenhagen? She lived in Copenhagen for seven years. 2 When did Georgina arrive in the Basque country? She arrived in the Basque country in 1999. 3 How long has Georgina had her house? She’s had her house since 2003. 4 How long has Georgina owned her holiday company? She’s owned her holiday company since 1999. 5 How long has Georgina lived in the Basque country? She’s lived in the Basque country for over [14]* years. 6 How long has Georgina known her husband? She’s known her husband for many years. 7 When did Georgina and her Danish boyfriend break up? They broke up about 20 years ago. Finally, ask pairs to say what they know about Jake (without looking at the information). Ask the other students to say if the things are correct or not. 10 Ask: What kind of information is in the article about Georgina? Elicit the main things from her story, eg place of birth, early life, education, where she lived, life experiences, family and career, likes and dislikes, and write them on the board. Allow time for students to work individually to write questions to ask a partner about their life using the headings on the board. When they’ve finished, tell them to take turns to find out information about each other by asking their questions. Remind them to make notes of their partner’s answers. 11 Ask students to write a biography of their partner, using the notes they made in exercise 10. Encourage them to use the present perfect, past simple and the adverbs for and since. Tip: Read through students’ work and use correction symbols for different types of mistake, eg ‘S’ for spelling mistakes, so that when you give the writing back, they can correct the mistakes themselves and write a second draft. This encourages them to notice mistakes and really think about how to correct them, and also increases grammatical accuracy. * Note that the answer will depend on the current year. You could do exercises 3–5 on Relationships in Vocabulary plus at this point. Speaking and writing 9 Check students understand what they have to do in this information-gap activity. Explain that they each have information about the same Explore Ask: Would you like to visit a place like the Pyrenees and discover the Basque culture? Find out what kind of holidays students would like and tell them to look online for an ideal holiday destination. You could get them to do this for homework and make a poster presentation in Unit 4 77 class, which includes information about places of interest and historical facts, as well as an itinerary of activities and events available. Answers A iron B dishwasher C washing machine D dustbin E kettle F freezer G fridge H vacuum cleaner Lesson 3 I’ve just done it. pp38–39 Extra idea: Ask students to categorise the household items into two lists: Things I could live without and Things I couldn’t live without. Aims The focus of this lesson is to learn words for talking about household items and to introduce the use of just, yet and already with the present perfect to talk about things that have been recently completed or describe things that will happen in the future. Students also discuss differences in attitudes to housework. Note: It would be useful to research and bring in a photo of a messy teenage bedroom for students to work with in exercise 5. You could also research images of different household objects. You first! Ask: How do you feel about housework? Ask students to work together and discuss the question. Get class feedback and get their ideas and opinions. Vocabulary Household tasks 1 THINK Ask students to talk about the photo in pairs and answer the questions. Teach / Elicit that to talk about a decade, we say the 1950s or the 50s, the 60s, etc. Get class feedback and encourage lots of discussion about what people wear to do housework. Answer 1 It’s from the 1940s or 1950s. 2 Check the household vocabulary and ask students to match the words with the pictures. Help with the pronunciation of tricky words such as iron (silent ‘r’) and vacuum. Students sometimes pronounce the silent ‘r’ in iron and have difficulty with the diphthong + schwa combination: /aɪən/. Also explain that students will often hear hoover as another way of saying vacuum cleaner. Hoover is a well-known brand of vacuum cleaner and the name has become synonymous with the object. 78 Unit 4 3 2.4 Go through the verbs first, then the phrases and check comprehension. Point out that all these words can be used together to make household tasks. Ask students to match the words and phrases to make verb–noun collocations. Play the audio for students to check their answers, then play it again for them to repeat the phrases. Note that you can also clean some of the other items, eg the fridge, the kitchen floor, but we’ve given the most common collocations (clean the bath / the shower) in the audio. You can also empty a washing machine and use a bath / shower. Transcript and answers clean: the bath, the shower do: (the) housework, the ironing, the washing up empty: the dishwasher, the dustbins, the fridge make: your bed use: the washing machine, the dishwasher vacuum: the carpet wash: the kitchen floor Culture note: In American English, a dustbin is called a trashcan. Americans also say wash the dishes instead of do the washing up. Extra idea: To review vocabulary in a fun way, play a memory game. Make small cards showing different household items. Put students in pairs and give each pair a set of cards. Tell them to turn the cards over so they can’t see the pictures and spread them out across the table. Students take turns and turn over two cards. If they find a matching pair, they keep the cards. If the cards are different, they have to turn them over again. The person with the most Transcript We all have to do household tasks – we have to make the beds, clean the shower, put out the dustbin. The question is, who does them? People with enough money usually employ a cleaner. But not everyone with money has a cleaner. Some people actually enjoy doing housework! The other big question about household tasks is, of course, is the man in your household happy to vacuum or wash the kitchen floor? So we asked people, ‘Do you like doing housework?’ and ‘Who does the housework in your household?’. cards at the end is the winner. To reinforce the words, tell students that every time they turn a card over, they have to say what the household task is. 4 In this 3x3x3 activity, put students in groups of three to talk about household tasks they dislike. Note that their decision must be unanimous – they must all dislike the three tasks. Set a time limit of three minutes. When they’ve finished, get class feedback to find out the least popular chores. 5 Write there is / there are on the board and quickly review prepositions of place. Tell students to close their books, then, in pairs, ask and answer questions about the photo. They can then look and check their answers. MA For extra support, allow students one minute to look at the photo before they do the task. Extra ideas: Put students in pairs and tell one student in each pair to look at the picture in the book and say five true or false sentences about it. Their partner has to close their book and try to remember what things there are. If they think the sentence is true, they say Yes, there’s a … and if it’s false, they say No, there isn’t a … Students take turns describing the picture. If you brought in a picture of a teenager’s bedroom, show students the picture (on the board or by using a digital projector) and tell them they have one minute to look at it and remember everything they can. Give them two minutes to write everything that needs to be tidied up in the room. Listening 1 6 2.5 Tell students they’re going to listen to the introduction to a radio programme about housework. Play the audio and tell them to listen for the two questions people were asked. Encourage students to compare their ideas. Answers Do you like doing housework? Who does the housework in your household? Extra idea: This could also be done as a dictation. 7 Go through the icons in the table. Explain that the thumbs up and thumbs down images signify like and dislike; the other icons answer the question Who does the housework in your household? – the bucket signifies a cleaner. Tell students to listen and tick the information about each person. Play the audio, pausing as necessary, then play it again for students to check their answers. Check understanding of the word dust. 2.6 Answers woman 1 man 1 man 2 woman 2 man 3 Transcript woman 1 I hate doing housework, it’s so boring. But I also don’t want to live in a dirty house and I certainly don’t have money for a cleaner. Both Gavin and I work and we share the housework between us. Gavin’s very good, he never complains. man 1 My wife does the housework, she’s a housewife and we have three children, two are under five. I have a full-time job, and I take work home, I don’t have time to do housework. Unit 4 79 man 2 woman 2 man 3 I love doing housework, it’s relaxing. Ironing – I love it. I vacuum every day, of course – dust isn’t good for you – and I wash the kitchen floor every day, too. My mum did the same. I live alone and I like a clean house. I’ve just done the ironing. Who does the housework? Um, we all do – but not very often, I’m afraid. I share a flat with friends – they’re a couple – and none of us enjoys doing housework, so our flat isn’t exactly clean. There are more important things in life than a clean house. I’ve never done housework. I have a cleaner, she comes in every day and she does everything, makes the beds, cleans the kitchen. 8 Describe your own work and household situation as a model first, eg I’m a teacher and I share a flat with two people. We share household tasks, but I don’t enjoy doing housework! We wash the kitchen floor once a week. I usually do my preparation for this class on Sunday evening. I haven’t cleaned my room yet this week! Put students in small groups to discuss housework in their own home. Encourage them to ask extra questions, eg Who usually does the housework? How often do they do it? Is it important for you to have a clean and tidy house? Which things do you most like or dislike doing? Would you like to have a cleaner? Get class feedback and check their ideas and opinions. De-stress! Note: Students sometimes have quite flat intonation, so tell them to listen as you read out the dialogues, then to underline the stressed words in each sentence and listen for the rising intonation in yes / no questions and falling intonation in wh- questions. Answers 1C 2A 3B 10 Look at the sentences in the grammar box and tell students to complete them with the correct word. Encourage them to look back at the dialogues in exercise 9 to help them. Ask questions to check understanding, eg Which word do we use to say we did something a short time ago? (just) Which word do we use to say we did something earlier than people expected? (already) Which word do we use to say that something will happen in the future or to ask if something has happened? (yet). Check answers with the class. Answers 1 just 2 already 3 yet 4 yet Refer to the grammar reference on SB page 79 now or at the end of the lesson and go through it with students. 11 Ask students to complete the rules. Check the answers as a class and ask students to write personalised sentences about things they’ve just done, haven’t done yet or things that have already happened. Also teach / elicit that just and already usually come between the auxiliary verb and past participle, and yet is located at the end of present perfect sentences. Read the short text and check students understand why it’s a good idea to have plants around you. Ask: What plants do you have in your home or workplace? This will be challenging for their vocabulary, so you can ask them to describe a plant, or search for the English equivalent online or come to the board and draw it. Listening 2 Grammar already, yet, just 12 9 Focus students on the pictures and ask them to predict what’s happening in each one. Elicit lots of ideas. Then ask students to read the dialogues and match them with the pictures. Finally, put students in pairs to read the dialogues aloud. 80 Unit 4 Answers 1 Just 2 already 3 yet 4 yet 2.7 Write on the board: What are Tomas and Max doing and why? Play the audio for students to listen and write their answer. Play the audio again if necessary for them to check their answers. Answer They’re tidying and cleaning the flat, as Max’s parents are coming for the weekend. Transcript max This place is a mess! Have you vacuumed yet, Tomas? It doesn’t look like it. tomas I’ve just done the sitting room. I haven’t done the bedrooms yet. I’ll do them now. max The hall, don’t forget the hall ... tomas What time are your parents arriving? max Seven thirty. tomas OK, we have five minutes. They’re staying the whole weekend, aren’t they? I’ve never met your parents. What are they like? max They’re OK. They, er ... they hate untidiness. tomas Great, great! How do they feel about dust? max They hate that too. Hmm … This floor needs washing. tomas We don’t have time to do that. At least they have a bedroom to sleep in. It’s a good thing Jon’s away for the weekend. Hey, we must change the sheets. max I’ve already changed them. I did that last night. tomas Cool! Oh – I haven’t put the food in the oven yet. And the vegetables, let’s get them out of the freezer. max I’ve already done that. I’ll put them in the pan. … Oh no, they’re all over the floor now … Hi, Mum, hi Dad! mum and dad Hello! mum It’s great to see you! So this is your new flat! Hmm … dad Have you ever thought of getting a cleaner? 13 Tell students to decide if the statements are true or false. Give them time to read the sentences so they know what they’re listening for. Play the audio again for them to check their answers. Pause as necessary to help students check. Answers 1 false: He hasn’t vacuumed the bedrooms or the hall yet. 2 false: He hasn’t met them before. 3 false: Max has changed them. 4 true 5 false: Tomas hasn’t put it in the oven yet. 6 false: They haven’t visited the flat before. MA For extra support, tell students to look at transcript 2.7 on SB page 81. This will make it easier to work out who has done each thing. Extra idea: Draw three columns across the board and label them something that happened sooner than we thought, something that happened a short time ago and something we think will happen soon. Tell students to listen carefully and write down sentences they hear with already, just and yet. Play the audio again for students to do the activity. Get them to check together, then compare with the transcript on SB page 81. Something that happened sooner than we thought: Max has already changed the sheets. Max has already taken the vegetables out of the freezer. Something that happened a short time ago: Tomas has just vacuumed the sitting room. Something we think will happen soon: Tomas hasn’t vacuumed the bedrooms yet. Tomas hasn’t put the food in the oven yet. Speaking 14 THINK Students discuss the questions in pairs. Get class feedback to find out their ideas and opinions and encourage further discussion. Art & Music For the painting, tell students to look at SB page 67 to see a bigger image. Tell them to read the questions individually or in pairs, then check their answers online. For the song, elicit what students need to search for and tell them to find a video for the song. You could encourage them to search during class with their smartphones or do the task for homework. Unit 4 81 Extra questions for class or homework Art What can you see in the painting? Describe what the woman is doing. Music What does the singer say she can do when she’s cleaned the floor? Find the name of another song by the B52s and read the lyrics. Answers Art Johannes Vermeer was a 17th-century Dutch painter. The painting is called The Milkmaid, but in fact the woman is a kitchen maid and helps with the cooking and cleaning. Music ‘I am doing my housework’. The singer says she needs a man to move in with her and help her clean, pay rent and do the dishes. Vocabulary plus p40 Technology 1 Ask students to look at the sentences below the pictures and the words in bold, then match them with the pictures. Check answers as a class by playing the audio. 2.8 Answers 1B 2E 3C 4A 5D Transcript A You turn the computer on or off here. B You often need a password to get onto a website. C You click on a file with your mouse to open it. D It isn’t very loud. Turn up the volume! E You click on the X icon to close a file. Culture notes: The Milkmaid by Johannes Vermeer is one of the most famous paintings in the Rijksmuseum in Amsterdam. It was painted in 1657 or 1658 and is considered a masterpiece. It’s appeared in many art exhibitions around the world. 2 Johannes Vermeer only did around 34 paintings in his lifetime. His pictures, such as The Milkmaid, The Girl with a Pearl Earring and The Little Street, are still popular today. Many of his pictures show interior views, and although there’s nothing spectacular or extraordinary about them, his use of bright colours and light gave a photographic quality to his paintings. Relationships The B52s are an American band from Athens, Georgia, who were famous for chart hits such as Love Shack, Roam and Deadbeat Club. The band consisted of Fred Schneider, Kate Pierson, Cindy Wilson, Ricky Wilson and Keith Strickland. Kate Pierson’s distinctive voice also appears on REM hits such as Near Wild Heaven and Shiny Happy People. The B52s formed in 1976 and have sold over 20 million albums in their career so far. 82 Extra idea: Create an art and music webquest. Select three websites about Johannes Vermeer and two sites for the B52s. Make a set of reading comprehension questions about both and provide the links for students. They have to read each web page to find the answers. Unit 4 3 Put students in pairs and tell them they’re going to play a memory game. Give them one minute to look at the sentences in exercise 1, then tell them to cover them and write them down from memory. They can use the pictures to help them. Give them two minutes to write them down correctly, then get them to look again and check how many they remembered. Students complete the sentences with the words in the vocabulary box. Point out that they can only use each verb once – and that the verb must go with all the words in each line. Play the audio for students to listen and check their answers. 2.9 Answers 1 go to 2 be 3 have 4 get Transcript 1 go to a wedding 2 be divorced / married / single / together 3 have a partner / a relationship 4 get divorced / married 4 Go through the sentences and tell students to choose the statement that best describes their situation. Point out that some sentences may not be applicable for them, so they may only underline one or two items in total. Allow them time to work in pairs to do the activity, then encourage them to ask and answer questions about the statements. 5 To model the activity, describe people you know and follow up with a few quick questions, eg Can you remember how long my (mum and dad) have been married? What about my (sister)? Then ask students to talk to a partner about people they know. Remind them to use the new vocabulary from exercises 3 and 4. Focus on: go a Do the first item together with the class as an example. Ask: What does ‘go to school’ mean? Elicit that it means to be at a place of education. Put students in pairs to do the remaining items, then check answers as a class. Answers 1i 2h 3a 4d 5b 6c 7g 8f 9e Extra idea: You could also do this activity with the different phrases on pieces of paper to vary learning styles and include a kinaesthetic activity. b Ask students to create one or two short conversations using at least four of the words or phrases from exercise a. Give them time to brainstorm ideas with a partner and write their conversations down. c This is a learner-centred dictation activity. Go through the instructions with the class. Tell students to find new partners and take turns reading out their conversation from exercise b. Their partner listens and writes down the conversation. Then they read it back and compare what they wrote with the original. Everyday English p41 Opening and closing a conversation 1 GUESS To introduce the topic, ask: Do you talk to people doing surveys in the street? Do you like to talk to people, or do you try to avoid them and walk past them? Elicit answers from several students. Ask students to look at the photo and think about how someone doing a survey might get their attention and try to start a conversation. Ask: What would they say? Elicit students’ ideas and write useful phrases and expressions on the board. Then get students to discuss the questions with their partner. Tell them to write notes, as they’ll check their ideas in exercise 4. Tip: It’s often helpful to get students to think of things from a character’s perspective, and this often helps with listening and prompts pair speaking activities. Ask students to look at the title and photo and try to brainstorm what the audio is about. Ask them to imagine they’re the people in the photo and to think about how each person feels about the situation. 2 Ask students to look at the expressions and decide which ones are formal and informal. Point out that some can be both. Check their ideas and get them to explain the reasons for their answers. Answers A 1F/I 2I 3F 4F/I 5I 6F B 1F/I 2F 3F 4F 5I 6I 2.10 Focus on the questions in section 3 P A in exercise 2. Tell students to listen carefully to the speakers’ intonation. Explain that a big voice range means that there’s a lot of expression in the question. A small voice range means that the question sounds quite flat. Play the audio for students to listen to the questions. Elicit answers from the class, then play the audio again, pausing after each question for students to repeat. Unit 4 83 man Answer In each case, the speaker’s voice range is big. Transcript 1 Can I have a word with you? 2 Hi, do you have a minute? 3 Excuse me. Can I have a few minutes of your time? 4 Do you have time for a quick chat? 5 How are things? 6 Let me introduce myself. woman man woman 5 Play the video or audio again for students to answer the questions. Tell students to discuss their answers in pairs, then elicit feedback from the class. Answers 1 He’s asking questions about attitudes to technology. 2 She doesn’t really want to answer the questions because she asks how long the survey will take and she also says she has to go. Extra idea: At this point, you could also have students highlight the stressed words and rising or falling intonation. To do this, play the audio and ask students to write the sentences they hear. Once they’ve done this, play the audio again and ask them to underline the words with the most stress and draw small arrows up and down to show the speakers’ intonation. Then put them in pairs to practise the sentences. 4 2.11 6 Decide whether you’re going to use the video or simply play the audio. Tell students they’re going to see or hear the street interview shown in the photo at the top of the page. Play the video or audio while students watch or listen and check their predictions from exercise 1. If you’re using the video, point out the woman’s facial expressions to help with showing what she’s thinking. Transcript man Excuse me. Can I have a few minutes of your time? We’re doing a survey and I’d just like to ask you a few questions. woman Who are you doing this for? man Oh, let me introduce myself. My name’s Billy Walton and the survey’s for the local newspaper. woman Um, how long will this take? man Just two minutes. woman OK, but no longer than that, please. man The survey’s on attitudes to technology. woman OK! man So, the first question is, … woman You know, I have to go. 84 Unit 4 That was the last question. Thanks so much for your time. It was a pleasure. So when will the survey be in the paper? I think a couple of weeks, something like that. OK, I’ll look forward to it. Extra idea: Write each line of the conversation on a separate piece of paper, then mix them up. Hand each line to a different student and ask them to work together to put the conversation in the correct order. When they’ve finished, play the video or audio again for students to check if their predictions were correct. 6 Look at the expressions in exercise 2 and ask students if they can remember which were formal and which informal. Play the video or audio again while students tick the expressions they hear. Ask: Are they formal or informal? Ask students to give their reasons. Answers A 3 Excuse me. Can I have a few minutes of your time? 6 Let me introduce myself B 1 I have to go. 3 It was a pleasure. 4 Thanks so much for your time. They’re formal because it’s a street interview and the interviewer is being polite. 7 2.12 Play the first part of the conversation and tell students to guess what the woman says. Elicit quick feedback to check their ideas. Transcript man Hi. Do you have time for a quick chat? woman Erm … 8 Explain that you’re now going to play the whole conversation. Play the audio for students to check their ideas from exercise 7. Answer She says OK, but only if it’s quick. Transcript man Hi. Do you have time for a quick chat? woman Erm … OK, but be very quick because I have to leave in five minutes. But it’s good to see you. man You too. So, how are things? Is the business going well? woman Yes, it is, it’s going well, we’re so pleased ... … woman I’m so sorry, I have to go. It’s been nice talking to you. man See you soon, I hope. Erm … how about going out for dinner sometime? woman Great idea – when? I’m free this evening. 9 Go through the questions with the class and ask students to make notes, then discuss their answers in groups. Play the audio again if they have difficulty remembering the conversation. Answers 1 They chat about the woman’s business and how it’s going. 2 How about going out for dinner sometime? 3 She thinks it would be a great idea. She seems very enthusiastic. 11 Look again at the expressions in list A in exercise 2. Ask: Which ones did the interviewer use? (Tell students to look at their answers to exercise 6.) Allow time for them to work individually to write their questions. Monitor students as they work, making a note of any common problems with grammar and helping with vocabulary where necessary. When they’ve finished, tell them to interview three people and make a note of their answers. Encourage them to use some of the expressions to open their conversations in a polite way. Get feedback from the class about attitudes to technology within the class. MA For extra support, elicit some ideas for questions before they start and write them on the board. 12 Look again at the expressions in list B in exercise 2. Ask: Which ones did the woman use to end the conversation? (Tell students to look at the answers to exercise 10.) Allow students time to speak to different people and have a short conversation. Remind them to close their conversations politely. MA For extra support, tell students to work in pairs to write a conversation, helping them with ideas, eg You want to talk to somebody about a meeting. Students then practise their conversation in pairs. we don’t say … / we say … This section focuses on the following areas: • incorrect tense use and use of for / since • incorrect tense use for length of time • omission of auxiliary verb have in the present perfect • confusion between been and gone Ask students to cover the green we say … side and see if they can correct the mistakes themselves before they look and check. 10 Look at the expressions in exercise 2 again. Play the audio again while students underline the ones they hear this time. Check answers with the class. Answers A 4 Do you have time for a quick chat? 5 How are things? B 2 It’s been nice talking to you. Unit 4 85 Units 3&4 Review Reading and grammar 1 2 How long has Chris been a house husband? He’s been a house husband for 15 months. (two years minus nine months) 3 How long did Chris work for the software company? He worked for the software company for five years. 4 Has Lola ever been unemployed? No, she’s never been unemployed. 5 What has Chris started doing? He’s just started looking for jobs again. 6 Has Chris found a job? No, he hasn’t found a job yet. GUESS To introduce the article, ask students to look at the photos and the title of the article and discuss the questions together. Check comprehension of house husband (= a man who stays at home and looks after the house and children while his wife goes out to work) and look after (children) (= take care of). Elicit ideas from the class, but don’t give away the answers. Extra idea: Before students read the article in exercise 2, tell them to write three things they expect to see in the text. 2 Pre-teach childcare. Set a short time limit so that students read the article quickly for gist and check their guesses from exercise 1. Answers 1 The woman is a nurse, the man is a house husband. 2 They’re married – she goes out to work, but he stays at home. 3 He likes spending time with the children, but he gets bored and feels he spends too much time at home. 3 Quickly review the use of for, since, never, just and yet. Look back at Unit 4 Lesson 1 (SB page 35), Lesson 2 (SB page 36) and Lesson 3 (SB page 39) if necessary. Ask students to write questions using the words in brackets. Check answers quickly, then get students to ask and answer the questions in pairs. Answers 1 How long have Lola and Chris been married? They’ve been married since [2012]. (The answer will depend on the current year, as the article says they got married four years ago.) 86 Units 3&4 Review pp42–43 4 Allow time for students to read the article again and write at least three questions about it (note that the answers must be in the article). They then find a new partner and ask and answer each other’s questions. Listening and grammar 5 Explain that Chris got the job he had an interview for. Read through the three questions and elicit one or two ideas for each one. Students then work individually to make two predictions for each one. Remind them to use will in their answers. If necessary, refer back to SB page 30 or the grammar reference on SB page 76. Play the audio for students to check their answers. Check students understand childminder. 2.14 Answers 1 She’ll be surprised. 2 She’ll say, ‘I’m really pleased’, ‘I understand’, ‘We’ll need to find a childminder’. (She says a lot more than this, but these are the three most important things she says.) 3 I’ll vacuum and I’ll wash up too. Transcript lola I’m so tired. I haven’t sat down all day. chris Neither have I! lola I’m going to bed in a minute. chris Actually, I have something to tell you. lola OK, what? chris I have a job. I’m starting next month. lola Really! When did that happen? Why didn’t you tell me? chris I wanted to surprise you. lola Well, I’m surprised. Tell me about the job. chris Well, you know my friend Mike? He’s recently started a new job as manager of a software company called Teccy, and he told me they need someone there. So, I went for an interview last week and I got the job. I’m going to their office next week to discuss it. lola Well, that’s brilliant – I’m really pleased. I know you haven’t been very happy for a while. chris No, I haven’t and I’m very bored. I mean, the kids are great but, you know, I need a proper job. lola Being a house husband is a proper job. chris Well, it is and it isn’t, you know. lola Well, what about all the women who are housewives? You know how many hours you work every day. You always say there’s so much to do. It’s a proper job. chris Yes, OK, that’s true. But I need to get out of the house. I need to go out to work. and earn some money. Then I’ll feel good about myself. lola Yeah, I really understand. We’ll need to find a childminder. chris Yes, we will. Jenny’s starting school in September. That will help. Shall we get a cleaner? lola No, I think we can do it, don’t you? chris You know how much you hate doing housework. You never vacuum. lola I promise I’ll vacuum. And I’ll wash up too. chris Wow! Extra idea: Ask some comprehension questions about the conversation, eg Why’s Lola tired? When’s Chris starting his new job? What’s the software company called? What’s their daughter’s name? 6 Use this exercise to evaluate how well students have understood the different tenses for talking about the future. If necessary, refer to the grammar reference on SB pages 137 and 138. Students then complete the sentences with going to or the present continuous. Elicit a few answers and ask students to explain why they chose a particular form. Note that sometimes both are possible. Answers 1 is going / is going to go 2 is starting / is going to start 3 is starting / is going to start 4 are / is going to look 5 aren’t going to get Speaking and writing 7 Allow time for students to discuss the questions in small groups. Encourage them to talk about their ideas and give reasons for their opinions. Tell them to write short notes so that they can use the information later. 8 Tell students they’re going to write a report about housewives and house husbands. Before they start, show them the layout of a typical report so that they can follow the format easily in their own writing. Explain that a report has a title, it’s divided into different parts and that each section has a heading. Encourage students to include: • an introduction that says what the report is about • the feelings and opinions of the people in the report • recommendations and reasons for their ideas. Monitor pairs as they work, making a note of any common problems with grammar and vocabulary, and giving help where necessary. Ask one student from each group to read out their report and find out how many people had similar ideas. Extra idea: Appoint two students to make notes of the numbers and results from the reports on the board. The other students should tell them what to write, eg Six women in the class are housewives and two men are house husbands. Two of the women are bored. The others feel happy at home and enjoy being with their children. Units 3&4 Review 87 9 Look at the beginning of the email together and tell the class to write the rest of it, including information about the points in the list. Allow a few minutes before they start so they can brainstorm ideas with a partner. Transcript There are now about 1.4 million house husbands in the UK – they stay at home while their wives go out to work. That’s ten times as many house husbands as ten years ago. Men and women no longer feel that the man has to go out to work. Childcare is expensive and if the woman earns more money, the man is often happy to look after the household and family. In China, men started to stay at home in about 2000. Some of these men prefer not to tell others about their new role, as their image is very important. Traditionally, the woman has always stayed at home in India. But in cities now, about 3% of men are stay-at-home dads and 12% of single men say they have no problem with the idea. In Australia, less than 1% of men are house husbands. You may want to start this activity in class and ask students to finish it for homework. Collect the written work and use it to obtain example sentences for review at the beginning of the next lesson. Preposition Park Teach the meaning of against (I’m leaning against the wall) and background (in the background). Ask students to look at other pictures in the SB and ask: What’s in the background? (There’s ..., I can see ...). Then focus on photo B on SB page 42. Students work individually to complete the description with the correct prepositions. Explain that these are all useful prepositions to use when describing a picture or photo. Answers 1 against 2 in 3 against 4 to 5 in 6 In 7 of Extra idea: Tell students to cover the description and describe the photo, then read the description again to check. Cross Culture: House husbands a In pairs, ask students to guess and complete the information with the numbers. Check their ideas, then play the audio for them to check their answers. 2.15 Answers 1 1.4 million 2 ten times 3 ten years 4 2000 5 3% 6 12% 7 1% 88 Units 3&4 Review b THINK Read through the questions first, then ask students to discuss what they think about the information with a partner. Explore Encourage students to search online to find out more about stay-at-home dads in different countries. They could draw up a table comparing attitudes to house husbands in different countries, then present a short report to the class about their findings. 5 Getting away UNIT FOCUS GRAMMAR: modals: must, have to, can; might, may, could, will probably VOCABULARY: travel; clothes FUNCTIONS: describing an object; speculating about the present and future Lesson 1 You must have a certificate. pp44–45 Aims The focus of this lesson is to learn more about using modal verbs to express obligation and talk about things we have to have or do, to practise talking about requirements for jobs, and to write about your ideal job. Note: You may find it useful to research various travel destinations for this lesson and download some images or collect images from magazines. You first! Students work in pairs to talk about where they would like to travel in the world and why. Ask: Would you like to go on holiday, live or study there or just have a job that involves lots of travelling? Reading and speaking 1 To introduce the topic and ideas for this activity, research some images of various travel destinations and show them on your laptop, tablet or digital projector, or just stick images from magazines on the walls or board. Put students in small teams to guess where each place is. The first team to call out the answer gets a point. The team with the most points at the end wins the game. Now focus on the photo of a cruise ship on SB page 44. Find out what students know about cruises. Ask: Where do you think the beach is? What type of ship is it? What kind of things do people do on these holidays? Where do cruise ships go? Students then work in pairs to discuss the questions. You may want to review the difference between want and would like at this point. Elicit feedback from pairs and find out how many people thought of the same advantages and disadvantages. 2 Explain that the photo forms part of an advert for working on a cruise ship. Before students begin, ask them to think about what skills and qualifications you would need to work on a cruise ship and the kind of jobs that might be available. Elicit a few ideas, then tell them to complete the questions in the section called Are you looking for adventure?. Tell them not to worry if they don’t know all the words. They then ask and answer the questions with a partner. Answers Do you want to travel the world and earn money? Would you like to spend your winters in Bali and your summers in Mauritius? Does the idea of free meals and accommodation sound good? Do you enjoy meeting people from different cultures? Would you like to work on a cruise ship? 3 Focus on the middle section: We are looking for waiters … Tell students to read sections A, B and C at the bottom of the advert and match the job descriptions with jobs from the middle section. Ask them to give reasons for their choice, eg Dance instructors have to know lots of dance styles. Answers A scuba-diving instructors B dance instructors C fitness instructors 4 Now focus on the words in bold. Students may have already worked these out from doing exercises 2 and 3. You could also ask questions to check comprehension of some of the other words, eg What can help you save someone’s life? (a first-aid certificate) What do many celebrities have to help them keep fit? (a personal trainer). Check answers with the class. Unit 5 89 Answers accommodation = a place to live or stay staff = the people who work for an organisation certificate = a piece of paper that proves you have a qualification first aid = knowledge of how to help in a medical emergency fluent = very good at speaking a language, like a native speaker Extra idea: Another way to conceptcheck is to get students to write a simple definition for each word or do a matching activity on the board. Write the words down one side, then the definitions (see answers above) in a random order on the other side. 5 Go through the jobs in the advert and ask students to talk together about which jobs they’d like to do and give reasons why. You could also elicit a few more jobs and write them on the board. Grammar must 6 Go through the sentences in the grammar box and remind students that with modal verbs, all forms are the same. Then look back at jobs A, B and C on SB page 44. Ask students to find the essential skills and requirements. Elicit words that show something is necessary. Answers A Must have, Must speak B Must be good at, necessary C essential, necessary 7 Give students time to match the modal verbs (1–6) with their meanings (a–e). Look out for typical mistakes (mustn’t and don’t have to are often confused when describing a lack of obligation); if students have difficulty, provide contextual examples to help them understand. Give some situations and ask extra questions to concept-check, eg When I fly to another country, I must take my passport. Can I fly without a passport? (No) Is it essential? (Yes) What word shows it’s essential? (Must); It’s Saturday today so I don’t have to go to school! Do I need to go to school? (No) Why 90 Unit 5 not? (School is closed on Saturday) What words show that I don’t need to do it? (Don’t have to); You mustn’t talk in the exam. Is it normal to talk in an exam? (No) Why not? (It’s prohibited and it’s against the rules). Point out that must and have to have a very similar meaning, although we sometimes use must to talk about an obligation from the speaker (I must leave now) and have to to talk about an obligation made by somebody else (I have to have six months’ experience to do this job). Elicit the opposite of must – there are two verbs for this. Answers 1c 2e 3d 4b 5a 6c The opposites of must are mustn’t and can’t. Refer to the grammar reference on SB page 77 now or at the end of the lesson and go through it with students. 8 Do the first sentence together with the class as an example. Show students where to find the information in the advert. Students then work individually to complete the activity and correct the false sentences. MA As an extra challenge, students can do the activity without looking back at the advert, then look and check their answers. Answers 1 true 2 false: They must have an instructor’s certificate. 3 false: They should be couples if possible (couples preferred). 4 false: They must be good at all dance styles. 5 true 6 true Speaking and writing 9 Put students in pairs and ask them to think of a job and write a list of essential and nonessential qualities or requirements. Make sure they understand essential and unnecessary. Give them a few minutes to come up with six ideas – using the list of requirements if they want to. Remind them to use the modal verbs from exercise 7. MA The instruction says they can use the ideas to help them, but they don’t have to. This choice gives weaker students some support, while allowing stronger students to be more creative. Tip: One of the main reasons speaking activities are difficult is because students are shy or lack confidence with the language. It’s really helpful to put students in pairs before speaking activities so they can brainstorm ideas with a partner to think of things they’d like to say. 10 Put students together with another pair to discuss their list of requirements. Remind them not to say what their job is – the other pair has to guess. Monitor pairs as they work, giving help where necessary. Explore Go through the jobs students came up with in exercise 9 and write them on the board. Elicit and add any other jobs that students find interesting. Tell them to choose one and search online to find out more about it. It must be a job they’d really love to do. 11 Tell students you’re going to describe your dream job. Describe the skills, qualities and qualifications needed and see if they can guess what it is. Students then write a description of their ideal job – using the information they found online if they want to. Remind them to look back at the advert on SB page 44 to help them and encourage them to use some of the vocabulary too. You may want to start this activity in class and ask students to finish it for homework. If they do it in class, after they’ve finished, tell them to share with their partner and guess each other’s job. 12 THINK This task encourages students to develop their own ideas and think more about things they need to do to become fluent in English. Put students in groups of three to discuss the questions. Tell them to talk about the learning strategies they like best and list the ones they all agree on. Get feedback from the class. Point out that in fact they need to do all the things on the list – they’ll all help them to learn faster. 13 Encourage students to share other ideas and suggestions with their partner and get class feedback. De-stress! Read through the short text about doing facial exercises. Encourage students to all try it together. They (and you!) should open their mouth wide as though they’re yawning, at the same time opening their eyes wide, and then close it. They then screw up their face, closing their eyes, then relax. Note: Tell them to do this very gently, as it’s easy to strain your jaw. Lesson 2 It might rain. pp46–47 Aims The focus of this lesson is to introduce modal verbs to talk about future possibilities, to learn vocabulary for the types of clothes we take on different journeys, and to find out more about how to travel light when going on holiday. Note: It might be useful to bring in images of different weather to help with talking about probability in exercise 8, and a world map might also be useful. Warm-up Divide the class into two groups: A and B. Tell students in group A to describe the photo of the woman on SB page 46 and students in group B to describe the photo of the man. They then work with a student from the other group and take turns to ask and answer questions about the other photo, eg What’s she wearing? Where is she? What’s her suitcase like? Vocabulary Travel 1 Do the first couple of words as an example with the class. Ask: Is ‘backpack’ connected with travel? (Yes) How? (You can use a backpack to carry things in when you travel). Repeat with bumbag (You use a bumbag to put your money and travel documents in). Allow time for students to do the activity with a partner, then elicit a few connection ideas. Note that all the words could be connected with travel, but only some are directly connected (and these are given in the answers on page 92). 2.16 Unit 5 91 wheel can all be verbs too, but the verb use is higher level than Intermediate, so we’ve only taught the noun use here. Play the audio for students to listen to the words, then play it again for them to repeat, focusing on any difficult sounds in eg iron, luggage, scissors, weight. Answers backpack (You use a backpack to carry things in), bumbag (You put your money and travel documents in a bumbag), check in (You check in at an airport), check out (You check out of a hotel), (suit)case (You use a suitcase to carry things in), guidebook (You use a guidebook to help you find your way around a city or country), journey (You go on a journey when you travel somewhere), luggage (You take luggage with you when you travel), pack (You pack a bag or suitcase), travel (You travel to different places), trip (You often go on a trip to see something when you’re on holiday), unpack (You unpack a bag or suitcase), voyage (You might go on a voyage in a boat), weight (You need to know the weight of your bag when you travel by plane) Transcript backpack, bumbag, check in, check out, corkscrew, suitcase, guidebook, hairdryer, iron, journey, luggage, pack, penknife, scissors, size, travel, trip, unpack, voyage, weight, wheel Extra idea: Ask a student to choose a word from the list and mime it for other people to guess. Repeat with a few students and words. Answers backpack (N), bumbag (N), check in (V), check out (V), corkscrew (N), (suit)case (N), guidebook (N), hairdryer (N), iron (N, V), journey (N), luggage (N), pack (V), penknife (N), scissors (N), size (N), travel (V), trip (N), unpack (V), voyage (N), weight (N), wheel (N) 3 THINK These questions encourage students to think more about some of the words in the list and take their knowledge of them further. Ask students to discuss the questions with a partner. Encourage them to look in their dictionaries or search online to distinguish the differences between words. Answers 1 Journey and trip are both nouns. They have a similar meaning, but a trip is usually shorter. Travel is a verb. Voyage is a trip on a boat. 2 backpack, bumbag, (suit)case, luggage (Luggage is a general term to describe all your bags.) 3 corkscrew, penknife, scissors 4 Because they determine what luggage you can take on the plane, and how much luggage you can put in the hold of the plane. You could do exercises 1–6 on Useful things in Vocabulary plus at this point. Reading Tip: Repeating a list of words with the class helps with pronunciation such as articulation and word stress. If students are unsure about pronunciation, they’ll often avoid speaking, so repetition drilling increases confidence and helps them to remember the vocabulary better. 2 Put students in pairs to identify if the words are nouns (things) or verbs (actions). Explain that check in and check out are verbs, but when they’re spelt with a hyphen (check-in, checkout), they’re nouns. You might also want to mention that journey, size, trip, voyage and 92 Unit 5 4 To introduce the topic and set the scene, ask students to look at the title and the photos and predict what the article is about. Teach / Elicit the meaning of travelling light. Ask: What do you think Cheryl and Arun have in their suitcases? Set a short time limit so students read quickly for gist. Ask them to check their predictions. Ask: Do you travel light, or do you take a lot of things with you? Tip: Remind students to try to guess any new words from the context. If they can’t work out a meaning, review the phrase: What does … mean? Using the context to work out meaning is a useful skill, as it shows students that they don’t have to understand every word to understand the meaning of an article. Extra idea: Use the text as a jigsaw reading activity. Put students in pairs: A and B. Student A reads about Cheryl and student B reads about Arun. They make notes about their text, then take turns to share information with their partner. 5 Allow students time to read the article more slowly, then to complete the sentences. Check answers with the class. Answers 1 Cheryl 2 Cheryl 3 Arun 4 Arun 5 Arun 6 Cheryl and Arun 6 Tell students to cover the article, then answer the questions and try to remember how often Cheryl and Arun do things. If necessary, review adverbs of frequency by looking at SB page 73. Students then read and check their answers together. Answers 1 a Cheryl always packs lots of books. b She usually takes an iron and a hairdryer. 2 a Arun always takes his bag on the plane with him. b He never checks his bag in. Tip: It would be useful to remind students that this kind of activity forces them to exercise their brain and relates to the information on memory in Unit 1. Extra idea: You could ask the following comprehension questions: Why does Cheryl pack lots of things to wear? Why does she pack lots of books? What are the advantages of having only hand luggage? 7 Look back at the questions from exercise 6 and elicit what type of words always, usually and never are. If necessary, review adverbs of frequency (see SB page 73). Give students time to find other adverbs of frequency in the article and underline the sentences where they appear. Answers I may sometimes have to pay a lot to check it in. I often save money too. You never know what might happen. You can never trust the weather 100%. Grammar might, may, will probably 8 Draw a scale of probability on the board (from 100% (certain) to 0% (not certain)), then read out the sentences in the grammar box and ask students to match them with different degrees of probability. Tell students that in practice, we don’t always differentiate between might and may, so much depends on the intonation – but at this stage, it’s useful to have a rule. We sometimes use might when we think something is possible, but not very likely. You can also check understanding with pictures. If you have them, show different weather images and ask students to predict what might, may or will probably happen. If you have a map, you could also ask students to predict what the weather will be like tomorrow in different places such as Morocco, England, Australia, etc. Answers 1c 2a 3b Refer to the grammar reference on SB page 77 now or at the end of the lesson and go through it with students. 9 Ask students if they can remember what we say when we’re sure something will happen. Answer will 10 Put students in groups of three to predict things that will probably, may or might happen in the next few days. Remind them that in this kind of activity, they must all agree on the six Unit 5 93 Transcript ship, shop, Russian, Finnish, sure, sharp, shorts, wash things. As they only have six minutes, they must work fast to create a list, then make their final decisions. Vocabulary Clothes 11 Check comprehension of any difficult vocabulary, eg suitable, smart, scheme. Allow time for students to read the travel tips individually, then work in pairs and talk about the most useful ideas. Give them four or five minutes to agree with their partner and list them in order of usefulness. When they’ve finished, tell them to compare their lists of the best ideas with another pair. 12 Students quickly read the tips again and circle the items of clothing. Check and help with pronunciation if needed. Elicit more items of clothing and write them on the board. You could also write men and women on the board and get students to put the clothes in the correct category. Answers top, socks, tights, underwear, skirt, (pair of) trousers, swimming things, shorts, dresses, suits 13 Tell students to cover the tips, then try to remember them and complete the sentences. Tell students that they don’t need to write the tips word-for-word – they just need to get the general sense of what was written in the tips, eg 1 Check the weather forecast and pack clothes you need for the weather. Students check answers with a partner, then read and check against the tips. MA As extra support, you could give students one minute to read the information again before they cover it up. Answers See text on SB page 47. 2.17 Write the sound on the board 14 P and ask students to repeat it after you. Elicit words that contain /ʃ/, eg shower, shopping. If students have difficulty pronouncing the sound, explain the tongue position (tongue pressed against the hard palate in the middle of the mouth, lips pressed together and rounded). Play the audio for students to listen and repeat. 94 Unit 5 2.18 Play the audio while students listen 15 P to the tongue twister. Get them to practise and say it as quickly as possible. Encourage them to repeat until they do it perfectly! Play the audio again if necessary. Transcript woman Show me what’s in your shopping bag, Shane. man A shirt, shorts, shoes, shampoo, shower gel, aftershave and washing powder. I’m shortly going on a ship to Shanghai! 16 2.19 Tell students they’re going to hear some instructions. They should listen and follow the instructions, repeating parts of the sentence. Explain that this shows them how to break sentences into chunks to help pronunciation. Play the audio, pausing if necessary after each section. Note that the last sentence is given first before it’s broken down so that students can hear it first, then do the backchaining before saying the whole sentence. There are long pauses in this audio to allow plenty of time for repetition, but pause the audio if you need to. Transcript Repeat parts of the sentence and then the whole sentence. Shopping bag, Shane // show me // show me what’s in your shopping bag, Shane // A shirt, // shorts, // shoes, // shampoo, // shower gel, // aftershave, // washing powder. // A shirt, shorts, shoes, shampoo, shower gel, aftershave and washing powder. I’m shortly going on a ship to Shanghai! Shanghai // ship to Shanghai // I’m shortly going on a ship to Shanghai // Tip: Backchaining (saying the last part of the sentence first and going back) often helps students, so talk about the strategy with them afterwards and discuss how helpful it was. You could do exercises 7 and 8 on Useful expressions in Vocabulary plus at this point. Speaking 17 THINK Use this activity to personalise things and invite students to offer their own ideas and opinions about travelling light on holiday. Tell them to look back at the tips in exercise 11 and answer the questions with a partner. Encourage them to add tips of their own and get class feedback. Extra idea: Ask students to think about airport and travel problems that have happened to them. Give them a few ideas by telling a story of your own. Maybe your luggage was lost or damaged, things stolen or perhaps you were delayed in some way. Get them to talk in groups of three and find out their stories afterwards. Lesson 3 You should move around. pp48–49 Aims The focus of this lesson is to use the modal verbs should and shouldn’t for giving travel advice and suggestions to avoid jet lag, and enabling students to talk about their experiences and things they do or don’t do on long-haul and overnight flights. the phrases. Encourage students to compare their answers with a partner, but don’t confirm their answers yet. 3 2.20 Play the audio for students to check their answers to exercise 2. Point out the definition of should and elicit what Gemma says we should do when we reach our destination. You could also get students to listen again and write down all the examples of should they hear, then do a quick concept check so they understand the function and form. Ask: Do we have to do these things? (No) Is Gemma trying to help us? (Yes) What do we call it when people tell us things to help us? (Advice, suggestions, tips, recommendations) What word tells us it’s advice? (Should). Answers 1d (should) 2f (shouldn’t) 3b (shouldn’t) 4c (should) 5e (should) 6a (should) Gemma says you should do things at the ‘new’ time from the moment you arrive and try to go outside. Refer to the grammar reference on SB page 78 now or at the end of the lesson and go through it with students. Warm-up Transcript Tell students to keep their books closed, then read out the title of the lesson. Ask: What do you think the lesson is going to be about? When do you think you should move around? What might you be doing? Elicit ideas, then tell the class to open their books and look at the photos and see if they guessed correctly. interviewer Speaking 1 Put students in pairs to talk about the questions. Elicit class feedback and quickly check who likes or dislikes flying; ask for reasons why. Listening 1 2 Ask: Have you ever been on a long-distance flight? (often called a long-haul flight because it feels difficult). If students answer yes, ask: Where did you go? How long did it take? How did you feel when you arrived? Teach / Elicit the phrase jet lag, then tell students to match gemma interviewer gemma interviewer Good morning and welcome to the travel show. Do you ever go on a long flight and arrive feeling really terrible? With us today in the studio is Gemma Howard, author of Why fly and cry? and an expert on long-distance travel. So, thank you for coming, Gemma. Tell us, why do we get jet lag? Well, Bill, if you fly across several time zones, your body clock gets confused. You get tired during the day and you can’t sleep at night. So what should we do to avoid it? There are several very simple things. You should drink plenty of water, but you shouldn’t drink too much alcohol and coffee. And you shouldn’t eat heavy meals on board either. Yes, it’s easy to eat too much if you’re bored. Unit 5 95 gemma interviewer gemma interviewer gemma Yes, it is. And it’s easy to stay in your seat all the time, too. But you should get up and move around during the flight and do stretches and exercises. It’s also a good idea to change your watch to the ‘new’ time as soon as you get on the plane. What about when you get there? Should we do anything special? You should try to do things at the ‘new’ time from the moment you arrive, so stay awake until night and then sleep. Go outside, too, if you can. It can help you experience the new time of day. Thank you very much for those tips, Gemma. It’s a pleasure. Speaking 4 Put students in pairs to discuss the tips in exercise 2. Ask: How often do you do them? How did they help, and how effective were they? Go through the list of items in question 2 and use the picture to check comprehension. Tell students to make notes for each of the questions. 5 Put students together with another pair and tell them to report back, ie use their notes to tell the other pair about their experiences. Although students may not have covered reported speech yet, you could help them by writing phrases they can use on the board such as: He / She told me … He / She said … Listening 2 6 GUESS Ask students to look at the pictures, read the information below them and guess what’s happening. Elicit ideas and predictions and encourage lots of active guessing, but don’t confirm if they’re correct or not. 7 Ask students to listen and compare their ideas. Play the audio, then encourage them to talk about how they’d feel if this happened to them. 2.21 MA You might want to pause the audio after each section and ask questions to check comprehension, eg What time is it? What time is Alice’s flight? 96 Unit 5 Answer She’s telling him to hurry up or she’ll miss her flight. Transcript narrator Alice is going to Canada for a conference. Her husband, Mike, is going to take her to the airport, but he says he has to do some things first. Her flight is at 11.55. narrator 9.25 alice It’s nine twenty-five, Mike. We should go. I don’t want to miss my plane. mike We don’t have to leave yet, Alice. I must just finish this email. I won’t be long. alice Oh. Alright. But remember I have to check in two hours before my flight, at 9.55. mike Uh-huh. narrator Five minutes later. 9.30 alice Can we go, Mike? It’s half past. mike We have plenty of time, Alice. I need to have a quick coffee before we go. alice Well, OK … but please don’t be long. I might miss my plane. mike OK, OK … narrator Ten minutes later. 9.40 alice Come on, Mike … look at the time! It’s 9.40! I may miss my plane. mike It’s OK. I must just feed the dog before … alice No! You don’t have to feed him now, Mike. You can feed him when you get back. Please let’s go! mike OK, OK. Chill! No need to panic … 8 See if the class can remember why Mike took so long. Ask students to tick the things that he did before they left the house. Play the audio again for students to check their answers. Answers D, F 9 Ask students to work in pairs and answer the questions together. Check answers for questions 1–3, then invite students to say whether they think Mike and Alice are behaving reasonably. Ask: What would you do in this situation? 10 Answers 1 She feels very frustrated. 2 She wants to leave in time to check in for her flight. 3 She doesn’t want to miss her plane. Answer They get caught in a traffic jam on the way to the airport and Alice misses her plane. She’s so upset she tells Mike she’s leaving and not coming back. Write the two times (9.30 and 9.40) on the board and invite students to come up and write what Alice says at each time. Play the audio again to check who was right. Transcript narrator Twenty minutes later. 10.00 alice Oh, no. I don’t believe it. We haven’t moved for ten minutes. mike This traffic is terrible, isn’t it? I think you’ll probably miss your plane! alice Yes, I think I will. Why does this always happen, Mike? Every time I go away. mike It’s not my fault there’s a lot of traffic! alice No, but we always leave at the last minute and … MA As an extra challenge, see if they can recall the exact words she uses. At this point, you could also write the sentences on the board and quickly check the meaning of the modal verbs might and may. Ask: When is the flight? (Soon) Does she know for certain she’ll miss it? (No) Is it possible she could miss it? (Yes) So when Alice says ‘might’ and ‘may’, what’s she guessing about? (Something possible in the future). Answers 1 I might miss my plane. 2 I may miss my plane. Tip: Students don’t always ask questions and often stay quiet when they don’t understand, so it’s always useful to take a few minutes to quickly concept-check new grammar. Without concept-checking, it’s difficult to know if they’ve understood the function, form and meaning of the new grammar. Even if some students have a good grasp of the language, concept-checking helps to reinforce their knowledge and helps weaker students get a better idea of things they weren’t completely clear about. 11 Check understanding of the phrase is likely to. Teach / Elicit that it has the same meaning as will probably. Ask students to predict what they think is likely to happen next. Elicit a few ideas from around the class. 12 2.22 Play the audio so students can check their ideas together, then find out if anyone guessed correctly. Ask: Who would have done the same as Alice? narrator alice mike alice mike alice mike Two hours later. 12.00 At last! I think you’ve missed your flight, darling. What a pity. Now you don’t have to go to the conference at all and we can spend the weekend together! I’ve missed that flight, Michael. But this is an airport. There are other flights. What do you mean? I mean I’m going to fly somewhere else. And this time I’m not coming back! Goodbye, Michael! Oh! 13 Play the audio again and tell students to answer the questions. Play the audio a third time, pausing if necessary for students to check their answers. Answers 1 There’s a traffic jam. 2 It happens every time she goes away. 3 Two hours and 20 minutes 4 12.00 5 She misses it. 6 Alice decides to get another flight and leave Mike. Unit 5 97 Writing and speaking 14 Ask: Can you remember Alice and Mike’s last conversation? Play the audio and tell students to listen and write it down. Then have them compare with a partner and get them to check against the transcript on SB page 82. 2.23 MA As an extra challenge, ask stronger students to try to remember parts of the conversation before you play the audio again. Transcript alice At last! mike I think you’ve missed your flight, darling. What a pity. Now you don’t have to go to the conference at all and we can spend the weekend together! alice I’ve missed that flight, Michael. But this is an airport. There are other flights. mike What do you mean? alice I mean I’m going to fly somewhere else. And this time I’m not coming back! Goodbye, Michael! mike Oh! Extra idea: Alice is very upset and angry, so she uses quite definite stress on certain words in the sentence: I’ve missed that flight, Michael. But this is an airport. There are other flights. Ask students to listen again and mark the stressed words in the sentence (see underlined words in the sentence). 15 Ask students to work with a partner and create a different ending to the story. Invite pairs to act out their conversation to the class and take a class vote on the best / funniest / most dramatic one. 16 EVERYBODY UP! Elicit and practise the questions first, eg Do you have to travel a lot in your work? Tell students to walk around and talk to other people. Encourage them to ask extra questions and find out more about each other’s travel experiences. Art & Music Tell students they can find a larger version of this painting on SB page 67. Encourage them to search online to find more information about the artist, and to find the lyrics to the song. You might want 98 Unit 5 to explain that in the song, the singer says I’ve rode buses, I’ve rode trains – rode is an American variant of ridden, which is also used in the song. Extra questions for class or homework Art Choose one person in the painting and describe what they’re wearing. Find one more painting by Haber online and describe it. Music Find out more about Tom Paxton and write a short biography of him. Answers Art Airport, 2008, Ronald Haber Music … must stay behind. The singer wants to leave his partner again because he loves the mountains and sea. Culture notes: Ronald Haber is a British artist who paints a wide variety of popular pictures of landscapes and images from his travel experiences at home and abroad, including Sunset over the Grand Canal and Bridlington Harbour. His painting Airport is a brightly coloured image of a cosmopolitan crowd of people, including holidaymakers and businessmen, at the airport with their suitcases checking in. Tom Paxton is an American folk singer. He was born in Chicago in 1937 and his career has spanned more than 50 years. He’s famous for songs such as The Last Thing on my Mind and Bottle of Wine and received a Grammy Lifetime’s Achievement Award in 2009. His popular songs have been covered and played by artists such as Bob Dylan, The Seekers, John Denver and Willie Nelson. I’m Bound for the Mountains and the Sea is taken from Paxton’s debut album Ramblin’ Boy (1964) and describes the journey of a restless traveller across the vast land of America. Vocabulary plus p50 Warm-up As a warm-up, ask students to make a list of five things they always take in their luggage on holiday. Then get them to compare their answers with a partner and explain the reasons why. Useful things 1 2.24 Ask students to name as many of the items as they can without looking at the words in the box. Encourage guessing and use of words from their own language. Then tell them to look at the words and match them with the pictures. Play the audio for students to check their answers, then play it again for students to repeat the words. Help students with pronunciation if they have any difficulties. Point out that jewellery is only three syllables: /ʹdʒuːəlri/ – the third ‘e’ is not pronounced. Transcript and answers 1 shower gel 2 adaptor 3 jewellery 4 make-up 5 phone charger 6 shampoo 7 towel 8 pillow 2 Go through the words with the class and have them repeat after you. Ask: How many of these words do you already know? They should know most of them by now. Encourage guesses for the meaning of any they don’t know. Ask: Which things can’t you take in your hand luggage? Elicit answers from the class. Note that the answers may vary from country to country, but these are the regulations in the UK. Ask students which names for these items are very similar in their own language and which are very different. Answers corkscrew, knife, penknife, scissors (with blades longer than 6cm), plus any bottles of water, shampoo, etc over 100ml Things you would expect to be prohibited, but aren’t: matches, lighter, scissors with blades no longer than 6cm. Extra idea: To review the vocabulary, write an anagram on the board and get students to try to guess the word. Then put students in pairs to make anagrams and take turns guessing each other’s words. 3 Students make lists of the things they take with them when they travel. 4 Ask students to add extra things to their lists. Encourage them to look up words in the dictionary if needed or get them to describe them so you can provide the words they don’t know. 5 Teach / Elicit the phrase do without. Students identify the essential and non-essential items on their lists, then compare their list with other people. Did you know? Ask: Who’s this person? (It’s an unusual photo of the Queen of England, so some students may not recognise her at first.) Read the short text together. You could add that all other members of the British royal family need a passport, as do the Pope and the US President. 6 Explain the memory-chain game to the class. Put students in small groups. The first student says something they take on holiday and the next person has to remember what they said and then add another item. If someone makes a mistake or can’t remember, they’re out of the game. The last person left is the winner. Remind students to use have to and don’t have to correctly. Useful expressions 7 Ask students to look at the expressions and find them in the Travelling light text on SB page 46. Tell them to underline them and try to guess their meaning from the context. Check answers as a class. Answers fit in = manage to get into a suitcase It’s a pain to … = It’s a lot of trouble to … It’s worth it! = The benefits of doing it are greater than the trouble of doing it. Just in case. = In the event that something happens to make me need it. No way! = never, not at all Absolutely! = definitely at both ends = when I check in and when I land at my destination get it wrong = do something that’s against the airline’s rules loads of = a lot of save time = spend less time doing something Unit 5 99 8 Model the example dialogues with one or two students. Then ask students to work in pairs and use the expressions in spontaneous conversations about their travel experiences. Extra idea: Review the prefixes and adjectives with a guessing game. Ask students to write down definitions for each word and test each other. One student gives a definition and their partner has to guess the word with the correct prefix. Focus on: get Explain that get is often used in different phrases and has lots of different meanings. Ask students to replace get with a different word. Have them compare answers with a partner and decide if the sentences are true or false. Tell them to correct the false statements. Answers 1 becomes; true 2 obtain; true 3 catch; false: People catch malaria from a mosquito bite. 4 buy; true 5 travel; false: You have to get on a train or a ferry to cross the English Channel. 6 receive; true Wordbuider Negative prefixes: im-, in-, una Learning prefixes and suffixes is a really helpful way of increasing students’ vocabulary. Write possible on the board, then add the prefix im. Teach / Elicit how it changes the meaning of the word, then ask the class to identify the correct prefix for each word. Write the table on the board and invite students to come and write the words in the correct column. Ask students which words are very similar in their own language and which are very different. Answers im-: impossible, impatient, impolite, impractical in-: inefficient, incorrect, inexpensive, informal, invisible un-: unnecessary, unfriendly, unhappy, unimportant, unlikely, unpopular, untidy, unusual Everyday English p51 You first! Introduce the topic (personal stories are always interesting and provide opportunities for live listening practice), then ask if students have ever lost their luggage. Put them in pairs and get them to share their stories. Describing an object 1 2.25 6 Decide whether you’re going to use the video or simply play the audio. Go through the questions first and ask students to predict the story. This will also help them to have a clear idea what information they’re listening for. Then play the video or audio. Discuss the answers as a class. Answers 1 The passenger has lost his suitcase. 2 No, he isn’t. 3 His name is Vladimir Balanovsky, he’s just arrived from Moscow via Frankfurt on Lufthansa flight LH0345, he isn’t very young. 4 He has trouble saying Mr Balanovsky’s name. Transcript traveller attendant traveller b Go through the words and check comprehension. Ask students to circle the words that describe them, then compare their words with a partner. Find out which were the most commonly used adjectives. 100 Unit 5 Good afternoon, sir. Can I help you? Yes, I’ve just arrived from Moscow but I’m afraid my luggage hasn’t. Oh dear. I’m sorry to hear that. I’ll need to fill in a form. Right … What’s your name? Balanovsky. Vladimir. Oh right, um … could you spell that for me, please? B-A-L-A-N-O-V-S-K-Y. B-A-L-A-N-O-V-S-K-Y, Vladimir? I’m staying at the Hilton, Park Lane. luggage attendant attendant traveller attendant traveller attendant traveller attendant traveller attendant traveller attendant traveller attendant traveller attendant traveller attendant traveller OK. And you’ve just arrived from Moscow – what was the flight number, Mr Balloon ...? Balanovsky! Lufthansa LH0345 via Frankfurt. Right. Now, I’m going to show you some pictures of bags. Which one of these is most like yours? Is it like these? No, it isn’t a backpack. Young people carry backpacks, not people like me. No, of course not. What about these? No, it isn’t a bag. It’s a suitcase like this one. And is it big or small? It’s quite big. About 1m by 1m. And it has wheels. And what colour is it? Red. Mainly red, but with some black too. It’s a very beautiful case. So it’s a beautiful, big, red and black case with wheels. Does it have your name on it? Of course it does! Well, we’ll do our best to find it, Mr Balloon … Balanovsky! 2 Focus on the pictures of bags. Ask: Which piece of luggage is most like Mr Balanovsky’s? Students work in pairs to describe his luggage and identify it. Play the video or audio again for students to check their answers if necessary, or ask them to look at transcript 2.25 on SB page 82. Answers suitcase number 5 It’s quite a big suitcase, about 1m by 1m. It’s a beautiful, big, red and black case with wheels and it has Mr Balanovsky’s name on it. 3 Look at the sentence with the class and focus on the order of adjectives. Identify each adjective, ie colour = green, size = small, opinion = beautiful, number = two. Students number the adjectives in the correct order. Point out that we usually use commas between the adjectives when there are three or more adjectives. Answers a4 b3 c2 d1 4 Students work individually to put the phrases in the correct order, then check their answers with a partner. Answers 1 a beautiful blue backpack 2 a hundred horrible big handbags 3 one wonderful white wheelchair 4 six stylish, small, silver suitcases 5 Ask students to describe the other items of luggage in the picture using the correct order of adjectives. Suggested answers 1 a small red bag 2 an ugly, large, black and red suitcase with wheels 3 a small red and black backpack 4 a large red and black suitcase 5 a small black bag (with red handles) 6 Put students in pairs and see if they can remember five of the questions the lostluggage man asked. Then play the audio or video again for them to check. Answers Can I help you? What’s your name? Could you spell that for me, please? What was the flight number? Which one of these is most like yours? Is it like these? What about these? And is it big or small? And what colour is it? Does it have your name on it? Speculating about the present and the future 7 P 2.26 Go through the sentences in the box and focus on the words in bold. Ask questions to check comprehension, eg Does the luggage man know where the luggage is for certain? (No) Does he really know when they will find it? (No) Is he talking about the Unit 5 101 past, present or future? (Present and future) Is he saying something that he’s sure about, or is it a guess? (It’s a guess). Teach / Elicit that we use all these words to speculate (make guesses) about the present and the future. Refer to the grammar reference on SB page 79 now or at the end of the lesson and go through it with students. Put them in pairs to say the sentences and try to find the stressed words. Play the audio for them to listen and check their answers. Transcript and answers 1 It may still be in Russia. 2 It might be in Germany. 3 It might even be in the UK. 4 It’s possible that it’s still on the plane. 5 Do you think it could be in Helsinki? 8 Put students in groups to talk about where the suitcase might be. Encourage them to use the correct words and phrases for speculating about something. 9 Play the audio so students can listen and check their predictions. 2.27 Answers 1 It may still be in Moscow, or it might be in Frankfurt, or it might be in London. 2 It could be tonight or it could be tomorrow. Transcript traveller Oh, just one more question. attendant Of course, Mr … um … ah … traveller Where do you think my suitcase might be? attendant Well, it may still be in Moscow. That’s possible. Were you late for your flight? traveller Of course not. I am never late for a flight! attendant Well, in that case, it might be in Frankfurt. You changed planes there. traveller Yes, that’s true. It could be in Frankfurt. That’s better than Moscow. attendant It might even be in London and we just haven’t found it yet. traveller Well, I hope you find it quickly! When do you think it could be here? 102 Unit 5 attendant It could be tonight or it could be tomorrow. It all depends where it is now. It’s definitely … somewhere. 10 Put students in pairs to describe the painting on SB page 49 (or they can look at the larger version on SB page 67). Encourage them to speculate using the phrases on this page. Monitor pairs as they work, helping with vocabulary if necessary. Suggested answer a The departure hall is very crowded. A lot of people are waiting. b Perhaps some flights are late. The computer system might be down. Maybe there’s a strike. It might be the beginning of the school holidays. Tip: When students are doing speaking activities, it’s a good idea to walk around the room and note down typical mistakes they make. This tells you what they haven’t completely got yet and identifies areas for review in future lessons. Extra idea: As students are talking or working on activities in this lesson, walk around the room and take some of their things. Take bags, magazines, hats, pens, and of course, mobile phones are good too. Then set up a lost-property office (you can put all their things behind your desk) and get them to come up and describe the things they’ve lost. Encourage them to use adjectives in the correct order, but tell them that they have to use correct sentences to get their lost property back! we don’t say … / we say … This section focuses on the following errors: • confusion of the phrases do you like and would you like • incorrect use of the infinitive with to after must • incorrect use of mustn’t • incorrect word order • incorrect use of the infinitive after shouldn’t Ask students to cover the green we say … side and see if they can correct the mistakes themselves before they look and check. 6 UNIT FOCUS Survival GRAMMAR: zero conditional; when clauses; first conditional; VOCABULARY: emergency equipment; global warming FUNCTIONS: giving instructions; checking understanding Lesson 1 If you get stuck, keep calm and don’t panic! pp52–53 Aims The focus of this lesson is to introduce the zero conditional to talk about what to do in certain situations, to practise when clauses, to learn vocabulary for describing emergency equipment, and to learn about the dangers of extreme weather conditions. You first! Ask students to look at the photo and elicit a few answers from the class. It doesn’t matter if some students never get snow in their country. Vocabulary Emergency equipment (1) 1 GUESS Tell students to look at the photo of the car again and talk about the questions. Encourage lots of ideas and discussion. Get feedback from the class and check their ideas. 2 Before you go through the words with the class, ask students to try and name as many of the items as they can. They should know quite a few of these words already. Then go through the words together, checking comprehension and the pronunciation of battery. Answers a boots b umbrella c bottle of water d first-aid kit e blanket f sunglasses g jacket h torch i battery j mobile phone k phone charger l gloves m chocolate bar 3 Allow students time to read about the extreme weather conditions and snow across Europe in 2012–2013 and discuss the questions together. Before they start, model the example sentence with a student and check understanding of the phrase a good idea. Extra idea: Tell students to find out about other extreme weather like the snowstorms in New York in 2014–2015. 4 relative pronouns: who / which / that Tell students they’re going to listen to a winter checklist. Ask them to look back at the picture in exercise 2 and tick the items the man mentions. 2.28 Answers All the items are mentioned, in this order: jacket, gloves, boots, torch, first-aid kit, blanket, sunglasses, umbrella, battery, phone charger, mobile phone, chocolate bar, bottle of water Transcript a The last time we had really bad snow, a friend of mine got stuck for six hours. b Six hours! a Yeah, so this year, I’m going to be prepared. b Uh-huh. a I found this really good website with a checklist of things for driving in winter. b So what does it say? a Well, obvious things like always have a warm jacket, gloves and boots … and then things that we always keep in the car all the time … a torch and a first-aid kit. Oh, and something to clean the snow off the windscreen. b Yes, I have all those in my car too. a And it says always have a blanket too – for extra warmth – and sunglasses because the sun is so low in winter and an umbrella to keep dry – because if you get wet, you get cold. b It’s a good idea to have an extra mobilephone battery and charger too, I think. And a mobile phone, of course! a Yes, they’re on the list, and food and drink are on the list too: a chocolate bar and a bottle of water. You could do exercises 1–5 on Emergency equipment in Vocabulary plus at this point. Unit 6 103 Listening 5 Go through the statements first to check any new vocabulary, eg panic, engine, run out of. Ask students to read the statements and guess if they’re true or false. Elicit ideas, but don’t check answers yet. 6 2.29 Play the audio. Tell students to listen and check if their answers were correct or not. Get them to correct the false statements with the right advice. Answers 1 false: You should keep calm. 2 true 3 true 4 false: Turn on the engine if you want to keep warm. (Run the engine for about 15 minutes every hour.) 5 true 6 false: You should always check the weather forecast. Transcript Well, the first thing is, if you ever get stuck in the snow, keep calm and don’t panic! I know that’s easy to say and not so easy to do, but it’s true. You can’t think clearly if you panic. So just sit for a few moments and breathe slowly. Then you’re ready to take action. If you can see a house, you should get out and walk there. If you can’t see anything, then don’t leave the car. Remember that it’s very difficult to walk in snow and it’s easy to get lost. It’s easier for people to find you if you stay in your car, too. Turn on the engine if you want to keep warm, but don’t leave it on too long if you don’t want to run out of fuel. Turn it on for just 15 minutes each hour, then turn it off again. If you have a phone, you should call someone and tell them what’s happened and where you are. Then put on some warm clothes, drink some water, eat some chocolate and just wait. But of course you should always check the weather forecast and road conditions if you’re driving a long way. If the weather conditions are very bad, stay at home! 104 Unit 6 7 Allow a few moments for students to read the questions first so they know what to listen for. Then play the audio again, pausing if necessary, and encourage students to check their answers together. Elicit answers to the third question and write any other ideas students have on the board. Find out how many people had similar ideas. Answers 1 It’s difficult to walk in snow and easy to get lost, and it’s easier for people to find you in your car. 2 a) Run the engine for about 15 minutes every hour to keep yourself warm. b) Call someone to tell them what’s happened and where you are. c) Put on warm clothes. d) Drink some water. Tip: It’s very difficult to listen and write at the same time, so tell students you’ll play the audio at least twice for activities like this. Explain that the first time, they should just listen and perhaps make a few notes. At this point, if they try to write more, they’ll miss important details. The second time they listen, they can fill in more details. Grammar 1 Zero conditional 8 Go through the grammar box first and ask a few questions to make sure students understand the meaning and function of the grammar. Complete the first sentence together and ask: How many parts are there in the sentence? (Two) What has to happen first? (The if clause – get wet) What’s the other part of the sentence? (The result or thing that happens after – get cold) Are these things just possible or are they facts? (Facts) How certain are we? (Completely sure). Students complete the remaining sentences. Answers 1 get 2 get 6 panic 3 are 4 stay 5 can’t Refer to the grammar reference on SB page 78 now or at the end of the lesson and go through it with students. 9 Ask students to look back at the statements in exercise 5 and underline the zero conditional. Answer All the sentences in 5 are examples of the zero conditional. 10 Go through the three situations first and check that students understand the words signal for help, thunderstorm and earthquake. Allow time for them to complete the table on their own, using the ideas to help them, or they could make up their own ideas. Suggested answers If you’re out in a thunderstorm do: get inside, stay calm don’t: stand under a tree, put up your umbrella, swim in a pool, panic! If you’re in an earthquake do: get under a table, keep away from tall buildings, stay calm don’t: swim in a pool, panic! If you get lost in the mountains do: light a fire, signal for help, stay calm don’t: panic! 11 Put students in pairs to compare their ideas from exercise 10. Monitor pairs as they work, making a note of any problems with grammar or vocabulary. Encourage them to use zero conditional sentences and correct any small mistakes you hear. Note: Students sometimes get the zero conditional confused with the first conditional, so give extra examples if needed to show the difference in meaning between facts and possibilities. Don’t go into detail at this stage, however, as they’ll do work on the first conditional in the next lesson. You could do the Focus on: keep section in Vocabulary plus at this point. Grammar 2 when clauses 12 Elicit answers for the missing words in the sentence, then ask: Can anybody explain the difference in meaning between ‘if’ and ‘when’ statements? Answers are; drive We use when to talk about specific situations, not possible situations. For a full explanation, see SB page 78. Refer to the grammar reference on SB page 78 now or at the end of the lesson and go through it with students. Speaking 13 EVERYBODY UP! Energise your class with this walk-around activity. Allow time for students to first work individually and answer the questions. Remind them to use the zero conditional. Then tell them to walk around the room, share their ideas and find people that do the same things. Make sure you model the activity first and encourage students to ask questions so they don’t just show each other the answers, eg A What’s the first thing you do when you get really cold at home? B If I get cold, I put the heating on. What about you? A I put my sweatshirt on if I’m cold. B Why do you do that? A It saves electricity. 14 Check students understand what they have to do in this information-gap activity. Explain that they each have information about different situations: being lost in the jungle or the desert. Tell them to read their tips and make notes, then take turns to tell each other what to do in each situation. Then allow time for them to answer the questions. Answers A If you’re lost in the jungle, find a river to follow; climb a tree if you can; light a fire if you can; don’t eat colourful berries; keep your clothes on, even if you’re hot; don’t take off your shoes. B If you’re lost in the desert, stay near your vehicle if you’re in one; cover your neck and your head; walk along hills or high ground; find water (cactus plants are good); walk slowly not quickly; don’t breathe through your mouth, breathe through your nose. Unit 6 105 on its prey. Although there are tales (which may have been spread by Rousseau himself) that he had studied the jungle during his travels in Mexico, he never left France, and learnt all he knew of the jungle from botanical gardens, textbooks and other people’s stories! Tip: It’s often difficult to react quickly to questions and activities, particularly in a foreign language, so try to give students thinking time before they begin. This helps them to think of ideas and the vocabulary and grammar they could use to express themselves. If we rush them straight into activities, they sometimes say very little, but if we give them time, they’ll generally have more fluency and accuracy. Katy Perry was born in California in 1984. She’s a famous singer and model and is known for hit singles such as I Kissed a Girl, California Gurls and Firework. She has won many awards for her music. In 2012, she made the move into movies, releasing the documentary feature film Katy Perry: Part of Me. Throughout her career, she’s sold 11 million albums and 81 million singles worldwide, making her one of the bestselling artists of all time. Art & Music For the painting, tell students to look at SB page 67 to see a bigger image. Tell them to work in pairs to discuss a good title for the painting, then check their answers online. For the song, elicit a few ideas for the missing words, then get students to check online. They could also find a video of Katy Perry’s half-time show at the 2015 Super Bowl. Roar is one of her best-known songs. It was released in 2013 on her fourth album, Prism. The song is about standing up for yourself and being strong and was her eighth number-one song in the US charts. In 2015, she sang the song in front of a huge crowd at half-time at the US Super Bowl. Extra questions for class or homework Art Describe the painting and the weather. What’s the tiger about to do? Music What do you think Katy Perry is talking about in this song? Answers Art Surprised! or Tiger in a Tropical Storm, 1891, Henri Rousseau Music tiger, fire, champion; other animals: lion, butterfly, bee Culture notes: Henri Rousseau was born in Laval, France, in 1844. Although he didn’t have great success in his lifetime (painting was more of a hobby for him – in fact, he only started painting seriously after he had retired), like many artists, he became extremely well known after he died, and his paintings were bought by many collectors and museums. He’s best known for his paintings with jungle themes, such as the one here: Tiger in a Tropical Storm or Surprised! It shows a tiger, lit by lightning, preparing to jump 106 Unit 6 Lesson 2 If temperatures go up, fish will die. pp54–55 Aims The focus of this lesson is to introduce the first conditional and use it to talk about the dangers of global warming and its effect on the planet, and to learn some useful words for talking about the consequences of global warming and rising sea levels. Warm-up Quickly find out what students know about global warming and climate change. If they need to use L1 for some words, that’s fine – help them with the vocabulary they need to talk about it. Keep this short and dynamic – they’ll find out much more about it in the lesson. 1 GUESS To introduce the topic, tell students to look at the photos and guess the connections between them. Encourage lots of discussion. Transcript 1 Which of these are fossil fuels? a) coal b) oil c) gas The answer is all of them. 2 Which of these are greenhouse gases? a) carbon dioxide (CO2) b) oxygen (O) c) methane (CH4) The answer is carbon dioxide and methane. 3 Which country produces the most greenhouse gases? a) China b) Russia c) the USA The answer is China. 4 How many people die because of global warming every year? a) 1,500 b) 15,000 c) 150,000 The answer is 150,000. 5 How long does it take CO2 to disappear from the atmosphere? a) 10 years b) 100 years c) 1,000 years The answer is 100 years. 6 Which of these activities produce greenhouse gases? a) driving b) cutting down trees c) meat production The answer is all of them. Extra idea: You could also include a short video clip to increase interest and set the scene. Search online for the trailer for the Academy Award-winning film An Inconvenient Truth. 2 Ask students what they know about global warming and its causes. Encourage discussion and activate their background knowledge and opinions on the subject. Then quickly check the meaning of the words in bold before they do the quiz. Answers fossil fuels = fuels, such as gas, coal and oil, that were formed underground from plant and animal remains millions of years ago coal = a hard, black substance that’s dug from the Earth in pieces, and can be burned to produce heat or power, or a single piece of this oil = petroleum (= the black oil obtained from under the Earth’s surface from which petrol comes) gas = a substance in a form like air that’s used as a fuel for heating and cooking greenhouse gases = gases that cause the greenhouse effect, especially carbon dioxide carbon dioxide = the gas formed when carbon is burned, or when people or animals breathe out oxygen = a chemical element that is a gas with no smell or colour. Oxygen forms a large part of the air on Earth, and is needed by animals and plants to live. methane = a gas with no smell or colour, often used as a fuel atmosphere = the mixture of gases around the Earth 3 2.30 Give students time to do the quiz on their own first. Then have them compare their answers with a partner. Play the audio for them to check if their ideas were correct. Answers 1 a, b, c 2 a, c 3 a 4 c 5 b 6 a, b, c Reading 4 Check that students understand the vocabulary and get them to quickly look up any words they don’t know in a dictionary or online. Explain that all of the words except one are directly linked to the weather and tell them to circle the odd one out. Ask students which words in the list are very similar in their own language and which are very different. Answer mosquito 5 Students work in pairs and take turns to mime and guess words from the list in exercise 4. Some of them would be very difficult to mime, so instead of miming those words (eg acid, degree, drought), tell students to give a definition for their partner to guess. 6 Focus on the question: What will happen in the future if we continue to burn fossil fuels? Elicit a few ideas from the class, then tell students to read the report and underline the possible effects. Set a short time limit so they read quickly for gist. Unit 6 107 Answers There will be more storms and they’ll be more severe. There will also be more heatwaves, more droughts, more rain – and therefore more floods and more hurricanes; temperatures will go up several degrees; the ice and snow at the north and south poles will melt, and sea levels will rise. The sea will become more ‘acid’. More places will be hotter, and because more mosquitoes will survive in these places, there will be more malaria. There won’t be nearly as many fish in the oceans, and the ones that are left will be smaller. 7 It’s helpful to model reading strategies, so do the first word with students and try to elicit the meaning of severe from context. Encourage them to read sections around the words (the co-text) to guess the meaning. You could prompt them by asking questions, eg What weather conditions does the text mention? (Floods and hurricanes) Are these storms normal or very serious and extreme? (Serious and extreme) So what do you think ‘severe’ means? (Very serious). Students work in pairs to complete the activity. Answers severe = extreme, very serious absorb = take in a gas, liquid or other substance (here, heat) reflect = throw back (heat, light or sound) without absorbing it melt = turn to water rise (v) = go up affect = cause changes in eco-systems = all the living things in an area and the way they affect each other and the environment rise (n) = increase 8 Give students time to read through the questions first, then read the report and answer the questions. Check answers with the class. Answers 1a 2a, b, c 3a, b 4a, b, c 5a, c 108 Unit 6 Grammar First conditional 9 Look at the first line of the table and teach / elicit how we form the first conditional. Ask students to complete the sentences in the table. Get feedback and correct any mistakes. Answers 1 is 2 will be 3 will be 4 don’t act 5 will happen 6 go on Refer to the grammar reference on SB page 78 now or at the end of the lesson and go through it with students. 10 Tell students to look back at the first sentence in the grammar box and complete the rule with a partner. Write the sentence on the board (If there is more rain, there will be more floods), then ask a few concept-checking questions, eg Is this about the past, present or future? (The future) What word tells us it’s the future? (will) Why do floods happen? (Because there’s too much rain) So what thing has to happen first? (More rain) And what will the result be? (More floods) How certain are we? (Quite certain) Can we say the sentence in a different way? (There will be more floods if there is more rain). Elicit that the floods won’t happen if there isn’t more rain, so we can’t say that something will definitely happen. Answer may happen 11 Look at the sentence you wrote on the board and highlight the form. Ask students to read through the article again and underline other examples of the first conditional. Remind them that the first conditional has will in the result clause so they don’t confuse it with zero conditional sentences in the text. Answers if we continue to burn … there will be more storms If we go on producing them, temperatures will go up 12 Do the first sentence with the class and elicit the sentence. Ask students to work with a partner and complete the other sentences using the first conditional. Encourage them to look back at the grammar box if needed. Answers 1 If the temperature goes up, there will be more mosquitoes. 2 If the sea gets warmer, a lot of fish will not survive. 3 A lot of fish will die if that happens. 4 If we act now, climate change won’t be so bad. 5 A lot of people will die if climate change continues. 13 Encourage active discussion and elicit ideas from the class. Then tell them to read the report again and check their ideas. MA For greater support, students could read the report again before they do this activity. Speaking and writing 14 THINK This activity encourages students to think more critically about the problem of global warming and use the language they’ve learnt to make more predictions. Ask students to work in pairs and discuss the questions together, making a note of their answers to questions 3 and 4. Monitor pairs as they work, helping with any necessary vocabulary. Encourage them to use the first conditional to make predictions about the future. 15 Tell students to look at the notes they made for questions 3 and 4 and give them a few minutes to expand the notes and put them in a suitable order for writing about them. Students then write a paragraph about the environment, including their future predictions and suggestions for saving the planet. You may want to start this activity in class and ask students to finish it for homework, then bring in their work to the next lesson. Answers 1 Temperatures will go up several degrees. 2 The ice and snow at the poles will melt. 3 Sea levels will rise. 4 The sea will become more acid. 5 Fish will die or become smaller and therefore more expensive. Extra idea: You could also set up a roleplay. Put students in pairs: A and B. Student A is an environmental expert and student B is a journalist finding out about the dangers of global warming. Allow a few minutes of thinking time so that student A can quickly read and remember facts from the quiz and report, and student B can think of the questions they’d like to ask. Extra ideas: To give more practice of the first conditional in a different context, tell students that they’re all going on holiday to a foreign country. Ask them to think about what they’ll do in different places. Give an example or two first, eg If I go to Rome, I’ll visit the Trevi Fountain. MA Encourage stronger students to ask more questions so they don’t finish much earlier than the weaker students. You could ask for alternatives to the phrase If we don’t change our ways and suggest students use a different one each time, eg If we continue / carry on as we are, If we go on burning fossil fuels / producing greenhouse gases, If we don’t stop … etc. Lesson 3 It’s an animal that lives in the jungle. pp56–57 Aims The focus of this lesson is to introduce and practise relative pronouns to connect sentences, to learn vocabulary to talk about endangered animals, and to talk about what we can do to help endangered species around the world. Unit 6 109 Warm-up Find a simple description online about an animal. Write down its name and its Latin name, eg hedgehog – erinaceus europaeus, and some helpful phrases, eg commonly found, its natural habitat is, it prefers, its diet is and it builds its nest in. Give a copy to each student. Check they understand the vocabulary, then describe yourself as if you were a wild animal, eg Terry (Professoria Terriceus europaeus) Commonly found in Europe, though often found in other parts of the world. Its habitat is a small village near a river in the Czech Republic. Its diet consists of fruit, vegetables and cornflakes and it’s also known to eat pizza. By day, it works, runs to stay fit, and looks after its children, and by night it can be found in the local café. Give students time to think of an animal they’d like to be and write a short, humorous description of themselves. When they’ve finished, either put them in pairs to read out their descriptions to each other or ask students to present to the class. MA Weaker students could do this in pairs or groups of three, so they can help each other with ideas and vocabulary. Vocabulary Animals in danger 1 To introduce the topic and check students know important vocabulary, ask them to match the words and photos. Ask students which names for these animals are very similar in their own language and which are very different. Answers a salamander b turtle c leopard d rhino e tiger f whale g gorilla 2 2.31 GUESS Write phrases on the board like: I think there is … There could be … There might be … and model the example sentence. Then ask students to work in pairs to guess which adjectives describe the animals. Play the audio for them to check how many they got right. Then play it again for students to repeat the words. Transcript and answers 1 Amur leopard 2 giant salamander 3 Javan rhino 4 leatherback turtle 5 mountain gorilla 6 right whale 7 Siberian tiger 110 Unit 6 3 Pre-teach the word extinct and ask students to predict which animals they think are in danger. Elicit ideas from the class. Answer All of them apart from the leatherback turtle. Tip: Students usually know a lot about different things, so try to elicit their ideas and find out what they know before they listen. This involves them far more and helps to activate their background knowledge about the topic. Listening 4 Focus on the table below the photos and tell students to read the last column – Interesting facts – and guess which six animals from exercise 2 match each fact. Elicit a few ideas, but don’t check answers yet. 5 2.32 Explain to students that they’re going to hear a talk about the six animals. Play the audio for them to listen and check their answers to the animals (column A), then play it again and tell them to make notes about where the animals live (column B) and how many there are in existence (column C). Play the audio again, pausing as necessary. Encourage students to compare answers with a partner, then check answers as a class. Answers A Animal 1 Amur leopard 2 Javan rhino 3 mountain gorilla 4 Siberian tiger 5 right whale 6 giant salamander B Place 1 southeast Russia and northeast China 2 Asia – now only Indonesia 3 Rwanda and Congo, central Africa 4 eastern Russia 5 North Atlantic, along east coast of US 6 China, Taiwan C How many left 1 40 2 60 3 fewer than 700 in 1989, more now 4 about 450 5 fewer than 350 6 not sure Transcript Good evening and thank you for coming to this short talk about animals in danger and the things that we can do to help. There are many, many animals in danger nowadays sadly, but tonight I’m just going to mention six which are especially in danger of extinction. First, there’s the Amur leopard. It lives in southeast Russia and northeast China and its skin can sell for $1,000. They’re very, very close to extinction. There are only about 40 of them left in the wild. Second is the Javan rhino – one of the rarest mammals in the world. There was a time when it lived all over Asia, but these days there are only 60 of them left in Indonesia. Then there’s the mountain gorilla. It’s an animal which lives in high forests in Rwanda and Congo in central Africa. In 1989, there were fewer than 700 mountain gorillas. Their numbers have gone up again – this is great news – but they still have lots of problems. There are only about 450 Siberian tigers left. They’re beautiful animals and the biggest cats in the world, so it’s important to protect them. They only live in the eastern part of Russia. Right whales are creatures which live in the North Atlantic, along the east coast of the US. There are fewer than 350 of these amazing creatures left, even though they’ve had protection for more than 80 years. And my last animal is the giant salamander from China and Taiwan – the largest amphibian in the world. People who keep records aren’t exactly sure how many giant salamanders are left, but one thing is certain: they are becoming rarer and rarer. 6 THINK Put students in groups to talk about why the animals might be in danger. Tell them that they can look up and use some of the words from the vocabulary box to help them. Elicit ideas from each group, but don’t check answers yet. 7 2.33 Play the next part of the talk for students to check their reasons from exercise 6. Play it again, pausing as necessary for students to make notes in column D, then ask them to compare their ideas. The audio finishes with the question So … what can we do to help? This is a nice opportunity to prompt more discussion and get students’ ideas and opinions. Suggested answers D 1 hunted for skin (fur coats) and bones (medicine) 2 horn used in medicine; disease and natural disasters which destroy habitat 3 disease (tourism), wars destroy habitat, hunted for meat, babies kept as pets 4 hunted for skin (fur coats) and bones (medicine); forests disappearing 5 swim in polluted waters, crash into ships 6 rivers and lakes polluted, luxury food Transcript man So why are these animals in danger? Why are so few of them left in the wild? woman That’s a great question. Well, there are lots of different reasons why animals are in danger. The Amur leopard and the Siberian tiger are animals that have beautiful fur and there are a lot of people who want to wear very expensive leopard and tiger coats! So there are people that hunt them for their skins. Also, their bones are an ingredient in traditional Asian medicine. And the forests where the Siberian tiger lives are disappearing because people are cutting down the trees. People use rhino horn in traditional medicine too, and people who hunt rhino can make a lot of money. Rhinos are also dying because of disease and natural disasters like tsunamis, as these destroy their habitat. Mountain gorillas are dying from disease too, partly because of increased tourism but also because of wars which are destroying their habitat. Also, some people enjoy eating gorilla meat and – very sadly – some people like to have gorilla babies as pets. Unit 6 111 The giant salamander is another creature that is losing its habitat as more rivers and lakes become dirty and polluted. But the salamander’s biggest problem is that people like to eat it, and it has become a luxury food item in restaurants in Asia. Right whales have a different problem. They have had protection for many years, but their numbers are still going down. They are very big and very slow and they swim very near the coast where the water is not so clean. It also means that they often crash into ships and die. So … what can we do to help? A short time limit also means the pace is fast and more fun. Encourage students to use different relative pronouns so that they talk about people, things and places. 10 Focus on the WWF logo with the panda and ask: How many of you have seen this logo? Elicit answers to the first question, then tell students to read the text quickly to find the answers to both questions. They then read it again more slowly, this time filling in the missing relative pronouns. Do the first one as an example. Ask: What’s the word before the gap? (organisation) Which pronoun do you use to talk about a thing? (which / that). Students complete the activity individually, then check in pairs. Extra idea: Tell students to choose one of the animals and use the notes they made in exercise 7 to write a short text about it. Answers 1 World Wide Fund for Nature 2 It’s the symbol of the WWF. 1 which / that 2 which / that 3 which / that 4 which / that 5 who / that 6 who / that Grammar Relative pronouns who / which / that 8 Ask students to look at the examples of relative pronouns in the grammar box. You could also write the sentences on the board and highlight the pronouns. Get them to look at the sentences and work out the rules together. Note: We’ve just focused on the pronouns in this level, not relative clauses, so you don’t need to go into the different types of clause at this point. Work on both defining and non-defining relative clauses will be done in Jetstream Intermediate. Answers 1 a) who, that b) which, that 2 that Refer to the grammar reference on SB page 78 now or at the end of the lesson and go through it with students. 9 Tell students they’re going to play a game to practise relative pronouns. Read through the instructions and model the example with one or two students. Put them in pairs to play the game; set a time limit of one minute for each round so they’re quickly on task and don’t take too long thinking about their answers. 112 Unit 6 11 Ask students to cover the text or close their books and play the memory game. Give them a target of perhaps five or six things to remember. Then tell them to read again to check. Extra ideas: You could also do the activity as a class quiz to see which team can remember the most facts. Ask questions about the text, eg How long has the giant panda been the symbol of the WWF? What does the panda symbolise? Does everybody who works for the WWF get paid? What does the WWF always need? Explore Tell students to go to the WWF website and find out more about endangered animals and conservation. Extra idea: Create a webquest for the class and get students to either complete the activity at home or in class using their smartphones. This is often motivating for students, so provide links to two or three websites about endangered animals and conservation. Make a worksheet with reading comprehension questions from each site, then have students search the sites to answer the questions. Speaking Writing 15 Read through the advertisement with the class and elicit the most important requirements for volunteers. Ask: What skills, qualities and type of personality would volunteers need to have? Make a short list on the board. 12 P 2.34 Say the words five and give to help students notice the difference between the long /aɪ/ and short /ɪ/ sounds. Write both words on the board and ask students to work in pairs, say the words in the box to each other, then write them under the correct sound. Play the audio for students to listen and check, then play it again for them to repeat each word. Help with pronunciation difficulties and get students to see the difference in mouth position. They should feel the movement from a more open to closed position when they make the longer vowel sound /aɪ/ and see the more closed position of the shorter vowel /ɪ/. Note: Only the verb form of live is given here. The adjective live is pronounced /laɪv/. Transcript and answers /aɪ/ five: advice, China, describe, drive, inside, item, mobile, right, wildlife /ɪ/ give: condition, drink, engine, extinction, live, since, symbol Extra idea: Give students these tongue twisters to practise the two sounds: A See much wildlife in Dubai? B Five Siberian tigers and a white rhino! A Can you list fifty-six ships? B Give me a minute to think! 13 Put students in pairs to talk about the questions and make notes for the next exercise. Encourage students to use relative pronouns in their answers. You could give this activity to students as homework so they can spend some time researching information. 14 Put students in groups to report to the rest of the class what they talked about. Monitor pairs as they talk, making a note of any common problems with grammar, pronunciation or intonation. Get class feedback and find out the most interesting and surprising facts. Give students a few minutes to brainstorm ideas with a partner, then ask them to write a formal email expressing interest in being a WWF volunteer. Remind them to include details about all of the requirements. Walk around and offer help and gentle correction if needed, then get students to share and read their partner’s emails afterwards. Vocabulary plus p58 Emergency equipment (2) 1 2.35 Ask students to match the words and pictures. Then tell them to compare with a partner. Play the audio for them to check their answers, then play it again, pausing for them to repeat each word. MA For an extra challenge, ask students to try to name as many of the items as they can without looking at the words in the box. Transcript and answers 1 box of matches 2 sweets 3 sun cream 4 sleeping bag 5 whistle 6 GPS device 7 mirror 8 compass 9 map 10 penknife 11 hat 12 rope 13 lighter Extra idea: Find pictures of each item of emergency equipment (you could download them from the internet) and make a memory game with word and picture cards. Put students in pairs and tell them to spread the cards face down on the table. They then take turns to turn over two cards. If the words and pictures match, they keep them and have another turn. If they don’t match, they turn them back over and their partner takes a turn. The person with the most cards at the end wins. 2 To introduce the topic, you could show a short movie trailer of the film Cast Away with Tom Hanks (you can find this on YouTube). Unit 6 113 Ask students to imagine they’re lost in a very remote and dangerous place. Ask: What kind of things would be most important? Put students in groups of three and tell them to look at the list of emergency equipment in exercise 2 on SB page 52 and the list in exercise 1 on SB page 58 and choose the most important objects. Set a time limit of three minutes and get them to agree on three things. Remind them that they must all agree on the three things. Get feedback from the groups and find out which three items most people chose. 3 Go through the Survival quiz first and check comprehension of a positive attitude, shelter, and high-energy. Ask students to do the quiz and compare their answers with a partner. Remind them that sometimes there’s more than one correct answer. Go through the answers with the class and, if you want to, give them the extra information shown in the answer key. Answers 1 b) a positive attitude, followed by d) training. 2 Order: 1c) find shelter 2d) find water 3a) light a fire 4b) find food (Survival’s rule of three: In extreme conditions we can live three hours without shelter, three days without water and three weeks without food. With fire, we can boil water to make it safe to drink.) (Note: If you have any injuries, you should treat those first.) 3 b) Animals – you can eat all of them. Most fish are OK, as are many insects. (And they all provide protein.) Animals are safer to eat than plants because many plants (especially brightly coloured ones) are poisonous and can make you sick or even kill you. 4 c) Getting too cold (hypothermia – when your body temperature falls below 35º) can kill you because your organs stop working, though the other things are dangerous and painful. 5 All of them except tight clothes, which can reduce circulation. 114 Unit 6 Extra idea: If you have a strong class and have done work with phonemic script, write a selection of words for emergency equipment on the board in phonemic script. Put students in teams. The first team to shout out the word correctly gets a point. The team with the most points at the end is the winner. Wordbuilder Nouns from verbs a Explain that sometimes nouns and verbs have exactly the same form. As an example, ask: What’s the noun form of the verb ‘aim’? (aim). Then tell students that there are also exceptions and get them to find the one with a different form. Answer survive (noun = survival) b Read out the example and point out the verb and noun change. Ask students to choose a word from the list and write sentences with both nouns and verbs. Ask them to share their sentences together afterwards. Extra idea: Tell students to write the sentences but leave gaps where the key words should be. Their partner has to guess which word goes in the sentence from the list in exercise a. 2.36 Do the first one as an example and 4 P elicit where the stress is (atmosphere – first syllable). Students then work individually to do the activity. Play the audio for students to check their answers, then play it again, pausing for students to repeat each word. Transcript and answers atmosphere, condition, connection, disappear, energy, example, important, mosquito, positive, temperature Ask students which of the three-syllable 5 P words are very similar in their own language and which are very different. Tell them to say any words that are similar and decide if the stress is the same or different. MA For greater support, play the audio again rather than asking students to say the words. Focus on: keep a Explain that keep is used in lots of different phrases. If students aren’t sure about an answer, encourage them to complete the ones they know first and guess the final few options. Answers 1e 2d 3f 4c 5a 6b b Students fill in the gaps with the correct preposition. Get them to check their answers with a partner afterwards. Ask: Can you imagine when you might see or say ‘Keep off the grass!’? Elicit ideas, eg in a park. Put students in pairs to come up with a situation for each one, then ask them to share their ideas with the class. Answers 1 off 2 away 3 out 4 on 5 up 6 on 7 in Everyday English p59 You first! Check students understand unconscious, then elicit a few ideas from the class for what they would do in this situation. Giving instructions; checking understanding 1 Ask students to look at the photos and work out what’s happening in each one. Ask: Do you know what order we do them in if someone needs first aid? Don’t check answers yet. 2 2.37 6 Decide whether you’re going to use the video or simply play the audio. If you can, it would be useful to see the video in this lesson, as it contains useful visual information. The video shows how to give first aid and also highlights useful language for explaining things, sequence instructions and checking that people understand what we’re trying to show them. Play the video or audio for students to check their ideas from exercise 1. Answers A3 B1 C2 Transcript A OK. First you need to check if the person is breathing or not. To do that, lift their chin and move their head back. Like this. OK. Then put your ear close to their mouth and listen. You can see if their chest is moving at the same time. Are you with me so far? Yes? Good. OK then … here’s the next step. If the person is breathing, turn them onto their side and move their head back. This is the ‘recovery’ position. Then, if you’re in the UK, call 999. Otherwise call the emergency number for the country you’re in. Keep an eye on the person until help arrives. Is that clear? OK. If the person isn’t breathing, call 999 right away, and start to work on the heart immediately. Put one hand on top of the other – just like this – push down strongly here – with the heel of the hand – about 100 times a minute. Like I’m doing now. And you need to keep doing this until help arrives. OK? That’s very important. Because if you stop, the person could die. Do you understand? Do you have any questions? B Yes, sorry, I’m a bit confused about what to do if the person isn’t breathing. Could you explain it again? A Yes, sure. Let’s do it again. 3 Tell students to read through the sentences first so that they know what to listen for. Play the video or audio again while students watch or listen and complete the instructions. Answers 1 breathing or not 2 chin; head back 3 ear; mouth; listen 4 their side and move their head back 5 999 6 999 right away 7 heart immediately 8 the other 9 down strongly with the heel of the hand about 100 times a minute. 10 doing this until help arrives. 4 Ask students to look at the phrases in the box. Ask: Can you remember what the instructor said? Students tick the questions they can remember, then watch or listen again to check. Unit 6 115 Answers Are you with me so far? Yes? Is that clear? Do you understand? Do you have any questions? 5 Get students to explain what’s happening in the photos and match them with the situations. Answers 1A 2B 6 Ask students to look at the instructions and match them with each situation in exercise 5. Ask: Can you remember what 999 is? (The number for the emergency services in the UK). Do you know what number to call in other countries? If they don’t know the number for many countries, it would be useful for them to look it up online. Answers burn: b, d, e/f choking: a, c, f 7 Tell students to try to put the instructions in the correct order and compare with a partner. Point out that one item may not be used, as it depends on the severity of the injury (Call 999 immediately). Answers burn: 1d 2b 3f/e choking: 1c 2a 3f 8 Tell the class to look at the phrases in exercise 3 again, then take turns to give each other instructions for one of the situations in exercise 5. Encourage them to use the expressions to sequence things correctly – first, then, here’s the next step – and check their partner understands well. Extra idea: Ask students to talk with a partner about a time when they were hurt or injured. Get them to explain what happened and how people helped them. Encourage them to ask extra questions for more detail and information. 116 Unit 6 De-stress! Read through the short text. Ask students to stand up – it’s easier – put their hands on their stomach and take a couple of deep breaths. As they breathe in, their stomach should push their hands out (and their shoulders stay still). Note: One or two breaths is plenty – too many could cause them to feel dizzy. we don’t say … / we say … This section focuses on the following areas: • incorrect use of a future tense in a zero conditional sentence • incorrect tense use in a first conditional sentence • incorrect choice of a relative pronoun Ask students to cover the green we say … side and see if they can correct the mistakes themselves before they look and check. Units 5&6 Review Warm-up Tell students you’re going to describe a famous person. They have to listen carefully and try to guess who it is. When they think they know, they have to put their hands up. Give points to students who guess early on in the list of sentences – the more information they have, the easier it becomes. He was born on the island of Mallorca in Spain on 3rd June, 1986. He still lives there with his family. He started playing his sport when he was three years old. He won the Spanish and European titles when he was 12. He won his first grand-slam title in Paris when he was just 19. He won a gold medal at the Beijing Olympics in 2008. He has an advertising contract with Nike. He has won 14 grand slam titles. His nickname is Rafa. Tip: This type of guessing game provides a nice introduction to reading activities. It encourages prediction and activates students’ background knowledge so they’re more engaged and motivated to read the text. Reading 1 If you didn’t do the warm-up, ask the class what they know about Rafael Nadal (it’s OK if they say Nothing!), then get them to answer the questions in pairs. Check students understand the words in question 3. Suggested answers 2 standing / sitting, noisy / quiet, working / resting, hot / cool, fast / slow … MA To give more help in question 3, point to the items in the photos and elicit the correct words. 2 Quickly check that students understand what routines and rituals are. Set a short time limit pp60–61 so they read for gist. It’s also helpful to write a focus question on the board so that they have a clear reason to read, eg What does Nadal do between games? (He drinks from both bottles of water). Ask students to talk about the article and things they found surprising. Get class feedback about their reaction to the article. 3 Ask students to close their books and get them to complete the sentences from memory if they can. They don’t have to write the exact words and it’s OK if they have to look. After they’ve finished, get them to compare their answers with a partner, then check the article again to see if they were correct. Answers 1 will see that he has a lot of 2 can’t concentrate 3 mustn’t walk on 4 must be exactly the same 5 different heights; won’t 6 can have them in his mind while he’s playing 4 Put students in groups of five if possible and assign one person or thing in the list to each student. Tell them to share their facts with the others in the group, then read the text again and check their answers. Speaking and writing 5 Do an example with the class first. Say: I always close my eyes and breathe deeply for a minute before I do something difficult. Put students in small groups to talk about any rituals, routines or superstitions they have. If they don’t have any routines, they could talk about someone they know or make something up. 6 Ask students to write about their (or somebody else’s) routines or rituals. This provides a reason to listen closely to each other in exercise 5, as well as ask extra questions for more detailed information. You may want to start this activity in class and ask students to finish it for homework. Units 5&6 Review 117 Grammar Things people do vary, but might include repeatedly checking that things like lights / the oven are turned off, washing their hands several times before they can go out, etc. 7 Go through the list of items. If necessary, review each piece of language by looking at the grammar reference section for Unit 6 on SB page 78. Ask students to read the article again and underline examples of relative pronouns, modal verbs and conditional sentences. You could put them in groups of three to do this, each person looking for a different item. Answers 1 uncle Toni who taught … and who is still his coach … courts which were terrible … routines which help him … rituals which create order … two bottles, which he puts down 2 you have to be in the right mental state … He has to do them … he believes he has to do … He must walk … He mustn’t walk … He can’t put … he must put … His socks must be … he has to check … He always has to have … The labels must face … he must drink … he must look up … he can have them 3 If you aren’t, you won’t win. … If you watch Rafa play a match, you will see … if he doesn’t do them, he can’t concentrate. … If they are different heights, he won’t play well. 8 Have students read the text about Wendy and circle the correct words. Encourage them to compare their answers with a partner and get feedback. Ask them to explain the reasons for their choices, then find out how many people are like Wendy. Answers 1 who 2 might 3 goes 4 has 5 must 6 mustn’t 7 has to 8 mustn’t 9 may 10 must 11 will Preposition Park a Students complete the sentences with the correct prepositions. Check answers by asking eg: What words are before and after the first gap? (get; the airport) Which preposition do we use to talk about movement? (to) Answers 1 to; in 2 at; at 3 to; on 4 to; to 5 to; on b Have students read the sentences and discuss their travel preferences together. Cross Culture: Giving presents a Start by asking: When do you give somebody a present? Elicit words like birthday, anniversary, wedding. Ask: What kind of presents do you give when you go to somebody’s house? Elicit a few ideas, then tell students to read the information and try to complete it with the correct presents. Tell them that it’s fine to make a guess – but there are some clues in the article to help them. Elicit ideas from the class, then tell them the correct answers. Answers 1 clock 2 book 3 flowers 4 cakes 5 fruit 6 scissors 7 knife 8 gloves 9 handkerchief 10 shoes b Students discuss their reactions to the text with a partner, then make a list of tips and advice for giving presents in their country. Write should and must on the board and encourage students to use the modal verbs. Get class feedback. c Background information: Obsessive Compulsive Disorder (OCD) is a psychological condition which we all have to some extent, but some people find it very difficult to do anything without going through certain rituals a number times. 118 Units 5&6 Review Go through the situations first and check understanding of roses and scarf. Put students in pairs to talk about the questions. Tell them to write a different question about crosscultural differences when giving presents, and ask them to work with a different partner and answer each other’s questions. Extra material Photocopiable games Teacher’s notes Getting to know you Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 121 123 124 125 126 127 128 129 Tasks Teacher’s notes Tasks Units 1–6 130 132 Technique banks Using the video Using stories Using memory games 20 easy games Five fun techniques to use with a flagging class Extra questions and tasks for Art & Music Working with mixed-ability classes Ensuring learner autonomy and using technology 135 136 137 139 141 142 143 143 De-stress! cartoons 145 120 Extra material Photocopiable games Teacher’s notes Unit Game Players Getting to know you 1 2 3 4 5 6 7 8 9 10 11 12 Bingo rows Do or make? (B) Find the differences Future plans (B) I’ve already done that! (B) The holiday game (B) It’s a thing which … Compare (B) The name game Matchmaker Report it! (B) If … (B) Celebrations C C/G P/G G G G P/G G C C C / G /P C / G /P C Language focus Vocabulary: alphabet (listening) Vocabulary: nouns which go with verbs Present and past continuous going to / present continuous for future plans Present perfect with yet / just / already Vocabulary: travel items Relative pronouns / Vocabulary: survival items Comparison something, somewhere, someone Passive / Verb + -ing / Vocabulary: health Reported speech Conditional sentences Vocabulary: celebrations B = board game, C = whole class, G = groups, P = pairs These games are all photocopiable. Alternatively, you can download them from the e-zone. Remember, you don’t have to play the games just once in the particular unit – you can return to them any time to replay them, or else have them handy as an option for early finishers. If you do want to keep the games and re-use them, it’s a good idea to put them in individual plastic folders so you’ve always got them when you need them. Board games (Marked ‘B’ in the above table; they include all the games except Getting to know you, Unit 2.) You can set these games up in several ways: 1 As a normal board game using dice and counters, with students in pairs or small groups of three or four. You’ll need to make sure you have enough dice for the number of groups. Students place their counters (or coins, paperclips, etc) on START and take turns to throw the die and move. In many of these games, players get points for their answers. The first person to reach FINISH gets an extra 2 points and the game stops. The winner is the player with the most points. 2 As a whole-class team game, dividing the class into two teams. Before the lesson, write numbers to correspond to the number of squares on pieces of paper and put them in a hat, box or plastic bag. Call out the number of a square to each team in turn. The team gets points for correct answers. If one team can’t answer, it goes to the other team. Keep a score (or have a student keep a score) on the board. 3 In pairs. One person shuts their eyes and puts their finger on the board before opening their eyes again, and the other answers. (If they don’t point to a particular square, they have another go.) Points as above. 4 As an interactive whiteboard activity with the whole class, or played either individually or in pairs on the e-zone. Important notes 1 You can change the instructions or rules for any game, or ask your students if they can suggest more interesting ways of playing a game! 2 MA If you want to make a game more difficult for some (or all) your students, say that a square already used by one player cannot be re-used by another. Jetstream Pre-intermediate Teacher’s Guide © Helbling Languages PHOTOCOPIABLE 121 Answers for Report it! (Unit 10) Unit 2 – Find the differences 1 He said (that) he would always love Lucy. 2 He said (that) they were playing tennis with their friends. 3 He said (that) he lived in a flat in London. 4 He said (that) she had given her mum a present. 5 He said (that) he was going on holiday. 6 He said (that) she didn’t like spiders. 7 He said (that) Karen was very happy with her car. 8 He said (that) there was a game that John wanted to buy. 9 He said (that) he loved to visit Istanbul. 10 He said (that) he drove to work every day. 11 He said (that) he flew to many countries on business. 12 He said (that) she was very good at painting. 13 He said (that) they didn’t want to come. 14 He said (that) the film wasn’t very good. 15 He asked why he was dressed like that. 16 He asked if she was a journalist. 17 He asked if they had liked the festival. 18 He asked what they wanted to buy. 19 He asked how many trains to Rome there were. 20 He asked how they could do that. There are various ways of doing this. Non-board games Getting to know you – Bingo rows Before the lesson 1 Photocopy the page and cut it into ten separate grids – one grid for each student. (It doesn’t matter if some students have the same grid if you have more than ten students.) 2 Write the letters of the English alphabet (A–Z) on small pieces of paper and put them in a bag or box. Playing the game Take a piece of paper out of the bag or box, and call out the letter. Students cross the letters off as they hear them. They shout Bingo! for a complete line of letters horizontally or vertically. They don’t have to wait for the whole card! An alternative easy way of playing this is to have students choose and write down between five and ten letters. You’ll still need to write the letters of the alphabet on small pieces of paper beforehand and put them in a bag or box, so you can call them out. Once they get the idea, invite individuals or pairs of students to do the calling out instead of you. 122 MA With a mixed-ability class, you might want to use a variety (1 is easiest, 3 is more difficult). 1 Students have the whole sheet so they can see both pictures and make statements. 2 Students have one picture each so they can only see theirs and have to ask each other questions. 3 Student A looks at a picture, student B doesn’t have one. A describes the street scene for B to draw, or B asks questions and sketches it. 4 Use one or both pictures as a memory game. Students look at it / them for 30 seconds, then write down (or draw) all the things they can remember. 5 Use one of the pictures as the basis for a true / false drill – either with students looking at the picture as you do so, or from memory. You could do this as a prelude to any of the other activities. Unit 6 – It’s a thing which … Before the lesson Photocopy the page and cut it into 30 pieces of paper or card. If you have a large class, you may want to make more than one copy so that students can play the game in smaller groups. With a weaker class, you may wish to elicit and / or write the names of the 30 objects on the board first. Playing the game 1 Place the pile of cards face down in the middle of the group. Students take turns to pick a card from the top of the pile. 2 The student looks at the card and describes the item without saying what it is. They can describe what it looks like (eg It’s flat and made of paper, They’re brown and made of leather), but encourage them to use relative pronouns to describe what it’s used for (eg It’s a thing which you use to find your way, They’re things which you put on your feet to keep them warm and dry). 3 The first student to correctly guess the item wins the card. If no one correctly guesses the item after one minute, the card is returned to the bottom of the pile. 4 The game continues until all the cards have been won. The winner is the student with the most cards. Jetstream Pre-intermediate Teacher’s Guide © Helbling Languages PHOTOCOPIABLE Getting to know you Bingo rows S D T A H H N Y O Z N R E M C E S T A W Y U I O Q G R F X Q B G T K L M U L B P O E R N U C U R F B Y S L I D M H D O T T A Q M K V E K L W V B G W H A N I X Z O N H A T Y A E N B S M J I D S U I V O E Y F P W D M H J C G U Q V K P K Z R T U P G Y S A S Z F E E C O R N M R N T B A D I H B K D O Y X T W Q F L G J C U H Jetstream Pre-intermediate Teacher’s Guide © Helbling Languages PHOTOCOPIABLE 123 Unit 1 Do or make? Playing the game When you land on a square: 1 say make or do. (1 point) 2 say when you last made or did that particular thing. (1 point) START 7 a mistake a noise a decision the cooking 12 a phone call 15 sport coffee 4 11 14 the shopping 19 a test 124 an excuse 16 18 a cake 5 10 Sudoku 3 6 exercise 9 17 when the first player gets to FINISH. an appointment homework An appointment – make – I made an appointment at the dentist this morning. 2 1 8 ‘ ’ 4 The cooking – do – I never do the cooking at the ‘ weekend. ’ The winner is the player with the most points 1 You need a die and counters Pilates 13 a reservation the ironing 20 yoga your hair Jetstream Pre-intermediate Teacher’s Guide © Helbling Languages PHOTOCOPIABLE FINISH Unit 2 Find the differences Work with a partner or in small groups. How many differences can you find between these two pictures? Give yourselves a point for each one. A Yesterday B Today Jetstream Pre-intermediate Teacher’s Guide © Helbling Languages PHOTOCOPIABLE 125 Unit 3 Future plans You need a die and counters 2 say when and / or why you’re going to do it. (1 point) Before you begin Go through the words and decide what verb you can use in circles that don’t have one, eg party = go to a party / have a party, and what nouns or phrases you can use in circles that just have a verb, eg fly = fly a plane / fly to Rio. 1 3 ‘ ’ I’m going to watch a film on TV this evening. ‘ ’ I’m having a party on Saturday because it’s my birthday. The first player who gets to FINISH gets an extra two points and the game ends. The winner is the player with the most points when that happens. Playing the game When you land on a circle: 1 talk about a future plan you have using the word / phrase in the circle. (1 point) 126 1 2 3 START party jazz TV 15 16 17 18 19 4 shopping qualifications classical music football fly housework 14 25 26 20 5 travel pop music learn another language FINISH rap the cinema 13 24 23 22 21 6 a job a computer game a newspaper cricket coffee the theatre 12 11 10 9 8 7 tennis work start colleagues a business a magazine Jetstream Pre-intermediate Teacher’s Guide © Helbling Languages PHOTOCOPIABLE Unit 4 I’ve already done that! You need a die and counters You get an extra point if you use yet, just or already correctly. 1 Playing the game When you land on a square: 1 say the past participle of the verb. (1 point) The first player who gets to FINISH gets an extra two points and the game ends. The winner is the player with the most points when that happens. 2 make up a true sentence (affirmative or negative) or a question using the present perfect of the verb. (1 point) 2 1 START make 7 8 understand 6 share buy spend read break do 12 show 15 write 14 work 19 18 4 11 16 17 use 5 give 10 watch 3 be call 9 ‘ ’ Well done! Three points! ’ ‘ make – made – I’ve just made a mistake in my homework. 13 teach live 20 own clean FINISH Jetstream Pre-intermediate Teacher’s Guide © Helbling Languages PHOTOCOPIABLE 127 Unit 5 The holiday game You need a die and counters Playing the game You’re going on holiday to the Maldives. It’ll be hot and sunny, and there are lots of lovely beaches, but not much else. You need to choose five things to take with you. When you land on a square: 1 decide if you want to take the item shown on the square. 1 2 2 justify your decision if you want to take the item. 1 ‘ I have to take swimming things with me so I can swim in the sea. ’ If the other players agree with your reason, you can write the item on your list. The first player who gets to FINISH with five suitable items is the winner. 3 4 5 START 11 10 9 8 7 6 12 13 24 14 23 15 22 16 21 17 20 18 19 25 26 27 28 29 30 FINISH 128 Jetstream Pre-intermediate Teacher’s Guide © Helbling Languages PHOTOCOPIABLE Unit 6 It’s a thing which … 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Jetstream Pre-intermediate Teacher’s Guide © Helbling Languages PHOTOCOPIABLE 1 129 Tasks General teacher’s notes Specific task notes 1 Unit 1 You can either read the task instructions to the students, or photocopy the task notes and hand them out. 2 For some tasks, students can produce a printed document if they have access to computers. Decide if you want them to do this and organise the task accordingly. 3 If the task requires certain things, eg a stapler, supply these. 4 Make sure students understand each stage of the task. As you go through the stages, check students understand the examples and elicit more where necessary. Remember that when students are in their pairs or groups, they’ll need language for suggestions, agreement, etc. Where there are dialogues or conversations, it’s often a good idea to model them first with confident students. 5 Tell students that when they need new language, they can use a dictionary, or ask each other or you for help. 6 As students do the task, monitor them and help them with language. Check their written work so they have a correct final version. 7 It can be a good idea to do the unit task as revision after you’ve finished the unit. 8 Students will need a certain amount of help to do the tasks, but at the same time encourage them to be as independent as possible, as this promotes learner autonomy. 130 Tasks Read out the task and highlight the phrase help you learn, as this is a useful structure for this task. STAGE 1: Read out the four questions and briefly elicit some answers from students. Teach the phrases important / helpful to (write words down). STAGE 3: Elicit suggestions, eg Vocabulary is a very important part of a language. How can you improve your vocabulary and memory? Here are some useful tips. STAGE 4: If you want, add a final stage, where the class has to agree on the top ten tips. Unit 2 STAGE 1: Check students understand the language in the example answers, eg each other, love at first sight (when you see someone and fall in love immediately), the one (the right partner for you). Encourage students to use the past continuous at least once. STAGE 2: Model the question-and-answer process with a confident pair. They should ask the questions in stage 1, but can ask other questions as well. STAGE 5: Bring in a stapler to create the files. Alternatively, students could print their descriptions for homework, and the files could be created in the next lesson. Unit 3 STAGE 1: Encourage students to talk about their problems with their work or studies and to give advice about other students’ problems. Teach vocabulary where necessary. STAGE 4: Encourage students to use future tenses here. Jetstream Pre-intermediate Teacher’s Guide © Helbling Languages PHOTOCOPIABLE Unit 4 STAGE 1: Go through the language in the examples and elicit more ideas. Point out that work (It worked ...) in this context means ‘do the work that it should do’. Encourage students to use the present perfect where possible. Make sure students understand that the sales assistant must decide what to do about the fact that the customer doesn’t have a receipt. STAGE 3: You could ask groups to act out one of their role-plays for the whole class. Unit 5 STAGE 2: Go through the kinds of thing students could take, eg a water bottle, a waterproof jacket, a first-aid kit. Point out that we use could for possibility. Unit 6 STAGE 1: Make sure that students understand the names of the different types of holiday and can say them. Encourage students to use sentences with if. Jetstream Pre-intermediate Teacher’s Guide © Helbling Languages PHOTOCOPIABLE Tasks 131 Unit 1 STAGE 1 TASK: Make a list of ten tips to help you learn vocabulary in a foreign language. Work in pairs. Talk about these questions and make notes of your answers. • STAGE 2 Work with two more pairs and compare notes. Then agree on your top ten tips and make a list of them. Choose a title for your list. I write the words in my notebook. STAGE 3 Write a short introduction of two or three sentences. What do you do to remember the stress in words and phrases? STAGE 4 Work with the whole class. Someone from each group reads out their group’s introduction and tips. Have a class discussion about which tips are most useful. When you’re in class, what do you do to memorise vocabulary? I think that’s very impor tant. • I underline the stressed syllable. • What do you do at home to improve your vocabulary and help your memory? ‘I think it’s very important / helpful to …’ I do the Workbook exercises. That helps a lot. I repeat words. That helps me remember them. • What else can you do to improve your vocabulary? You can keep a vocabulary book. That’s very helpf ul. Unit 2 STAGE 1 TASK: Create a file describing the best moment of your life so far. What’s been the best moment of your life so far? Think about these questions and make notes. • Work in pairs and ask questions to find out about your partner’s ‘best moment’. STAGE 3 Work with two other pairs. Take turns to tell each other about your partner’s experience. Your partner must correct you if you make a mistake. STAGE 4 Write a description of your own experience. Exchange your description with your partner and help each other with language mistakes. Then write a final version. STAGE 5 Create a file of your group’s experiences. Give it to other groups to read. When was the best moment of your life? It was about ten years ago. • STAGE 2 What exactly happened? I met my par tner for the first time. • Where were you, and what were you doing? I was at a par ty and I was talking to a friend. I was a bit bored. • Can you describe what happened? A guy came and said hello. We looked at each other. He had great eyes. It was love at first sight! I knew he was ‘the one’ – and he knew too! 132 Tasks Jetstream Pre-intermediate Teacher’s Guide © Helbling Languages PHOTOCOPIABLE Unit 3 STAGE 1 TASK: Find solutions for problems at work. Work in groups of between four and six. Each describe a problem that you have with your work or studies. If you don’t have a problem, invent one. ‘ STAGE 3 ‘ I’m going to talk about Maria’s problem. She likes her job, but her pay isn’t good. My solution / advice is this: I think Maria needs to ... ’ My manager is very disorganised and blames me for problems. But it’s often his fault! ’ After your talk, ask other members of the group for their opinion. Discuss solutions to each of the problems and give advice. ‘ ’ That’s a good idea. Then you could send him ‘ email and ask for confirmation. an ’ Sit in a circle and think about the problem ‘ So that’s my advice. What do you think? Do you agree, or do you have a different suggestion? When your manager asks you to do something, I think you should write down his instructions. STAGE 2 Take turns to describe the problem and your solution to the group. STAGE 4 ’ Think about your own problem again. Decide what you’re going to do about it. Take turns to tell the group. ‘ Thanks for your advice. It’s very helpful. I’m seeing my manager next week. I’m going to ask for a rise. of the student on your left. Decide on your advice / solution and make notes in preparation for a talk. ’ Unit 4 STAGE 1 TASK: Role-play returning something to a shop. Work in pairs. You’re going to do a roleplay where a customer returns something, eg a household or technological item, to a shop. Each choose a role – A or B – and read the notes for it below. Then write notes for your role. Student B: You’re the sales assistant. • Student A: You’re the customer. • Decide what the item is, eg electric kettle, mobile phone. • Decide how to begin the conversation with the sales assistant at the shop. • Say when you bought the item and what the problem is. • ‘ • ’ Decide if you want a refund or if you ‘ I’ll talk to the manager. Can you wait a moment, please? ’ want to exchange the item. STAGE 2 I’d like to exchange it, please. ‘You ’ have the receipt but when you Act out the role-play. Then discuss how you can improve it and act it out again. STAGE 3 Work with two other pairs and perform your role-play for them. look for it, you can’t find it. • I help you? ‘Can ’ What’s wrong with it? / What’s the ‘ problem? ’ Do you have a receipt? ‘Do you want a refund or’ would you like to ‘ exchange it? ’ When the customer looks for their receipt, they can’t find it. They tell you that you served them. Decide what to do. It worked on the first day, but it hasn’t worked since then. • Ask the usual questions a salesperson asks when a customer wants to return something. You bought the item from the sales assistant and they remember you. Try to persuade them to either give you a refund or exchange the item. ‘ Look, I’ve only had the phone for a week! You served me – you remember me! ’ Jetstream Pre-intermediate Teacher’s Guide © Helbling Languages PHOTOCOPIABLE Tasks 133 Unit 5 STAGE 1 STAGE 2 TASK: Make a list of the things you need for a one-week walking holiday. Work in pairs. You’re going on a oneweek walking holiday in hilly country together. Decide where. You’ll each carry a backpack. Remember that you don’t want to carry too much or your backpacks will be heavy. Agree on: • the things that you need to take. • ‘ ’ We’ll definitely get blisters. We must take ‘ of sticking plasters. lots ’ We could pack a blanket. And definitely ‘ chocolate. some ’ think there’ll be enough room for ‘theI don’t blanket – but chocolate, yes! ’ It may rain. Should we take umbrellas? ‘ ’ what to do about lunch and snacks. We have to have really good walking shoes, obviously. I need to buy a pair. STAGE 3 STAGE 4 Make a list of what each of you is going to take. I’ll carry the blanket. ‘Work ’ with another pair and read out your lists. Explain why you’re taking these things. ‘ We’re packing a groundsheet because we need to sit on something comfortable! STAGE 5 ’ After listening to the other pair’s list, discuss whether you should change your list in any way. You don’t have a big budget. Decide what to pack, if anything. ‘Let’s pack some plastic food boxes.’ Unit 6 STAGE 1 TASK: Persuade another pair to come on an adventure holiday with you. Work in pairs and choose an adventure holiday from the list below. Think about the problems that each holiday may have. You have a budget of $2,000. If you spend more than that, you can’t buy something that you really want. None of the holidays includes flights. • a trekking holiday in Nepal / 13 days / $900 • a safari holiday in Tanzania / 9 nights / $1,550 • a white-water rafting holiday in Idaho, USA / 6 days / $1,665 • a survival holiday in the jungle in Guyana / 10 days / $1,300 ‘ ’ I think we should choose the safari holiday. ‘I’m not sure. I think Tanzania is a country that’ ‘ be dangerous. could ’ If we go on the trekking holiday, we must be very fit. I’m not at all fit! 134 Tasks STAGE 2 Find a pair of students who’ve chosen a different holiday to you. Try and persuade the other pair to come on holiday with you instead. Take turns to do this. ‘ ’ Yes, but it’s very expensive. If I go on the safari ‘holiday, I can’t afford a new computer and I really need one. ’ The holiday will be more fun with four people. ‘We can have a really good time. ’ OK, we’ll come with you! ’ ‘ In your groups, take turns to tell the class Come on the safari holiday. You’ll see lions and tigers, it’ll be wonderful. STAGE 3 what happened in stage 2. ‘ We weren’t successful. Ali and Mehmed aren’t coming on holiday with us. ’ Jetstream Pre-intermediate Teacher’s Guide © Helbling Languages PHOTOCOPIABLE Technique banks Using the video You won’t necessarily want to work through all three stages described here every time, nor will you always want to work through all the sub-stages. It depends how fast you and your students want to go and how much practice they need. But if your goal is for students to act out a conversation, then – especially in the early days – you’ll need to build up their confidence (and take away their support) gradually rather than suddenly. This structure of gently developing a conversation from reception to production is ideal for exploiting many of the conversations in Everyday English, but it’ll also work well with other conversations in the book. (See also Shadow reading in Five fun techniques on page 142.) Stage 1 Watch, listen to and / or read the conversation. • Students watch or listen to* and / or (silently) read the conversation once or twice. Make sure they understand any new words or expressions. • They listen to and repeat sentences from the conversation, either after you or the audio / video. • You read one part of the conversation, students read the other in chorus. Swap roles. • Divide the class in half, each with one role. Open pairs: Two students read the conversation while the rest of the class listens. Closed pairs: Students read the conversation in pairs. *Different ways of using video / audio • Play the video sequence with sound and vision (S+V) in the normal way. You can do this with or without the subtitles. • Play the video sequence with vision only (VO) and ask students to imagine what’s being said. Then play the sequence S+V so they can check. • Play the video sequence with sound only (SO) (or just play the audio) and ask students to guess: o how many characters there are o where they are o what they look like o what the situation is. Then play the sequence S+V so they can check, or look at the photo if you’re using audio. • Play part of the video / audio sequence (S+V / VO / SO) and pause it. Ask students to guess: o what X is going to say next o what’s going to happen next. Play the next part for students to see if they were right. Note: Any time you play the video S+V, you can do so with or without the subtitles and you can vary the order you do this, ie first without, then with, or first with, then without. It’s very flexible! Stage 2 Practise using the ‘Look, look up and speak’ technique. This is a great technique to help students move from listening / reading to acting out a conversation. Working in pairs, students ‘read’ the conversation in the following way. • A looks at their line, then looks up at B, makes eye contact and says it. • B then looks at their line, looks up at A, makes eye contact and says it. And the conversation continues in this way. It takes a little longer than just reading it, but it helps to gently take students away from the support of the written word and build up their confidence. You’ll need to demonstrate this technique with a student in front of the whole class the first few times you use it. Technique banks 135 Stage 3 Act it out. When you and your students feel they’re ready, students can close their books and have a go on their own. They can do this first sitting down, then standing up and adding gestures. It doesn’t matter if the words aren’t exactly the same as in the video. At this stage, fluency is more important than accuracy. (If students are making a lot of mistakes, go through stages 1 and 2 again.) If some students are happy to come to the front and ‘perform’ in front of the class, that’s great. If not, don’t pressurise them. Let them ‘perform’ in small groups. Variations 1 Suggest students take on different moods or ways of behaving: quiet and shy / noisy and enthusiastic / happy / grumpy / angry / confused / tired, etc. 2 Bring props into the classroom if you think they’re appropriate (and you can get hold of some). Using stories You can use the stories at the back of the Student’s Book in an unstructured or a structured way: Unstructured: Suggest students read them as and when they feel they’d like to. Structured: Set a particular story to be read outside class by the whole class. (The stories can come after every third unit, so after Units 3 and 6.) If you choose the second way, then you may or may not wish to introduce the story in class beforehand and do some work on it afterwards. But be careful! Stories are for pleasure and motivation. If you do too much ‘work’ on them, you’re in danger of killing them dead and putting students off reading altogether. Do enough to help them, but no more. You might also encourage students to keep a vocabulary notebook for useful words, expressions and idioms they find in the stories. Introducing a story before students read it Here are some of the things you could use with the stories (or any other stories) to elicit ideas from students before they read. Not only does this help to prepare them for reading, but it also motivates them to want to read and gives them a reason for reading. Because of this, it’s important that you don’t tell students if their predictions are correct or not. Let them read the story and find out. You can use … • the picture(s) illustrating the story • the title of the story • music, song, sound effects • real object(s) 136 Technique banks • mime (you mime part of the story) • words from the story (in order or out of order, especially any new ones likely to cause difficulty) • the first or last line(s) • possible message(s): This is a story about X • one or more of the characters • the setting(s) • question(s) • a synopsis. Exploiting a story after students have read it In the next lesson, you could ask students to give a personal response: Did you like the story? Why? / Why not? Which part did you like best / least? Could this story take place in your country? If not, why not? Is there anything you would like to change in the story? What? Imagine you’re making a film. Which famous actors would you like to play the roles? What theme song or music would you like for the film? You could also ask students to do one or more of the following: • answer questions (but not too many) • decide on true / false statements (again, not too many) • complete sentences from the story, eg We called her Pinky because … • tell you who said a particular thing • write a question on the story for the rest of the class to answer • retell the story or write it – possibly using key words as guidance • tell chain stories around the group / class, with each student adding a sentence • retell or rewrite the story from the point of view of one of the characters • continue the story – what do you think happened next (or five / ten years later)? • change the ending (or the beginning or middle) and create their own ending • fill in gaps in the story, eg What happened between X and Y? • mime or act out part of the story (or a word or a character from the story) for other students to guess and describe • suggest similar stories they know • draw a picture or abstract painting • create a movie poster or book cover design • rewrite it as a conversation / play • retell the story in their mother tongue – or translate key words (for monolingual classes only) • stand up for their word (see page 235) Note: The stories are too long to do this for the whole story, so maybe just take the first paragraph. Suitable words might be: Pinky / rabbit crash landing / wedding weekend / beach second chance / dream Using memory games Use it or lose it! That’s what fitness instructors say about our muscles. And it’s what psychologists say about our memory, too. If we want to be good at remembering things, then we need to practise as often as possible. The more we practise, the better we get. And as remembering is a very large part of successful language learning, it’s crucial that we give our students plenty of opportunities to exercise their memory. Some memory games are already indicated in the lessons, wherever you see this symbol: . Here are some more, very simple, ideas if you’d like to do more. You can do them as whole-class activities or, once they’re familiar to students, in pairs or small groups. They need only take a few minutes, so make them a regular part of your routine if you can. Using pictures 1 Ask students to look at a picture in the book for 30 seconds, then close their books. 2 Ask them questions about the picture. Obviously the questions you ask will be dependent on the picture, but here are some possibilities: Is there a …? Are there any …s? How many …s are there? Where’s X? What’s in / on / under / behind the …? What’s on the left / right? What colour is X? What’s Y wearing? Variations 1 Students write a list of people or objects in the picture. 2 Students do a sketch of the picture. (We use the word sketch rather than drawing because it’s somehow less stressful. Some people find the word drawing a bit scary!) 3 Students test each other in pairs. One has their book open, the other has their book shut. Using texts 1 Students re-read a text they’ve already worked on in class, perhaps a while ago, then close their books. 2 Ask them questions on the text or make true / false statements for them to confirm or correct. Variations Can they remember the following? • the title • the very first word in the text • the last word • the first line • the last line • the most frequent word • any words that occur more than once Using conversations 1 Students re-read a conversation or listen to it again, then close their books. 2 Say a line from the conversation. Students reply with the line that comes next. Technique banks 137 Variations 1 Read the conversation, saying just the first part of each line. Students complete the rest of the line. 2 Choose lines from a conversation and ask students who says them. Using vocabulary Ask questions, eg Can you remember ten words from the last lesson? How many words can you remember beginning with …? How many places / countries / adjectives / irregular verbs, etc can you remember? A couple of other activities Repeat my sentence This is an exercise in very careful listening as well as remembering. Students work in pairs. Student A says a sentence (or reads one from a text or conversation). Student B must repeat it word for word. They swap. They should do this five or six times, with the sentences getting a little longer every time. I, I, I, you, you, you! Another exercise in careful listening as well as remembering. Students work in pairs. Student A makes statements about themselves beginning with I. Student B listens carefully. After five or six statements, student B must repeat as many of student A’s statements as they can remember, beginning with you. Then they swap over. This exercise can have a grammatical focus and function as a very personal repetition drill – it lends itself to many different structures. Some possible kinds of statement: I like + noun I like + activity Every day I + present simple Last year I + past simple I’ve never + past participle (= present perfect) In the future I’d like to … 138 Technique banks Note: According to memory experts, we readily forget 70% of what we learn in 24 hours unless we recycle it before that 24-hour period is up. You can facilitate that as a teacher by doing two things (which you may already be doing!): 1 Make sure you leave five minutes at the end of a lesson for students to recap what they’ve learnt in the lesson. 2 Tell students to take just five or ten minutes to go through the lesson at home that evening … and tell them why it’s important to do that. You have control over the first of these but not the second! Because of that, revising the previous lesson at the beginning of the next one is also crucial. 20 easy games – no preparation required These games are useful whenever you have some time to spare or notice that the group needs a change of activity. Many of them will already be familiar to you, but it’s nice to have them all in one place. The suggestions here are written for a teacher playing the game with the whole class, but once students know the games, they can of course be played in pairs or small groups, and as such are useful for early finishers. Game 1 Introductions Focus Memory game I’m / He’s / She’s … My / His / Her name’s … Instructions Students introduce themselves round the class: A I’m Mary. B My name’s John, her name’s Mary. C I’m Frank, he’s John, she’s Mary. 2 Simon says … Following instructions Students follow instructions only if you say Simon says, eg Simon says put your hands on your head. 3 Hangman Alphabet / spelling Think of a word and write a line for each letter on the board, eg cat = _ _ _ Students guess the word by asking questions about letters, eg Is there an ‘e’? If they’re correct, write the letter. If they’re incorrect, the student loses one of their ten lives. 4 I went to the supermarket and I bought … Memory game This can be used for a variety of tenses and vocabulary sets, eg I like dancing. I like dancing and eating pasta. … The example here is for past simple and food and drink vocabulary. One student starts by saying what they went to buy (or what they like, etc), then each student adds something else to the list. 5 Ten questions Asking questions in the present or past Think of a person (alive or dead) or an object. Students ask ten yes / no questions to find out who or what it is. 6 What’s my job? Asking present simple questions with Do …? Think of a job and mime a typical action. Students ask ten yes / no questions to guess it. 7 Where’s the mosquito? Prepositions Imagine a mosquito somewhere in the classroom. Students guess where it is. Is it in my bag? Is it under your foot? … A I went to the supermarket and I bought a lettuce. B I went to the supermarket and I bought a lettuce and some potatoes. C I went to the supermarket and I bought a lettuce, some potatoes and … 8 Don’t say yes or no! Short answers Students must answer questions without using the words yes or no. A Do you like broccoli? B I don’t. Not at all. A Are you enjoying this? B I am. Very much! 9 Whose is it? Two students go out of the room. Other students decide on an object belonging to one of them. Students come back in and must find the owner. Is it Pedro’s phone? Is it his ...? Possessive adjectives and pronouns Technique banks 139 10 Describe someone Be, have, descriptive adjectives, parts of the body Each student writes a short description of someone in the class, then reads it out for others to guess who it is. 11 Mime an action Present, past and future tenses Students mime an activity that they like doing (or do every day / did last night / are going to do, etc). Others ask yes / no questions to guess. 12 What’s he / she wearing? Present continuous Students mingle and stand back to back with someone. They describe what the other person’s wearing, then look and check. 13 I spy Vocabulary: classroom (or based on a picture) Say: I see something beginning with B. Students must guess: Is it a bee? Is it a bin? 14 Word hunt Prepositions Decide on a specific word on a page and students must ask yes / no questions to guess it. Is it at the top of the page? Is it a long word? Is it in the third line? Is it a noun? 15 Change of appearance Present perfect A student leaves the classroom, alters something in their appearance and comes back in. Other students ask yes / no questions to find out. Have you taken off a ring? Have you undone your shoelace? 16 Banana Numbers Students count (fairly quickly) around the class but must not say any number which has a 3 in it or is a multiple of 3 (eg 3, 6, 9, 12, 13, etc). Instead of these numbers, they must say banana. If they make a mistake, they’re out. 17 Jetstream! Make ten (or 20!) words Vocabulary How many words can students make from the word Jetstream in a given time limit? You can use any other long word or choose a word from the lesson you’re working on, eg conversation, information, grandmother. 18 Words that begin with … Memory game How many words beginning with a given letter can students list in a given time limit? 19 Name ten! Vocabulary: countries, sports, types of transport, etc Students say or write a list of ten things from a particular lexical set – and get a point for every item nobody else has thought of. 20 Potato ping-pong Vocabulary: vegetables (or any other lexical set) Divide the class into two teams. Team A says the name of a vegetable, then team B says one. They continue back and forth until one team runs out of ideas and can’t hit it back! The other team wins the point. 140 Technique banks Five fun techniques to use with a flagging class You can use these techniques again and again over time in different ways – students always enjoy them and feel energised by them. 1 ‘True for me’ drills Make true statements about yourself. You can link the statements to your teaching focus or else use a variety of language, eg present simple + adverbs of frequency: I always get up early. I sometimes go jogging before breakfast. Students must repeat only those statements that are also true for them. This means that they need to listen carefully and think before they speak – and they get lots of repetition practice. And when they get it wrong, it usually causes lots of laughter. These drills are a great way to start a lesson: I’m feeling tired today. I had trouble getting here. I missed the bus! They’re also brilliant for breaking the ice and getting to know a new group of students and for letting them know a bit about you: My name’s Pat. I’m a woman. I’m a teacher. I was born in March. I like dancing. 2 True / false drills You can do this with any picture in the Student’s Book, eg page 10 (multi-tasking), page 18 (Fauja Singh). Make true and false statements about the picture. If what you say is true, students repeat it. If it’s false, they must say: That isn’t true! You could do this first with books open, then with them closed, as a memory game. You can continue the activity by getting students to provide the sentences themselves. Each student writes one sentence about the picture, which can be true or false. Students take turns to read out their sentence and the rest of the class responds. Variations 1 Instead of using a picture, you can make true or false statements about real things, especially relating to a topic you’ve been dealing with in class, eg They speak French in Canada. / They speak Dutch in Germany. 2 Students could also or instead be asked to use some kind of physical movement, eg they raise their right hand if something’s true, their left if it’s false. 3 Stand up for your word This is a great way of raising energy in a group when you notice students are getting tired – and a good way of revising, too. Take a text that they’ve read or listened to recently and select a word from it, eg SB page 11 (intelligence(s) in Shelflife) or page 18 (kayak in Around the world in 13 years!). Tell students to close their books and tell them the word. Then read them the text. They must stand up every time they hear the word. What’s the point? Apart from being lots of fun, it’s a great way of ensuring unconscious learning – another feature of Accelerated Learning (see page 20). While consciously listening out for a specific word, students are unconsciously exposed to the whole text without the stress of having to do anything particular with it. These are ideal conditions for the unconscious mind to acquire language. Variations 1 If standing up is too disruptive or noisy, then just get students to raise one or both arms. 2 Select two or three words and give different groups of students a different word. At the end of this activity, ask the groups what words the other groups had. 4 Dictopuzzles These are like dictations – with a purpose. 1 Students note down what you say in order to find the answer(s) to a question. It’s important to tell them not to shout out the answer once they’ve found it, but just to put up their hand (or stand up) to let you know they know. That way, other students can go on thinking. In fact, the example below has four possible answers, so you can ask students to go on searching for the others. (Make sure they realise that the name of both the country and its capital are the names in English.) It’s a country in Europe. It’s in the EU, but it isn’t one of the countries in the UK. There are seven letters in the English name of this country and six letters in the English name of its capital city. What country is it? (Ireland / Dublin, Germany / Berlin, Austria / Vienna, Croatia / Zagreb) 2 As soon as enough students have put their hand up, check their answers. If they haven’t found the correct answer – or all the answers – Technique banks 141 rather than tell them, give clues to help them, eg The first letter is A, It’s near Italy. 3 Elicit a correct version of the text to write on the board. 4 Using the model text on the board, students work individually or in pairs to create a similar text about another country – not necessarily in Europe. 5 Students work in small groups and take turns to dictate their puzzle for the others to solve. Other possible subjects: • famous people, contemporary or historical • well-known places: cities, buildings, monuments • everyday objects • animals • sports and games • words (It’s an adjective. It begins with a B.). 5 Shadow reading Not only is this a great revision exercise, it’s challenging and a lot of fun. 1 Go back to a listening conversation you’ve done recently and play the recording so students can listen to it again. 2 Divide the class into the number of roles and allocate each half (or group) one of the people in the conversation. 3 When you play the conversation again (quite loudly), students should speak (quite softly) at the same time as their character (so they can still hear the conversation even while they’re speaking). This is quite a challenge – and usually causes a lot of laughter because although the speakers in the conversations speak reasonably slowly, their speed will still be faster than that of the students. Extra questions and tasks for Art & Music Given the motivational impact of this section, there are deliberately very few questions on the page. A few more questions are always suggested in the unit-by-unit teacher’s notes, which you can use or ignore as you see fit. And here you can find a full range of questions that could apply to almost any picture or song. Art • Do you know this picture / sculpture? Do you like it? • What’s the title of the picture / sculpture in your language? • Who’s the painting / sculpture by? • Describe the picture / sculpture. What’s the artist trying to say? • If there are people in the picture, what can you say about them? • What do you think the painting tells us about the artist / sculptor? • • Can you find one or two other paintings / sculptures by the artist / sculptor that you particularly like? Say why. • Do you like this artist’s / sculptor’s work? Music Note: A good website for lyrics is www.metrolyrics.com or just type the title or first line into a search engine. • Do you know this song? Do you like it? • What’s the name of the song? • Who’s the singer / group? Do you like him / her / them? • Who wrote the song? When? • What’s the next line? • What word occurs more than ten times in the song? • What’s the chorus? • What nationality was the artist / sculptor, and in which century did they paint / sculpt? What other songs do you know by this singer / group / songwriter? • • Do you know anything else about the artist / sculptor? Read the lyrics and listen to the song. Sing the chorus if you want to. • • Find out two or three extra pieces of information about the picture / sculpture. Watch a video clip of the song and give your opinion of it. • • Find out two or three extra pieces of information about the artist / sculptor. What’s the message of the song – in one sentence? 142 Technique banks Working with mixed-ability classes It’s inevitable that there will be students with different levels of English (though not necessarily ability) in your class, especially in larger classes. Some students will need extra support, some will need less. So here are some ideas to help you tackle this issue. You’ll also find ideas in the unitby-unit notes where you see this symbol: MA. Note: We’ve used the terms ‘stronger’ and ‘weaker’ for the sake of convenience, but of course those terms are not completely accurate. • Use stronger students to correct weaker students. Make sure that you praise weaker students for their successes just as much as stronger ones. • Direct more difficult questions at stronger students and easier ones at weaker students. • Sometimes pair and group students of the same ability so they feel comfortable with each other. • And sometimes pair up students of different levels and encourage the stronger student to help the weaker one. • Group weaker students together for an activity and give them extra attention, leaving stronger students to work alone. • Use stronger students as group leaders and give them more responsibility for activities, like being the group ‘scribe’ and keeping a written record, for example. • When appropriate, give weaker students slightly easier tasks. The teacher’s notes may suggest these – look for the MA icon. • Note weaker students’ errors and give them extra homework Fast finishers If some students complete an exercise more quickly than others, have some extra activities ready that they can do. Ideally, these activities should be short, fun things that are easy to set up. Students shouldn’t feel punished for finishing quickly by being given something boring to do! • Many of the 20 easy games on page 139 would work, especially games 3, 4, 5, 6, 7, 8, 13, 14, 17, 18 and 19. • Also suitable are the Memory games using pictures on page 231, once students have played them in class and know how they work. • Online research is another task you can give, using the Art & Music box or an Explore suggestion, for example. • And finally, you can offer them lots of different e-zone activities to choose from. Ensuring learner autonomy and using technology What is learner autonomy? As defined by Henri Holec in 1981, learner autonomy is ‘the ability to take charge of one’s own learning’. It’s crucial because when you give learners more choices (and therefore more responsibility) in how and what and how fast they learn, then they’re also a lot more motivated and they learn better. In addition, they gain more selfawareness about their skills and more awareness of the learning process itself. How can we provide it? One of the key tools we have nowadays of course is technology, which can take students beyond the limits of the classroom and allow them the freedom to choose what topics they want to explore, and what language areas they want to focus on. Jetstream on e-zone offers a wealth of digital tools for this purpose, giving students plenty of options: • Online Training on e-zone provides hundreds of online practice activities for extra listening, reading, grammar, vocabulary and pronunciation, as well as practice activities that help to prepare for a range of international exams. • Cyber homework lets you assign homework to students. You have the capability to allow students to see their score after they complete the tasks. They can keep practising and improving their score until a deadline. This way, homework becomes more of a learning experience and students can take on more responsibility for their results. Students can do cyber homework offline and submit their results once they go back online. Technique banks 143 • • Projects enable students to learn collaboratively. They can vote and comment on each other’s work, and thus learn from and with each other. They can choose to take on a more or less active role in this collaboration. Cloud Book allows students to download the Student’s Book and the Workbook, as well as the audio and video, by using the access code at the back of the Student’s Book. This way, students can practise any time, anywhere, offline on their desktop computers as well as their mobile devices. These devices will sync with each other once students go online. In the Student’s Book and the Workbook, there’s also scope for learner autonomy. • In the Student’s Book, both the Explore and the Art & Music sections invite students to go online and use their language skills to find out more about particular subjects if they want to. • In the Workbook, the Check your progress pages give students the opportunity to assess themselves. • The DIY (Do It Yourself) wordlist at the back of the Workbook allows students to make choices about which words they translate and record. (It’s not intended that they should write down every single word – unless they want to, of course!) 144 Technique banks What else can you do? • Ask students to keep a record of their problems and successes. They might do this as a written diary or logbook or else keep an online diary or write a blog. Dedicate some classroom time for them to compare notes with a partner from time to time. • Give students choices in classroom tasks, even in a small way. If an exercise has six questions, for example, ask them to choose four. (They still have to read all of them to make that decision.) • If they’re having a discussion or playing a game, encourage them to change the instructions sometimes. De-stress! cartoons Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 De-stress! cartoons 145 HELBLING LANGUAGES www.helblinglanguages.com JETSTREAM Pre-intermediate Teacher’s Guide A by Terry Prosser with Jane Revell and Mary Tomalin © HELBLING LANGUAGES 2015 First published 2015 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the publishers. ISBN 978-3-99045-013-0 The publishers would like to thank the following for their kind permission to reproduce the following photographs and other copyright material: Moviestore collection Ltd p12 (Pink Panther) / Alamy; Anthony Brown, ‘The Portrait Of John Lennon’. Oil & Mixed Media on canvas (2005) 48” x 60”. © Anthony Brown. All Rights Reserved & Asserted p11; Maksym Yemelyanov p10, Jakub Cejpek p16 (rock climbing), Marilyn Barbone p18 (watercress), Sikth p18 (salmon), Jiri Hera p18 (cocoa) | Dreamstime.com; baranq p14 (waiting for job interview), Goodluz p15 (job interview), qvist p15 (newspapers), Justek16 p18 (quinoa), Ev Thomas p19 (cutlery), Melpomene p19 (card) /Shutterstock.com; UNITED ARTISTS / THE KOBAL COLLECTION p12 (THE PINK PANTHER with PETER SELLERS and DAVID NIVEN). Illustrated by Davide Besana, Oscar Celestini, Giovanni Da Re, Giovanni Giorgi Pierfranceschi Edited by Clare Nielsen-Marsh and Catriona Watson-Brown Designed by Greg Sweetnam and Pixarte Cover by Capolinea Printed by Athesia Every effort has been made to trace the owners of any copyright material in this book. If notified, the publisher will be pleased to rectify any errors or omissions.
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