Lesson A Speed-friending Grammar extra Questions (Gee Seudent’s Book p. 144.) Lesson A does not inelude a grammar chart, tnstesd, Ss fore wfecred to Grammar Extta, which provides review and practice of basic question forms and meanings. Vocabulary Personality traits (Gee Student's Book p. 11.) «This lesson presents 4 nurmber of useful expressions for describing people's personality traits, Lesson B Networking Grammar Tatking about habits (Gee Student's Book p. 13) ‘Simple present, present continuous, the verb fens and the nodal verb will can be used to tal about current habits. Use + Simple present Ss have learned to use the simple present for things that are true “all the time” and to describe regular activities ~ in this lesson, habits. ‘Mostly, Leall on my eet _My friends don’t use IM. + The verb tend (ro) tend to waik everywhere. = J usually walk everywhere. (Myson tends to text. + Present continuous for longer activities “The present continuous can be used in subordinate clauses fora longer activity” that happens atthe same time as another activity. ‘When Pm traveling, { norrsally use my laptop. « Present continuous with always and constantly “The present continuous with always or corstantly can be used for habits that are noticeable or more frequent thant usual. ‘My kids are constantly texting. «+ Frequency expressions to talk about habits mostly, occasionally, normaly, (five or six) simes a day, ‘always, constantly, all the time 1 Social networks Language notes Vocabulary notebook The right choice! {See Student's Book p. 19) ‘The Learaing Tip tells Ss that when they learn new. informal expression, they should find ou its more format ‘equivalent There is» mix of informal expressions and more neutral ‘eapreseions that can be used in speaking or writing. The Vocabulary notebook picks up formality issues. ‘She's abit ofa pain. = She car be annoying. Grammar extra Frequency expressions; Stote varbs (Gee Student's Book p. 145.) ‘Grammar Extra provides more jnformation and practice swith frequency expressions and their placement. It also, Teviews and practices state verbs (eg, believe, kiow) in ‘present rense. (2) Corpus information Talking about habits People often use wil lin statements to talk about Fabus, Questions and the negative forms will not / wont tre rarely used in this mesning. ‘When fend is used in negative statements not has so posible positions: Tend not to text 1 don’t tend to text Speaking naturally Questions with answers (Gee Sendemt’s Book p. 138.) «This ection gives Ss practice in using rising intonation shen they suggest one ot more short answers to their own information questions. | When do you update your profile? At right? On weekends?Lesson C And why’s that? Conversation strategy Finding out or checking information (Ge Student's Book p. 14) «+n this lesson, Se use questions or statement questions (Geelarative questioas) to find out and check information. People often ask questions using question word order te find ont new information that they need to fally understand asituation (eg, And why's tha) + Statement questions are questions that use the word order of statements. Statement questions are usualy, but not ‘hays, follow-up questions. People often add a checking Expression such #8 right? or Kuh? to the end of a statement question But you email he, right? Lesson D Online footprints Reading tip Use an example to illustrate an argument (See Student's Book p. 16) "The Reading Tip shows how writers often begin an article with an example to illustrate an argument. An example captures the reader’ interest. In addition, the reader's reaction to the example will help him or her start thinking ‘about which side to support, These things encourage the reader to feel engaged with the article. Writing Meking judgments (Gee Student's Book p. 18) ‘This lesson presents planning an argument and expressions for contrasting ideas in writing. Contrasting expressions such as ov the other hand, however, and while are practiced. «+ Planning an argument ‘The lesson shows brainstorming reasons for and against fan argument. It also outlines a lour-stage argument: Stage I: Introductions Stage 2: Reasons “for”; Stage 3: Reasons “against”, Stage 4: Conclusion. ‘The stages are combined within one paragraph, but they could equally well make upa four-paragraph essoy. + Contrast ideas in writing ‘The expressions on the one hand fom the other hand, awhile, and whereas contrast ideas that are ot contradictory. (This use of while does not refer to time.) Clauses with ‘hile and whereas can come first or second in a sentence. ‘The use of owever taught here is (o show a contrast with an idea in a previous sentence Strategy plus Linking with And, But, and So (See Student's Book p. 15.) Follow-up questions often begin with And, Bub oF Soin Order to lik them what the previous speaker ssid. This helps the conversation flow more smoothly Corpus information ‘Contrast words in writing and conversation ‘The graph below shows the relative frequeney of the expressions however, whereas, on the one hand, an on the other havid in writing and in informal conversation, ‘They are generally more frequent in writing, although in diffetent ratios. However is over 20 times more frequent in writing than in conversation; on the other hand, which, {sa fairly common conversational expression, or chunk, is only twice as frequent in writing. 12000 ‘Clauses that begin with whereas or wile are subordinate, ‘oe dependent clauses, They need to be accompanied by amain (or independent) clause to make a grammatically correct sentence, The whereas clause can come at the ‘stort of the sentence, but a main clause that states the ‘conirasting ides must follow in the same sentence, However is used to contrast an idea in one sentence with an idea in the previous sentence. Languege notes * Unit 1Social networks Introdues the theme of the unit Tell Ss that in Unit 1 they'll talk about social aetworks and ways to network, Check that $3 knew that a network is (a gcoup of people who know each ather]. Say, “There are business networks and social networks. What kinds of social networks do people have?” Have Ss call out their ideas (eg. school friends, co-workers, olin friends). Have individual $s each read a lesson vim alone, Ss listen and read along, Lesson A Speed-friending @ Getting to know each other + Set the scone Say, “imagine that yon have just moved toa new city and you want to meet people who could. become new friends. What are some ways to do that?” Get ideas from the clas (eg, take a class, join a gym or 4 sports team, invite a classmate or co-worker Jor coffee). A Mi contac «+ Preview the task Books closed. Ask, “What is speed: dating?" [An event where single people meet cezch other; they speak with each other for few ‘minutes ard then move on to speak to someone cee. IF they meet anyone they lke, they can contact them lazer fora date] Weite om tne board: Speed -fiending *+ Ask, “What do you think speed-‘iending ist” Call on several Ss to give their ideas. + Do the task Books open. Read the ttle ofthe ‘magazine ortile aloud, Read the instructions aloud. Say, "Read the article for the answers” + Play the recording Have Ss real an listen. Check answers with the cas. Ask, "Why do people got speed: finding events?” (They ae looking foc a quick way to make new fiends and network) Ask, What happens st thiskind of event" You havejust a few minutes tase and answer questions with each person. You decide which people you want to contact after the event] + Play the recording again Say,“Undertine any ‘vocabulary that you don’t understand.” ‘Ask Ss to callout their underlined words, and write them on the board. Hove Ss give definitions or cxplanations of words they know, Help with aay remaining vocabulary as needed. About you B Pair work + Preview the task Read the instructions aloud, + Do the task Pais interview cach other. Go around the clas, and help as needed, + Follow-up Ask several Ss to report something Interesting they learned from thee partnes. © = Preview the task $3),“You are writing questions for a speed-friending event” Point out the example question and read italoud. Ask, “What other kinds of information ‘would you ike to get?” Call on several $s for topic ideas, ‘and write them on the bosrd (job career plans, aan, background, achievements interests: books, movies, music shopping, sports, video games) + Ifneeded, share some example questions with the class (eg. Where did you grow up? What do you do for 4 living? / What line of work are you in? How do you Tike to spend your weckends? What do you usually do in the cvening? What are your hobbies? + Say, “Now write six questions.” Go around the class, and help as needed, IFSs are having difficulty with basic question formation, the Grammar Extra for this ont will help. This can beset as homework for students. However ifthe class generally has problems ‘vith this, you might want to teach the page before proceeding to Exercise D D Class activity ‘+ Preview and do the task Say, “Now were going to hhave our own speed-friending cvent. Half of you will stay seaied and answer questions. The other half will ‘move arourd the room to ask theit questions, The movers have wo minutes (0 ask their questions. Try to tall to classmates you don't know well” * Divide the clas into “sitters” and “movers.” Explain {hat you will call "Move!” when each two-minute period is up. Fach “mover” wil then go to-a dierent “sitter” and ask the questions again. + Reverse ihe roles and repeat the activity. (Note: Depending on the size ofthe class and the amount of time you can allot to the activity, you may have to arrange several different groups of movers and sitter) + Follow-up Have several Ss report some ofthe interest- ing or surprising facts they leaned about aelassmste. Extra activity ~ groups / class In groups Ss discuss which oftheir questions were most successful for learning about a classmate ina short time. Groups decide on their three most useful / revealing questions and report to the class. ‘The class decides on six questions lor a speed friending event Extra activity - groups ‘Write on the board 4. Do you think speed-friending isa useful idest 2. Do you think speed-friending would work for you? 3, What do you tke /not ike about speed friending? (Group members answer the questions end discuss the concept of speed-iiending, Have groups report to the class Unit 1: Social networks T-10 il@ Vocabulary in context A ti conmas + Proview the task Read the instructions alocd. + Play the recording Ss listen and read along, Ask $s 0 call out any vocabulary they don't understand. Hive other Ss try to provide definitions. Help with definitions as needed. + Do tho task Say, “Which ofthese people do you think Tanya wil get in touch wich again? Who won't she contact? Why? Have Ss discuss with a partner. + Follow-up Have several pairs report to the cass Possible answers | think Tanya might get in touch with Victor. He seemed to like Tanya and was interested in her answers, She ‘ight contect Lauren, Tanya thought she was fun. Or she may went to get in toueh with Emma. They scemad 10 got along really wall, and they laughed a lot, So they probably had a lot in common. ! don’t think Tanya will contact Grog because she said he was kind of narrow: ‘minded. And she thought Kayla was kind of aggressive, ‘80 she probably won't get in touch with her again. ''m not sure about Rickio. She said he was sweet and ‘thoughtful, so she might want to gat to know him better Extra activity ~ pairs Ss decide which ofthe people Tanya met they would contact agin, Partners el each other whom they would contact and why. Word sort B+ Preview the task Read the instructions aloud. Aska Sto read the example aloud. Have Ss complete the task and then compare their charts in pales. Check answers ‘with the class: Ask several Ss to read the traits im their columnsaloud, © Viewpoint Group work + Preview the task Reid the inmictons lod. Ask individual to ech read neo te cussion suction aloud, ‘+ Present in Conversation Reed the information aloud. Rend the example seen aout nd point out Sha Waly... wae ed to star the enone Say "The speaker is anawering the st question, Wt do you think the speaker needed time to think about?” (e.g, which friend to talk about; which personality trait to talk shout an example of the ai T-11_— Unit: Social networks Answers Answers will vary + Follow-up Say, “What other personality traits do you think you might notice at a speed-friending event” Have Ss call out their ideas and write them on the board (e.g, furiny, impatient, nervous, stressed foul} ‘rude, shy) Tel $s to add them to their charts. Ask a few Ss to say which column they added them to. homework. (See the teaching notes on p. T-15) About you © Pair work + Preview and do the task Read the instructions aloud, Ask two $s to read the example conversation aloud, Have Ss complete the task. Extra activity ~ pairs Ss imagine they have just come from s speed-friending ‘event where they met three people. Write an the board: Henry, Janet, Danny Pairs write these names and three personality traits for ‘ach name on a piece of paper. hey exchange their lst of ‘ames and traits with another pair Pairs decide which of the these people from the event they would or wouldn't contac ithe future. Pairs share their decisions with the other pair. + Say, “When you show you need time to think, other speakers will wait for you to speak so you won't lose ‘your turn in the conversation *+ Do the task Have groups discuss the questions. [Remind Ss to use Well... to show they neeé time to think, Walic around the class, giving help as necessary. *+ Follow-up Have groups report some of the interesting answers they received. VOOM Aa « aoe MnneenerenerenenenonnoenaLesson B Networking @ Grammar in context + Set the scene Say, “How do you contact or stay in touch with people every day? Call on several $5 for ideas (eg, cell phone, text messages, instant messaging). A Class survey + Proview the task Aska Sto read aloud the section How co you keep i touch? Read the methods ‘mentioned in the chart and write them on the board. ‘Ask $s o write a guess about what percentage ofthe ‘students in the class uses each onc every day + Dothe task Ask about cell phones. Say, “How many af you talk on a cell phone every day? Raise your hand if ‘you do.” Coust the hands aad write the number on the Ihoard beside cell phone *+ Assign two $s ro complete the chart with the class. Oneasks about each remaining method inthe chart ‘The ather countshands and writes the taal foreach ‘ettod on the board. + Have the class figure oul the approximate percentages for each method. Write them besie the totals on the board. $s complete their chars. Extra activity - pairs Pairs coonpare the class percentages with the percentages presented in their book. Write on the board: How similar are the totals for eack method? Where is the biggest difference? Where is the smallest difference? ' Ss disenss the questions and think of reasons for the differences and similarities Extra activity - groups ‘Write on the board: ’ 1, How many of your guesses were close? 2, Did any ofthe results surprise you? Why or why not? 3. Do you use any method() of communtcation not ’ Usted in the chart? What are they? 4, Which method do you use most often? Groups discuss the results and report to the class. ' B i conteaa + Preview the task Bocks closed. Write on the board: Jeff Gordon Davi rth Victoria Gares Sarah Wang + Say, "These people are talking about how they like to ' commanicete. What methods of communication do ‘they use? Welte the methods for each person.” Point ) ft o students that most people refer to thet social network site by name, eg, Facebook. «+ Play the recording Ss listen and write. Replay the recording if necessary. Check answers with the clas. UJeff: social networking sites; Victoria: email Victoria's kids: texting, occasional email; David: phone and Internet call: Sarah: instant messaging (1M) and cell phone! + Play the recording again Books open. Sslisten and read slong, Ask Ss to call out any vocabulary they didn't now Write the words on the board. Have Ss give definitions or explanations of words they know, Help with any remsining vocabulary as needed. About you © Pair work «+ Preview the task Read the instructions aloud. Aska S {o read the example aloud, Call on afew Ss to say how they would complete the example sentence (eg, text amy fiends, call om ray cell. + Do the task Pairs complete the task, + Follow-up Have several pars report to the class about the methods their partners use (c., [Name) is like Victoria's kids, He / She is constantly texting, but not during class, ofcourse). Unit 1: Social networks TZO@ Grammar Figuee It out A. EEL ww cambuidgs or/viewpoint aula + Praview the tusk Ask, “What are habits?” {things you do frequently or all the time] Write on the board, ‘undediined as shown: With friends he usually texts Say, "Look at the interviews again. Find a sentence with ‘similar meaning” {... with friends he tends to text] ‘Write the answer on the board. Underline tends to text + Ask. “How are they different?” [usually texts was ‘changed to rends 0 text] + Say, “Now find sentences in the interviews that are similar to sentences 2, 3, and 4, Rewrite the sentences, changing the words in bold.” + Do the task Have Ss complete the task. Check answers with the class: Have individual Ss each read an answer sloud Answers 1 2 3 With friends he tends to text Every one in a while, Il instant message. My kids are constantly texting 1 Hnermelly use my laptop, ‘= Focus on the use Say, “Look at the sentences in the activity. What verb form was used in all four sentences? Why?” Ithe simple present; because that form is used to talk aboot “ll the time”] + Write the new sentences on the hoard, underlined as shown in the Answers box above, Go through the sentences and elicit answers to the following: 1. What modal verb was added to sentence 2? [will) 2. In sentence 3, what did text all the time change to? [ate constantly texting) 3. In sentence 4, what verb form did travel change to? [am traveling] ‘+ Present the grammar chart Books open. Read the {information ia the chatt aloud. Ss listen and read along. (Note: If desired, play the downloaded recording. Ss listen and repeat the examples) + Understand the grammar Say, “The chart shows different ways to talk about habits.” Have $s look. at the first section of the chart. Ask, “What time expressions show that the sentences are about habitual actions?” [mostly all the time, occasionally] Point tout that rer is followed by 19. Aak, “How do you know that ill doesn’ have future meaning in the last sentence?” [the frequency expression accasionally) ‘+ Ask 8sto look at the second section of the chart. Ask, “What is the meaning of when in this sentence?” [whenever /at any time / if] Ask, “What word means, ‘usually? (ormally] Say, "In this example, witen and © Speaking naturally TA3 ‘+ Tell Ss to turn to Speaking Naturally on p. 138. (See the teaching notes on p. 7-138) Unit 1: Social networks normally tell us i’ a habit. You could use simple present in both clauses, but present continuous emphasizes the longer background activity.” ‘Ask Ss to look at che thied section, Remind Ss that present ‘continuous is often used for activities in progress at the {me of spealung, or in the present tirne “around now: “However, using frequency expressions like constantly ‘or always with this form suggests a habit that is more noticeable or frequent. (IFSs need extra help with frequency expressions, go to Grammar Extra, p. 145) Present In Conversation Ask aS to cead the information aloud. Write on the board: my friend, but When f'm away, I normally sceasionally Pt Ask several $s to complete the sentence with true Information (eg, text, email, Preview and do the task Sy, "Complete the conversations witha correct form ofthe verbs given.” Have Ss complete the task. Check answers with the class. Have individual pairs each read a conversation aloud. Answers 2B Lend to cal, A Lon’ call ra: emailing. 2. B lil spend: [tencto user check out A Wl ger: don't reply. 3.8 im, texting ‘A don‘ text; tand to talk eallay‘s watching. Have Se practice the conversations in pairs, taking turns playing each role. About you © Pair work Preview and do the task Say, “Write your own answers to the questions, using the grammar chart to help you.” Have Ss complete the task. Go around the class, giving help as needed, Say, “Now take turns asking and snswering the ‘questions with a partner” D Group work Praview and da the task Read the instructions aloud. Call on a few $s to say how they would complete the example sentence (¢4., my friends text me all the time), Have Ss prepare their presentations. Go around, the class, giving help as needed. When Ss have finished preparing their presentations, say, "Now listen to your classmates’ presentations and ask questions." Elicit examples of questions and write them fon the board (.g, How many text mescages do you think ‘pou send every day? Does everyone inthe family havea cell ‘phone? Does anyone in your farily sill use a landline). Have groups complete the task. Group members report any interesting information from the presentations Maree pooeoooonnng feLesson C And why’s that? @ Conversation strategy ‘Why ask questions to find out or check information? People often ask questions to find out new information that they need in onder to fully understand a situsiion (eg, And why's that?) They also use statement questions — {questions that have the word order of statements, or direct word order ~ as a way to check that they have understood something that was said or done (eg. But you emailed her. right? + Set the scene Write on the board: How many friends do you have on your social networking site? Do you agree to every request from people who want be your friend? Why or wity not? ‘Bo you stay ins contact with al of them? How often do you edit your list and “unfriend” people? Have o short class discussion to answer these questions. A. = Proview and do the task Write on te board: How would you fet if someone “unjriended” ‘you? (eg, angry, hurt, insulted, upset, relieved, “worldn' care, depends who did i) Would you take t personally? Would you be offended? + Callen several Ss to answer each question (eI wouldn't realy minds J don't go on social networking siles much anymore, so 1 wouldn't take it personally if someone took me off their list Well it depends. Ifa close friend “unfriended” me, Pd probabiy fel upset: t would be hant rot to take it personally), + After exch question, have Ss raise their hands to show how they would feel, Record the numbers on the board. How does the class feel about being "unfriended”? B #9 cor.treck7 + Preview the task Books closed. Read the instructions aloud. Tell Ss to write the answers. + Play the recording Ss listen and write the answers. Fave Ss compare their answers in pairs + Play the recording again Books open. $s listen, read along, and check theit answers. Check answers with the clas. [Stan thinks it’s no big deal Alexa thinks you should let people know] © + Present Notice Say, "Notice how Alexa asks questions tofind out new information, for example, And why’s thai? ind two more exarmplesin the conversation.” [How did she ind our? So why did you “unfriend” her] + Read alond the information about statement questions from the Notice box. Explain that a statement {question isa question in the form ofa statement. Say, “One example is But you emailed her, right?” Point out the word order in the example. Say, “Find two more ‘examples in the conversation.” [1 mean, you Iet her iknow? So yon just delete people you're not in touch with! D 49 corres ‘+ Preview the task Read the instructions aloud, Point ‘out the example answer. Advise Ss to read through the conversation and the questions before they begin. + Do the task Have Ss complete the task and ther check. their answers in pais. + Play the recording Sslisten and check thelr answers. Answers ‘Alexa 50, has anyone ever “unfriended" you? Stan ¥e taken me off their fiends Ist? | don’t think so. ‘Alexa But you'd be fine with it if they did? It woulde't bother you? ‘Stan No, Iyouldn't mind at all So you think i's bad, thane ‘Atexa_ it net bod, I's ust that Tammay dida’t do anything wrong. Stan Sowhen is it OK, do you think? Alexa Wel 'T they post obnoxious eamments, for exemple ‘Stan Hmm. And i's OK when you stop dating? Alexa Well, yesh. That's probably a good reason, too ‘Sten light. Bur what should! do about Tammy? Alexa \don'tknow. Just make sure you never “unfriend!" mel OK? ‘+ Practica ll Ss to practice the conversations in pairs taking turns playing each role. Extra activity - groups ‘Write these questions on the board: 1. Should you tell people you are going to “unfriend™ them? 2, What are some reasons to “unfriend” people? 4, Ifsoreone “unfriended” you, would you want to know the reason? Group members discuss the questions and share their opinions of “unitiending.” Have groups report their opinions to the class. Unit 1: Social networks T14e Strategy plus For information on the nse ofthe Strategy Plus see Language notes at the beginning ofthe unit. PW conmas “+ Practice ‘Tell $s to practice the conversations in paits, taking tuens playing each role, out you «= Play the recording Books open. Sslisten and read along; B pair work A Weor,nack © «+ Proview and do the task Say, “Read the conversations. Underline the best question to continue each conversation.” Have Ss complete the task and then compare their answers in pairs «s Play the recording Sslisten, read along, and review theie answers. Check answers with the class, Answers 1, So how do you keep in touch with people? 2. Yeah. But why do they do it? 3, But you'd say something if twas & good friond? 8 Listening and strategies A Pleo mect + Proview the task Read the instractions aloud. "Tell Seto read the sentences before listening. Check that they understand them. Ask, “What does rey ‘wail mean? [a public space in the speaker's personal ‘social network profile] “What does two-faced meant” [hypocritical or insincere, saying one thing to you ‘and something ese to other people} + Play the recording Audio script. 7286 Ss isten and umber the issues. «+ Play the recording again Ss listen again and review their answers. Have Ss compare their answers in pairs Check answvers with the class. Answers 1, We can't agree on things. 2. ly friend posts ennoying stuf on my wall 43, My friend is two-faced. 44. Wo've lost touch. B thor tae 2 «+ Proview the task Read the instructions aloud. Have Ss ead the questions before they listen. Check that they ‘understand the meaning of each one. «+ Play the recording Audio sent p. 7-206 Sslisten and ‘Gale the best question. Have Ss compare their answers {in pairs. (Answers will be checked in Exercise C) © conte «+ Preview the task Say, "Now listen to the complete Conversations and review your answers to Exercise B ‘ao to the solutions the speakers have for their friendship problems” «+ Play the recording Ausioseript 7266 Ss listen and review thelr answers. Check answers with the clas. T-15 Unit 1: Social networks + Preview and do the task Red the instructions aloud. Remind Sé to use questions and statement {questions and to begin them with And, But, or So ihere appropriate. Call on a few Ss to suggest wrys 10 Continue the first conversation (eg, 1 text alot, But do ‘you use a social networking sie?) Have Ss complete the task, Go around the class, and help as needed. + Follow-up Have several pairs present one of their ‘conversations to the clas Answers 1.52.0; 8.854. b. + Play the recording again Say “Listen again. Write ‘the important words ofthe solution you hear for each problem,” $s listen and write, “+ Have Ss discuss their answers in pairs and write « sentence for each solution. Check answers with the class: Have individual Ss each read a solution. Possible Answers 1. Ha thinks he and his gitfriend should just stop taking ‘sbout tut! that’s important. 2, He thinks he should text hs uploading silly photos. 3, She thinks she should probably ignore har frien. 4. She thinks che should call her fond and say she misses har lend and ask her to stop ‘About you D Pair work + Proview the teak Read the instructions aloud, Point tut the example reason for ending riendship. Sey, "You want to end «friendship because you don't agree cn jeportantisues, What's the best way to do it?” Elicit ideas, Ask, "What are some other possible reasons forendingafricadship?” (eg the person posted private Information about you, you ve lst tou. 4 Do the task Have pais write six ceasons for ending a fHiendship—and fr each reason the best way 10 end it «+ Have several pairs report one of their reasons and the “way they would end the Friendship. ody —seeee eee ee BOAMOMMAODMO OOD OLY DOL? Meshes 4 Ont et eh aa a al ta a aaLesson D Online footprints @ Reading * Setthe scene Books closed. Say, "Do you or your friends sea social networking site?” Have Ss raise their hands they do. Ask, "Do you ever worry about the things you poston your wall? Raise your hand iFyou de.” A Prepare + Preview the task Books open. Ask, “What isan onli fooiprin®” Have Ss callout their guesses (eg. an impression people get of you from online content. Asky “What i digital dirs?” Have Ss eal out their guesses (eg, online material that doesn’t have good content). + Resd the instructions aloud. Review the meaning of sin: Say, “Read quickly to find a particular piece of information ~ inthis case, the meanings of online footprint and digital dirt, Don't read each word and don't stop to check your dictionary.” + Do the task Have Ss scan the article and find the explanations. Tell $s to underline the explanations ‘when they find them. Check answers with the class. lonline footprint: an image ofa person based on. ‘online content (para, 2); digital diet inappropriate online content (pare. Ij Elicit examples of Inappropriate online content {e4., gossip, obnoxious ‘emarks about someone, photos of you oF people you now drieking, etc). BBL srmcambsitge.orgviewpolnt/audion Read for main ideas + Proview the reading Read the ttle ofthe aricle aloud. Have $slook at the pictures above the article Soy, "Look atthe man. How may thnk th picture is "appropriate to post online? Raise your hand” Count hands Say, "How many think it’s inappropriate?” Count hands. Ask afew Ss to give reasons for their choices (3, Appropriate: Friends wl think it anny: Inappropriate: Parents an employer, ora teacher might sei + Say. "Look at the woman. How many think the Picture is appropriate to post online? Raise your hand." Count hands. Sey, “How many think its imappropriate?” Count hands, Aak afew Sto give reasons for their choices (e.g, Appropriate: She's just having a good time: Inappropriate: She docsn’ look like a responsible person). + Do the reading Say, “Read the article for the main ideas. ‘Dont stop to chock vocabulary” Ss read the article. Say, "Read the article agin. What exarnples of digital dirt can you find? Write sort answers." Have Ss complete the task. Check answers with the class, lineppropriate photos (underage drinking) (pars. 1 ‘off-color (rude, offensive, nasty) jokes (Step 1), rude comments (Step 1): badmouthing (criticizing, seying bbad things about) employers, teachers, etc. (Step 2); an "unprofessional email address (Step ); memberships in inappropriate online groups (Step 5) + Present Reading tip Read the information aloud. Say, "Look atthe first parageaph. What example does the writer give?” [Ms 8. couldn’: get her diploma because of pictures she posted on her social networking, site] Ask, “How does it illustrate the writers argument?” Lit shows what can Lappen wien people have “digital dirt” online) © Check your understanding “+ Proview the task Read the instructions aloud. ‘Say, “Read exch sentence and think about its main, idea. Scan the article fora similar idea. When you find it, read the section carefully. Thea write T or F Remember to correct the sentences that ate false.” * Do the task Have Ss complete the task and chen, compare answers in pairs. Check answers with the class. F Eighty-three percent of job recruiters check ‘candidates out onling; half of these reject candidates based on digital dirt 5, F Tho article cocammends blacking comments from people who post rude things on your wal. 6, F The article suggests that you shouldn't join groups oF campaigns that sound unpre About you D React Pair work *+ Preview the task Ask, “What do you think of Ms. $s scory?” Remind Ss that this sa good opportunity to use Wel... fthey need time to think, Write on the board: Well... think it’ Flic ideas From the clas to complete the sentence (e4. surprising, not surprising, unfair, common practice, typical). + Read the remaining questions aloud, Say, "Discuss these theee questions with your partner. Remember to use questions and statement questions to find out or ‘check information or opinions.” + Do the task Have St discuss the questions ia paits. Go areund the clas, giving help as needed. + Follow-up Have a few pairs present ther answers to the class Extra activity ~ groups ‘Write these questions on the boards Do you think that what happened to Bs. S. wus fir? Way or why not? What kids of tings should be considered “dial dir"? What kinds of things shoulda’ be? Groups discuss the questions and give their ideas. Groups report their ideas to the class Unit: Sociel networks T-16@ Focus on vocabulary A. = Preview the task Say, “The verbs in bold in these sentences are formel vers used in the article.” Head About you B Pair work the instructions aloud. Say, "Scan the article and find the verb obtain. Carefully read the sentence where ‘you found it, Now read thelist of possible meanings. ‘When you think you've found the meaning, read the sentence in the article again. Does the meaning you chose make sense in the context of the sentence? IF it does, write the leter. IF not, try another meaning, ‘Ask, "Which le:ter will you write for sentence 17° [g] + Do the task Have Ss complete the task and then ‘compare their answers in pairs. Check answers with the class, Answers Laide d haa. br 66 7d. @ Listening and speaking ‘+ Proview the task Read the instructions and the ‘example question alond, Tell Ss to write their questions, + Do the task Have Ss complete the task, Go around the cass, and help as needed. + Follow-up Call on a few pairs to read aloud their questions for each verb. Extra activity ~ pairs ‘Each pair joins another pair and takes turns asking and. answering the questions they wrote for Exercise B. A Pair work Culture note: During a debate, owo teams (for and against) present oral ‘arguments shout, for example, an isue aca belie: For an online debate, an individual goes to a debate website nd ‘an either present atopic or respond to one. In addition, People can upload videos of themselves to the debate ate + Proview the task Write Yes and Noon the board as columa headings. Read the online topicaloud. Ask, How many reasons can you think of to support a yer ansvier? What about ao answer?” Elicit ideas from the elass and write them under the appropriate heading (ege Yes Employers nee f se what people are realy Tike. i's pubic information. It helps employers decide if someon isa good fit for their company. No: Its personal information, People shouldbe allowed to havea private tft docen’ realy show what a person would be like at work, Ibcould give an employer the wrong impression). + Do the task Say, "Make ais of yes answers and a list cof no anssiers We'll look at your Teasons in the next exercise” B Micon wack 4 + Proview the task Read the instructions aloud. += Play the recording Audio sept» 1-268 Sey. land vite yee oF no under the correct picture” Check. the answers with the cass, [Rosa: Yes; Daniel: No} + Play the recording again Say, “Read over your lists of reasons, Listen and check (/) any reasons in your lists that Rosa and Daniel mention.” ‘ Selisten and check (7). Have several Ss report tothe ‘lass which of their reasons were used. Unit 1: Social networks © cos racks + Preview the task Read the instructions aloud. Say, “Read each sentence for the main idea. Notice the key ‘words near the empty lines. Try to predict the missing swords. You can test yourself by writing your guess beside the sentences before we listen.” Give Ss time to read over the sentences. + Play the recording Audio seriptp. Fane Ss listen, and weite «+ Play the recording again Ss listen, ead along, and review their answers. Check answers with the class: Have individual Ss each a read 2 complete sentence aloud. Answers 1. a. true personality 3.0, vory expensive b. private information b.have fun 2 aanimterview 4a, work well .atwork with friends ‘About you D Class debate + Preview and do the task Say, “Find a partner who has the same response as you to the debate question ‘Write as many reasons as you cap think of to support your pesition.” + Pairs take turns presenting their arguments. The class votes yes or no on the topic. MNONON OOO OOH ONOOHODAONONO DODD AHNODODNDODODAD, 4 ing Making judgments In this lesson + Aska § to read the lesson aims (In this lesson, you...)aloud, Ask, “Whatis an argument®” [giving ‘your opinion and your reason for it} Tell Ss to scan P. 18 to find the three aims. Call on individual Ss to tell the class. [plan an argument: Fxercises A and Ci ‘contrast ideas: Exercise C: avoid errors with whereas: Exercise D (Common errors) + Preview the writing Say, “After working with the lesson aims, you'll use them to write « script for an ‘online debate.” Point out the task and cead italoud, A Brainstorm + Preview and do the task Read the instructions loud. Flicit a few “yes" answers from the class (eg, ‘They can see what the applicant's privat / octal ife is ke. They can find out fhe appicants'aittudes toward topics) Elicit afew “no” answers from the class (eg. person's work life can be very different from thei soctal ie, People have aright to privacy), + Have Ss complete the task B Look at a model * Proview and do the task Tell Ss to read the model debate script, * Say, “When you contrast ideas, you show how they are different” Ask, “In spoken English, what common \word is used to contrast ideas? [but] Point out However and On the one hand. Say, “These expressions are used to contrast ideas, Read the script again and find three more expressions.” ‘+ Have Ss complete the task. Check answers with the class. [On the other hand; whereas: while] © L& wonvcamnriags.ora/viewpoint/audio Focus on language + Present the grammar for writing chart Read the information in the chart aloud, or play the recording, + Undorstand the grammar for writing Havea S zead the frst two sentences aloud. Say, “These ideas are in contrast to eac’ other. They ate opposite views of how ‘online profiles should be used.” ‘+ Ask aS to read the next (wo sentences. Point out thet hhowever begins a sentence and is followed by a comma. Say, “However signals that a contrasting idea, or ‘opposing view, is coming, The sentence with however always follows the idea it contrasts” + Say,“Look atthe sentence that uses wiile/ whereas / ‘but to contrast ideas. As, “How is t different from the ‘contrast that uses however?” [it's single sentence with two clauses separated by a comma, Say, "The clause that begins with while, wherecs, or bu can come first ‘or second. A comma must always come between the ‘wo clauses” + Present Writing vs. Conversation Have Ss look. atthe information in the box. Aske S to explain tt [However and whereas are used more often in writing Dw than In conversation. However is mote frequent in conversation than whereas] (For more information, see Language Notes at the beginning of this unit) + Preview and do the task Say, “Review the ideas you wrote in Exercise A. Use them to complete the four sentences." Point out while in #4. Ask, “How many clauses do you need to complete the sentence?” [two] lave Ss complete the task and then compare their answers in pairs. Check answers with the class: Have individual Ss each read an answer and check * Proview the task Say, “Now write your own script for the debate. Look at numbers 1 to 4 in Activity C. What does cach number represent?” [an argument] * Say, When you plan your arguments for the debate, vile your yes reasons and your no reasons. Use these to help write your introduction. Then, explain eacia cet ‘of reasons. Write a concluding statement. Re sure to use ‘expressions that contrast ideas’ + Present Common Errors Read the information aloud + Do the task Have Ss complete the task. Extra activity Ss leave their paragraph on their desk for classmates to read, Ss go around the class reading five other Ss’ ‘paragraphs. Ss count the contrasting expressions, Which ‘was used most often? Which was used least often? Unit 1: Social networksVocabulary notebook The right choice! If done for homework Briefly present the Learning Tip and the task directions, ‘Make sure $s understand what they need to do. If done in class + Present Learning Tip Read the information aloud. Say, In formal writing, such as school essays or business letters, use formal English, When writing informally to friends o- family, informal English is fine, Always consider who will be reading what you vymite before you write it” «Say, “Lock atthe example. What are more formal ways to say My neighbor is weird?” [My neighbor is odd / strange / eccentric] Ask, “How about, My sister is touchy?” [My sistor is sensitive / easily upset] + Present Dictionary Tip Read the information aloud. Read the full form ofeach type of inform English slovd. Explain that slang means very informal, colloquial means that itis spoken more than it s seritten, and taboo means that it shouldn't be said or written A. + Preview and do the taak Read the instructions aloud. Point out that the first answer has been done for them, Have Ss complete the task. Check answers ‘with the cles, Answers Leh e abs B+ Preview and do the task Read the instructions aloud. Tell Ssthat they can invent a name oF use description, such as Friend A, grandmother, cousin, ete, Have Se complete the task. + Have a few Ss give the class their formal and informal descriptions. © Word builder + Praview the Word Builder task Say. “This Word Builder task presents some new formal and informal ‘ways o talk about people It wil give you practice choosing the right words for formal and informal wating” + Tell sto find the meanings ofthe verbs in the boxes and then to match the forznl and informal vecbs. + Do the task Have Ss complete the task, Check answers wit the class. Answers bbadmouth ~ eritictze ‘bug - ancy chill our (with) ~relex (wath get akick out of (doing) — enjoy |dsing) hang out (with) ~ socialize (with «+ Say, "Now use each vecb to say and write something ‘re about people you know” Have aS read the examples aloud, Ask, "What other change was made Unit 1: Social networks tormake the sentence more formal" (One guy was changed to One of my clasemates] + Have Ss complete the task. Have several Ss read one of their pars of sentences aloud. Extra activity ~ pairs ‘Student A writes the informal expressions from the page ‘on seperate slips of paper. Student B writes the more formal expressions. Pairs put their slips face-down on the table in two piles $s take turns turning overaslip from teach pile, When they find « match, they keep both slips. ‘The S with the mos sips wins. On your own + Prosent On Your Own Read the instcuctions aloud. ‘AskSs to use a small notebook to write down new words, Tell them to use alphabetical order it will be casir to find the words later Say, “Writ three nev informal words. Then find out what they ae in formal English and write those down.” + Follow-up At the start of the next class, have Ss report their new sets of words to the class Classmates add them to their notebooks. PMOKBONEGCHAAOCHOOLAHONOOCLHECEHROOCOHOONECOODOOOO OOOO A‘2 The media Lesson A Celebrity culture Language notes Grammar Adding information (Gee Studeat’s Book p21) ‘The lesson reviews subject and object relative clauses and looks a their use as defining or non- defining clauses. (See also Grammar Extra on p. 146 for more information about selatve clauses) Form + Relative clauses Many relative clauses start with a relative pronoun, but not al lative clauses needa relative pronoun. (See Object relative clauses, below) The relative pronouns that and ‘oho ate used to refer to people. The relative pronouns that and which are used to refer to things. + Subject relative clauses In subject celative clause, the relative pronoun isthe subject of the verb in the clause, ‘There are TY shows that / which pay for plastic surgery + Object relative danses In object relative clauses, the selative pronaum isthe object ofthe verb in the clause In these clauses, the relative pronoun is often left out ‘The elebrty gosip (that / whieh) you read often isn't rue. “+ Whick clanses that refer to a previous clause ‘A which clause can be a subject or an object relative clause. Which takes a singular verb when its the subject Use * Defining clause A defining relative clause (sometimes celled a restrictive relative clause) is used to identify the person or thing, that is being talked about. It defines, identifies, or gives ‘essential information about the now. There are shows that / which pay for plastic surgery. We love to read about the people (wito / that) celebrities date. + Non-defining clause ‘A non-defining relative clause (sometimes called a non- restrictive relative clause) is not used to identify the person or thing that is being talked about. It gives extra information about the noun. A non-defining clause cannot begin with that. [tis set off by commas. Reality shows, which make ordinary people famous, get ‘millions of viewers every week. Some like reading about celebrities’ kids, who are ‘usually kept away from the public. = Which ‘A which clause is used to add information about or ‘comment on a previous clause. Its separated from the clause itis commenting on by a comma. Obsession witk celebrity is normal, which is reassuring. Some reality shows make peopte do dangerous things, which think is silly (2) Corpus information Who, that, and which In subject relative clauses, who is more common than that to ref to people, and that is more common than ‘ohigh for things. In object relative clases, whichis not very frequent That is more common than which in defining relative clauses. Non-defining and which clauses often give opinions as, ‘well as information, Common errors Do not use which for peopl, or what in relative clauses, Grammar extra (See Student's Book p. 146.) Se review clatve clauses, relative pronouns, andthe choice of singular or plural ver ina relative clause. (D) corpus information Tmean mea is one of the top fifteen conversational expressions. ICs the third most frequent two-word expression (after you know and I think) Speaking naturally Which clauses (Gee Student's Book p. 138.) "This section gives Ss practice in using which clauses in spoken English. Which clauses are usvally separated from the main clause by short pause. In addition, they often have a falling intonation, ARAanceegoaagannRVanNnnNnANHnaNnAnAanNnganagnnnganKgaagerere bh3 } , Lesson B The impact of TV Vocabulary in context Describing resoerch {See Student's Book p. 22.) ‘This lesson presents a number of useful noun and preposition combinations. Sometimes, more than one preposition can be used, but with a difference in meaning. (ea. impact of impact on. Vocabulary notebook Whar an effect! (Gee Student's Book p. 29) ‘The Learning Tip suggests that Ss find out what prepositions (if any) are used with a noun, Ssare encouraged to write 1 sample sentence to illustrate each possible noun + preposition combination. Grammar Linking ideas (See Student's Book p. 23) ‘That clauses enable you to link ideas. For example, that can bbe used to connect these sentences: Is clear. TV is central to our lives, That clauses are usually objects or complements, but in academic writing can be subjects. (That TV is central 40 our lives is clear) However, this use as subjects is not taughtin this lesson, (See Grammar Extra on p. 147 for more ‘information about thar and what clauses) Lesson C You know what gets me? Form ‘That clauses are used after these seructares: + noun + be The big problem is that Kids don’ got enough exercise. + be + adjective Hs possble that TV has « negative effect on reading skills. + What's + adjective + be What's disturbing s that children see so much violence. + reporting verbs, eg. foow ink, say show Experts think that there's a link between TV and poor test scores Use ‘The structures listed above can introduce ideas such as opinions facts, problems, etc. within the following that clause. The choice ofthe noun. adjective, or verb used with the structure can tll the listener how the speaker feels about the problers or fact team also tll che listener if another person's belief or opinion is being reported. Grammar extra {See Students Book p. 147) Ss eview and practice that elauses and what clauses Conversation strategy Adding comments (See Student's Book p. 24) ‘A which clause can be used to comment on one’s own Statement or someone else's In addition to keeping the conversation going and showing interes, these wick clauses often add information or give an opinion on what was said. + Commenting on one’s own statement Tdor't usually wateh video clips, which is unusual, 7 guess. subscribe toa few websites, which isa great way to find new bande + Commenting on encther's statement A People do really dangerous things and video t B Which is stupid, I know Lesson D A bad influence Strategy plus You know what...? (Gee Student's Book p.25,) In conversations, You know what... 7s very useful for introducing a comment for two reasons. First, it gets the listener's attention, It suggests thatthe listener is going to ‘hear new or surprising information. Second, it gives the listener an idea about how the speaker considers or feels bout the information + You know what... + be + adjective You know whats amazing / interesting /tervible? *# You know what... as subject You know what gets me / bugs me surprises me? + You know what... + clause You know what! don’ lke /tove / heard? Reading (Gee Student’s Book p. 26.) ‘The Reading Tip explains that when building en argent, writers often ask a question and then answer i. The question can appear in the introduction or inthe body of the argument. Writing A one-psragraph (Gee Student's Book p. 28,) ‘This lesson includes writing a one-paragraph opinion essay. It includes topic sentences, a technique for listing ideas, and say 5t points out a common error with the listing words First and Lastly, + Topic sentences ‘Ss are given a mode fr topic sentences and learn that a topic sentence contains the main idea of a paregraph. + Listing ideas First Second, Third, and Finally / Lastly ate presented. + Common error with isting words ‘The difference between First and As firs, and between. Lastly and At lasts pointed out. Language notes * Unit 2The media Introduce the theme of the unit ‘Tell Ss that inthis unit they'll be exploring the impacts of medi. Elicit forms of media they encounter every day (eg, felevision, Internet, newspapers). Read the unit aims aloud. Cutture note ‘The three celebrities pictured are Lady Gaga (an American pop singer, famous for her distinctive costumes and catchy pop tunes), ay (on American rapper and record produce), {nd Shakira (a Colombian pop star who sings in English and Spanish). Lesson A Celebrity culture 0 Grammar in context ‘+ Sot the scene Say, “Write the names of three famous living people” Call on several Ss to say the names they ‘About you © Pair work wrote. Tell 8 te raise their hands ifthey have heard of the person. If several Ss rase their hands, write the ‘name on the board, [A « Preview and do the task Books open. Say, “Most of you recognized the names on the board. These people are all celebrities” 4+ Ask, “Who are the most popular celebrities in * Ss call out names. Ask, “Why are they B 49 contmars + Preview the task Books closed. Read the ile ofthe podcast aloud. Check that Ss understand the meanings OL obsession (someone of something a person thinks about all the time) and obsessed with (unable ra stop thinking or looking for information about someone ox something) + Write nag, invent problems, and imitate people on the board Ebct or ezplain the meanings (mage: photo or picture invent problems: make up stories; fate ‘people: do the satne things as they do). + Say, "Listen tothe podcast about celebrity culture. Why isil normal for people tobe interested in celebrities? Write an answer” + Play the recording Ss listen and weit. Replay the recording if necessary. Check the answer with the class, [Psychologists say t's natural to talk about or imitate the people who are the most success + Play the recording again Books open. Ss isten and read along, $1), “As you read and sen, underline any vocabulary that you don’ understand.” Asks to call out their underlined words, ang write them on the board, Have Ss give definitions or explanations of words they knove. Help wit remaining vocabulary = Preview the task Say, “Answer the questions using. the information in the podcast. Then compare your answers with your partner” + Do the task Have Ss complete the task. Check answers ‘with the class: Have individual Ss each read an answer. Answers 1. Celebrity magazin: 2. Beceuse the media often Invent stories about celebrities and thelr problems. 2. Get plastic surgery. 4. Their images are everywhere. «Tel pairs to give their own view and additional ‘nfotmation om each answer. Get Ideas from the clas. + Follow-up Call on several pairs to share their views. Extra activity - groups “White these questions om the board: 1, When the media invent stories about celebrities, should the celebrities take legal action? 2, Skould plastic surgeans agree fo help someone Took like a celebrity? 43, How mich privacy should celebrities receive? Group members discuss the questions and share their opinions. Have a few groups report ther ideas to the class. Unit2: The medis T-20 I8 Grammar rout A 18] worncamtridge.orp/viewpoint/audio + Proview and do the task Read the instructions aloud, ave Ss complete the task and then compare their answer in pairs. Check the answer with the class Sentence 1 + Focus on the form and use Underline the relative clauses on the board as shows: 1 We lve to read about celebrities’ problems, whick the media will often invent. 2. There are even shows that pay for plastic surgery. + Say, "The underlined sections ofthese sentences are relative clauses” Ask, “What isa relative clanse used for?” Ite give more information abost a person ora thing) Point out sentence 1, Say, "In sentence 1, the relative 5 § y past event and now. Say, "Both events happened inthe been able: /{had been looking past, but in diffrent time periods, Students were told bout the test ina time period before the day of the « Say, “Close your books. Take turns retelling the story 0 {eat They took the test in a later time period, Use the partner” past perfect to talk about the event that took place in the earlier time period.” @ Listening and speaking ‘A. » Preview and do the task Ask, “What do these B 40 conveckza sayings mean?” Write the meanings on the board, 1 Play the recording Audio seri. 1-267 Ss listen and ‘number the sayin Possible answers ne a. Don't make judigmants based on 801 CAO es say (Take time to appreciate what's around you: « Preview and do the task Play the recording again. Reality ean be more remarkable then storios or things S¢listen and check their answers. we make up: ‘a tife pansee very culoky. We shouldn't waste tion things Answers that don't matter acta «Say, “Check (/) the ones you agree with.” For each saying, ask Ss to raise their hand if they checked it, About you D Group work » praviow and do the task Rea the instructions and Freee loud lave Ss compete the ask @ Speaking naturally ‘Tell $50 turn to Speaking Naturally on p. 139. (Gee the teaching notes on p. 7-139) i F-33 Unit: Storisvow © 2 a Lesson C Anyway, back to my story... 0 Conversation strategy Why use expressions to interrupt and come back to your story? Sometimes wien people tell story, they inceerupt the ‘main flow of their narrative to reflect or comment on the events they'te describing, or toadd other details oz ‘explanation. Using expressions to interrupt (eg, Looking back...) and to come back to the story (But / So ‘anyway, signals to the listener that a minor digression is beginning or ending. (For more information, see Language Notes atthe beginning of ‘+ Set the scene Books closed, Ask, “What do you ‘temember about haying your school pictures taken? ‘Did you wear something special on that day?” Have several Ss answer, + Proview and do the task Books open. Say, “Lack at these expressions from the conversation." Aska Sto read them sloud. Ask, "What do they mean? [picture day at school: the day a profesional photographer comesta the school and takes students’ photos both individually and asa class it wasa big dea: it was something important; scrufy-looking: ioppy (eg. With uncomibed hair, or with clothes that are old or ‘untidy; my air was sticking up is! her hair wasn't combed propesly or wasn't neat] + -Ask, ‘What do you think the conversation is about?” HiaveSs callout their ideas ©) cor nace20 + Preview the task Books closed. Reed the instroctions aloud. Add, “Write a short answer to the question.” ‘+ Play the recording Ss listen and write, Replay the recording if necessary. Have $s compare their answer in pairs. * Play the recording again. Books open. Sslisten, read along, and review their answers. Check the answer with the cass. (Brad's mom showed the photos to everyone and sent them to family members) Present Notice Read the information aloud, ‘+ Says "Read the conversetion again. Which ofthese ‘expressions does Brad use? Highlight or underline them.” Aak Sst call them ov, [to interrupt his story: ooking back, ..; When I think about i,t came back to his story: But anyway, Back to my sory. ...:S0 anyway. where was 7] actice Tell Sto practice the conversation in pairs, taking tars playing each role, ©9 cos.Tack sa + Preview the task Say, “Listen to moze of thelr ‘conversation and write the missing expressions." Tell Ss to read the conversation and notice whether the blank vill be interrupting or coming back to the story. * Play the recording Sslisten and write. Play the recording again, Ss listen, read along, and review their answers. Check answers with the class: Have a pair of Ss read the conversation, Answers Looking back; But anyway: whom ITook back: anyway + Practica Say, "Practice the conversation with a partner, taking turns playing each role. Then practice ‘again, using different expressions.” Extra activity — pairs Write on the board: School picture (lass or tear) Family picture Pairs write a conversation similar to Brad and Arnold’s about a picture day. One partner can supply real details of pairs cam invent a situation. Fach pair reads their conversation to another pair. Have several pais read thelt| ‘conversation to the class. Unit 3: Storias 7-34 ]@ Strategy plus Why use no wonder? In conversation, people often comment on their own and other speakers’ experiences, To show that something, isnot surprising, people sometimes use expressions with no wonder. It ean be a response to something that was said, or itcan introduce a comment, It means the same as "It’s not surprising that...” @ conmeras ‘+ Present Strategy Plus ‘Tell Ss to look at Brad and Arnold's conversation again and find examples of no wonder, (Arnold: No wonder. Brad: I's no wonder Thated it} * Play tho rocording Ss listen and read along Ask, “Who uses no wonder to respond to a comment?” [Arnold) Ask, "What didn't surprise Arnold?” [that Brad hated the big deal about school pictures] Ask, "What comment does Brad introduce with [t's 10 wonder...?° [hated it] + Prosent in conversation Read the information, aloud. Ask, “How much more common is no wonder in ‘conversation tan irs no wonder?” ffve times more] 8 Strategies A. « Proview the task Say, “Complete each aneedote with expressions from the box. Before you begin to answer, read each anecdote and all the choices.” * Do the task Have Ss complete the task. Check answers with the class Answers 1. anyway; when Hook beck: But anyway: it’s no wonder 2. looking back; When I think ebout ft; But anyway, back to my story; No wonder + Say, “Now take turns telling the stories. When your partner finishes the story, make a comment wi ‘About you B Group work + Proview the task Read the instructions and the first point in the story aloud, Ask a Sto read the comment. Ask which expressions would be used to introduce the ‘comment. [Looking back: When I look back; When I think about id] + Say, "t's a good idea to write the main points of your story first, Then decide which ones you want to comment on and write the comments. When you finish, take turns telling your story to your group. [-35 Unita: Stories A. + Preview and do the task Say, “Match the sentences und the responses. Write the letters a toe” Heve Se ‘complete tite task. Check answers with the cass. Answers 1.852.653. ard bi Sd, jactice Tell Ss to practice the conversation in pairs, taking turns playing each role About you B Pair work + Preview and do the task Read the instructions aloud. Ask a S to read the example sentences. Have Ss ‘complete the task + Do the task Ss prepare their stories and comments When Ss are ready to tell thelr stories to the group, remind them to use expressions to interrupt and come back to their stories. Remind group members to make comments with (Jt) mo wonder (hat) + Follow-up Have afew Ss tell their story to the cass Extra activity — pairs Se work with a new pariner and retell theie story. Partners respond with "H's no wonder” comments PMARDAKANNDADODDOKOANnAe HEED PNNRANHRANAH AOR EO HR RA:Lesson D Good Fiction 0 Reading } ‘+ Set the scene Ack, "Who likes to read fr enjoyment? Raise your hand” Ask, “What kinds of reading do you enjoy?” Flicit responses from several Ss (eg magazines, ition, biographies) Ask, “What kind of iction do you ‘prefer? Sscall out their preferences eg. mysteries, sci-fi horror romance). A Propare + Proview and do the task Ask, “What good fiction have you read recently? Who are your favorite authors?” Have Ss call out their answers. BLL erevecembridgeorg/siewpointaudio Read for the main ideas Culture note ‘Magazines and newspapers often have short story Contests. Sometimes anyone can enter; sometimes they are restricted to high school or college students. Framples of prizes for the winner may be cash, seat in 4 writer's workshop, recognition by being published, ora combination of these + Praview and do the reading Sey, “Read the winning entzy ina short story contest. Dont stop to check the meaning of nev vocabulary. Read forthe main idea. ‘Wat is ane’ problem? Write your answer” + Seread and write their answer. Have Ss compare their answers in pairs. Pairs write thes final answer If desired, play the downloadable recording. + Check answers with the clas: Have several pairs read their final answer Possible answers _Janet’s problem is that she feets she has become invisible in society. She realy believes it’s polite to say hallo to people and smile, but she finds that people don't smile back or acknowledge her. She dosn't do anything about it for a long time, but eventually, after she has been stuck at hhome for a fow dy, she's had enough and when the noxt ‘person ignores her, she kind of snaps and forces him to acknowledge her. + Present Reading Tip Read the information aloud Sej.-Find another sentence that is ungranimatical Lock in poragrapi 2.” [What you did as part ofa ‘community, a part of society] Say, “Find more in these paragraphs” Write on the board: ‘paragraph 4 paragraph 6 + Check the answers with the cass: Haye individual students ench read a sentence aloud. (Paragraph 4 As if she weren't even there, usta if they coulda see her at all Paragraph 6: Could see atleast her tuck wen she pulled up tothe windows) + Ask, “What kind of interest and drama do the short, incomplete sentences crentet Say. “These incomplete sentences are useful for creating teasion and sospense” + Cheok for vozabulary problems Have Ss read the short story again. Say, "Undecline any vocabulary that is new for you.” Ask Ss to all out their words, and write them on the board. Fave classmates give definitions or explanations of words they know. Supply definitions for any remaining vocabulary. Extra activity ~ groups Write on the board: Why do you think the people didn't respond to Janet's greetings? ‘Do you think janet will just give up smiling and saying hello to peoplet Do you ever say hello to passersby? Do they respond? ‘Groups discuss the questions, When Ss finish, they report some of thir ideas to the clas, Unit 3: Stories 1-36© Poir work Undorstand and reset «+ Proview and do the tack Read the questions aloud. Rak “What kind of woman is Janet?” Elet ideas from the class (eg friendly, has a positive aritude) @ Focus on vocabulary A. « Proview the task Read aloud the instructions and the first verb, say, Tell $s to lookcat the short story and find the sentence with say [para. 1, sentence 2), Have agreed it aloud, Say, “Ure the context ~ the sentence dnd Hr necessary the paragcaph ~ to help you guess the meaning, Then look at the lis.” + Have Ss choose a definition from the list. Ask aS for theanswee, Ask, “Hoy did you guess the meaning?” fe, Nobody is having a conversation, sit doesn't meant Ti examples of people came right after “say” s0 it means “for example.") 1s Do the task Have Ss choose the best meaning for the Femaining words. Tell Seto compare their answers in. pairs. Check answers with the class. ‘A. « Preview the task Read the instructions aloud. Have ee read the fist statement aloud, Ask, “What would. tbe an example of people who aze extremely friendiy2” Plicit examples (¢ g. people who always smite and say hello) «Do the task Have $s choose a statement. ASK individual Ss te reed statement aloud, and then ask the class how many chose it. Ask a few students for examples. B @conmase «+ Proview the task Read the instructions aloud. «+ Play the recording Audio scipt p. 7-268 3listen and rember the statemnents in Exercise A. Replay the Tecording ifnecessary. Check answers with the class. Answers Le2dBe. © Ceou tens? « Proview the task Read the instructions aloud. Say, SYyeite just a few words about where and what, Don't write complete sentences until after you compare Your notes with 3 partner” = Play the recording Audio seripr p. 7-208 Ss listen and make notes, «+ Play the recording again Se listen again and review their notes. «Have pairs compare their notes and write complete sentences. Check answers with the class. F-37 Unit 3: Storie 1s Have Ss discuss the questions. Call on a few pairs [0 share their answers, Ask Ssif they agree or disagree Answers 4.652. 03.4. G84 6d) 2B B Pair work + Preview and do the task Read the instructions loud, Say, Take turns retelling the story” Have Ss ‘ormplete the task. Walk around the class, giving help fas necessary. Possible answers 1. Leon wos waiting for his bus. He spoke te semeone and yey ignorad him. 2, Carol was going into a department store. The guy 9 front of her didn't hold the door, but he turned and apologized, 5, Jock wag at the coffee shop. He asked the sorver how fa woe, The server appreciated it and gave him a fre8 coffee. About you D Group work «= Preview the task Read the instructions aloud. Have & S read the example sentences aloud. «+ Present In conversation Read the information. Ask, EWWhet word was used in the short story instead of for example or lke?” Isay) = Do the teak Have groups create a set of rules to male the city friendlies. + Follow-up Have groups present their rules to the cass. ‘The class decides on the best rules. mnonnnangnnnant ooort Cee A ALE, en i al Nad Nak Be ha Nal oe eee eeeWriting What do you expect? In this lesson * Read the lesson aims aloud. Ask, “What does brainstorming mean?” {coming up with ideas without ‘worrying about where to put them or exactly which swords to use) *+ Ask, ‘Alter you've brainstormed ideas, what's an ‘important next step?” [Put your ideas in order or into plan} Ask, “Why is this important?” [It helps you decide wit you're going to say in « logical order before you start writing! + Proview the writing Say, "Tn this lesson we are going to look at a narrative article. A narrative tells a story.” Point out the tase and read it aloud, Explain that they ‘rite a narrative article on this topic to practice the ‘three aims presented inthis lesson. A Look at amodel *+ Preview the task Read the instructions aloud. Say, “tach paregraph makes sense, but they're not in the right order” Have individual Ss cach read a paragraph aloud. Ask about and help with any vocabulary problems. * Do the task Have Ss complete the task. Check answers with the class. Write the verb forms used for each paragraph on the board. Answors 1: Introduction: | ike to think, : verb forms: simple present, wil for habits 2, Background events: I remember ane day, | was running verb forms: past continuous, slmole past, peat perfect continuous 3. Main evante: | ran aeross the alatferm, ...; vero forms: simple past, past perfect 4. Main ovants:|tooked around for help, ...: verb forms: simple past, past perfect 5, Conclusion: Since then, ...; vers forms: present Perfect, simple pracant, wilfor the future B LBD wnreicambsidge.org/viewpoint/aucto Focus on language ‘+ Prosent and understand the grammar for writing chart Read Ue information aloud, or play the downloadable recording. Say, “These are general Guidelines. You may need to use other verb forms.” Say, "Look at the verb forms in the chart, Compare them with the answers for the model in Exercise 6. Are there any differences?" (Introduction: also will for habits; Background: also simple past; Main events: also past perfect; Conclusion: also simple present and will for the future] Say, "Remembe: to think about the order of events and whether the events were ‘ongoing when you choose the form ofthe verb.” + Preview and do the task Say, “Complete the article ‘below with appropriate forms ofthe verbs given, Sometimes more than one option may be possible.” Have Ss complete the task. Check answers with the lass: Alea Sto read the completed paragraph aloud. ‘Then ask if anyone chase any other options for any of the verbs. Answers Ws: is; was going; was carrying: was delivering: was walking / nd been walking; pushed: opened: didn't hold; slammed: fll vo ‘have always made © Brainstorm and plan + Proview and do the task Read the writing topic in the Task bor aloud again. Say, “Think of ideas for your article, For now, write the ideas in short phrases.” Give Ss time to write their ideas. Say, "Now choose the ideas you want to use and write them beside the hecdings.” Have Ss complete the task + Present Common Errors Books closed, Write on the Doard: Td just threw my bag onto a train ‘Ask, "What's wrong with this sentence?” [Threw is the ‘wrong verb form; it should be throw) ‘+ Read the information aloud. D Write and check + Preview and do the task Read the instructions aloud. Remind $s to use the grammar for writing chart to help them choose the best form of the verb. Ssvwrite their article. Walk around the class, giving help as needed, Extra activity Ssleave their articles on their desks for classmates to read, Ss go arouind the class and read articles to find an experience similar to one they've had. Ss form groups and tell about the similar experience. Several Ss report to the class the lesson and the article they learned i from, Unit3:Steries — T-3BVocabulary notebook Catch up! If done for homework Briefly present the Learning Tip and the task directions. Make sure Ss understand what they need to do. If done in class + Present Learning Tip Read the information aloud. Have aS read the example alond, Ask, “What was added tothe definition to make the meaning ofthe expression even clearer? [an example] Proview and do the task Read the instructions aloud. Point out that the first definition has been completed for them. Have Ss complete the task and. compare their answers with a partner. Check answers ‘with the class: Have individual §s each read completed definition aloud, Answers 1 raise your hand 2, fall behind on your work 3. leave a question blank 4. count toware your final grade 5 5 affect your grado catch up on your work B+ Preview the task Réad the instructions aloud. Say, “The first expression is miss aclare What's a possible definition?” His answers (eg not go fo ass, not attend «clas '* Do the task Have Ss write definitions. Check answers with the cass: Hav individual Ss each read «completed definition aloud Possible answers 1. Ifyou mis a class, you fall 10 attond it, 2 It you complete a question, you do everything that the ‘question requires. 3. you tur in 2tast, you give it to your teacher. 4. If you firish a test, you complete it © Word builder + Proview and do the word builder task Read the instructions aloud. Say, “First try to guess the general seaming. Thea use a dictionary to check your guess.” Have Ss complete the task and compare their answers. with a partner. Check answers with the class. Possible answers 1. tfyou attand a class, you ga to the class eeguleriy class, you stap going to the class. 2. 3 . 4, you hand in-an assignment. you give your teacher @ completed task or exerciss 5 at a class! Grade, you have to redo the class T-39 — Unit3: Stories + Prasent We Catch Up On.... Books closed. Ask, “What are some things people might need to catch up ont” Blicit answers (eg, koncework, housework, gossip, the nev, Books open. Read the information aloud. + Practice Have Ss workin pers ané take turns using the catch up on expressions in sentences. On your own + Present On Your Own Resd the instructions and the example aloud, Ask, “How does this person plan todo to sraprove his or her work?” [not fll hind on homework} + Follow-up At the start ofthe mext class several Ss read their lists aloud. NOD N TODO DO DN DOOR E ND ne ee POO t een © leCheckpoint 1 Units 1-3 + Before you begin the Checkpoint, write the following on the board: _Brammar: 20%, 40%, 60%, 80%, 100% vocabulary: 20%, 40%, 60%, 60%, 100% conversation strategies: 20%, 40%, 60%, 80%, 10086 + Say, “How well do you think you know these areas in Units 1-3? Write down each subject area. Then write the percentage that you think you know.” Tell $s that they will look at the figures again after completing the Checkpoint tasks to see ifthey would ‘still choose the same percentages, @ Wtime CD This tsk recycie the present tense, ted, and wil to talk about habits, It also reeycies the conversation strategy of adding comments with which claoses, ‘A. « Proview and do the task S2y, “Complete the sentences witha correct form ofthe verbs given." Read the ‘example aloud, Have Ss completz the task and then compare answers in pairs. Check answers with the las. Answers 1. Lymm tend to woteh: we'l/ we © What are they like? * Practice Tell Ss to practice the conversation in pals, About you B Pairwork ‘+ Proview and do the task ead the instructions aloud. Aska pair of 8s to read the example ‘conversation aloud. Have pairs take turns asking the ‘questions in Exercise A and making comments with which clauses. Olfer help as needed. Follow-up Have some pairs present their conversations tothe class (CD This task recycles adding informatéon with defining and non-definng relative clauses. Ialso recycles the conversation strategies of esking for information and wsing checking questions starting with And, But, and Soo link the conversation back to what the previous speaker sid. AL + Preview the task Read the instructions and the ‘example aloud. Say, "Use who, that, or which. For some sentences, there may be more than one choice.” + Do the task Ss complete the sentences and then ‘compare answers in pairs. Check answers with the class: Have individual Ss each read a completed sentence aloud, Answers 1. which; 2 who: 3. who ‘hat; who; 4 (th who iNote: who would be nonstandard horel: 8. which: who / that About you B Pairwork + Preview and do the task Write on the board So, ‘And, and But. Ask, ‘Why do people use these words to begin a question? [to link back to what the previous speaker said; to make the conversation flow] Say, "Take tums deseribing people you know. Ask your partner ‘checking or information questions with So, And, or Bur Have two Ss read the example aloud. ‘+ Tell $s to have short conversations deseribing their friends and family. Remind them to use checking or information questions. ‘+ Follow-up Have Ss tll the class about the mast interesting person their partner described. Extra activity - pairs Ss each write four sentences similar to the ones in Exercise 2. Ss then work with a new partner to share their sentences. Encourage Ss to ask checking or information ‘questions with So, And, and But. Checkpoint 1: Units 1-3 T-408 It has an influence on you ED THis task recyles prepostionsafter nouns + Previow the task ead the instructions and the example loud, Ask, "What are some prepositions that ‘We use after nounst How many noun « preposition combinations an you thirk of” Ss all ot the ies, * Do the task Have Ss workin prs to complete the task "ive individual $s rade completed phrase aloud aud then give sentence using the phase @ Atschool CD his task recycles vocabulary related to school. also recycles the present perfect, the present perfect continuous, and the simple past. ft you * Proview and do the task ead the instructions ‘and the frst item aloud. Aska Sto read the example sentence below item 5. Have Ss complete the sentences. ‘Then tell them to work with a partuer to take turns exchanging true sentences with the expressions. © Problem solved! (>This task reyes talking abou the past using the past perfect the past perfect comtinuous and the simple post Jeale cecples that clauses and the conversion strategies ofnterrupting and coming back oa or. responding 02 comment on an experience that im suprising, od Introducing « comment on what youre going to say A. + Preview and do the task Read the instructions and the example aloud. Have Ss complete the story Tell $810 use the correct past form of te verbs, Point ent that for some blanks, there may be more than one cortect choice ‘+ Eave Ss compare ansiversin pairs before checking them with the cass. Call on individual Ss to read a completed sentence from the activity. + Follow-up Have a few Ss share examples of similar experiences. Ask, ‘Do any of the parts of the story remind you of yourself or of someone you know?” Elicit ideas from Ss (¢g The story sor! of reminds me of myself Tm always leaving things tll the last minute, But it doesnt usually work out jor mel). Answers Wanted: hedn't finished: needed: decided I... iced: \as: played: learned; esked; chose; didn’t start: 'd been working f'd worked: Ii left; hd; "4 forgotten; wrote: ioved B - Preview and dothe task Read the instructions and the expressions aloud, Tell $s there is moze than one possible answer for most of the sencences, Have Ss read the story again and write the numbers in the boxes. T-41 Checkpoint 1: Units 1-3 Answers 1. advertisement for 2, cause of! for 3 effect on / ef 4, impact on 5. increase / ise in/ of 5 link between 7 problom with for B. reason for 2. relationship between 10. research on /in into + Check answers with the class: Call on individual Ss to read the completed sentences aloud, * Follow-up Have a fev Ss share ane interesting thing they learned about their partners. Answers 1. missed 38; 2. struggling with, count toward, catch 4p on; 3, have not/haver't raised my hand: 4. affecting my ‘fades; 5. struggling with, loft a lt of questions blenk- turned in my test paper + Chock answers with the class, Ask individual $s to tead 8 sentence aloud. Where more than one answer is Possible, elicit alternates, ‘+ Have Ss read the story again and underline the main ‘events then take turns telling the story to a partner. Answers 1. When | think 13. Looking back: 4. Anyway, getting back to my story, /§. I's ne wonder thet | ‘About you © Pair work ‘+ Proview and do the task Read the instructions and the expressions aloud, ‘+ Have Ss work in pairs to exchange ideas and opinions using the expressions in the box. + Follow-up Have few Ss share their ideas with the class. *+ Return to the percentages that students wrote dovn at the beginning of the Checkpoint. Have them see if their percentages have changed, Extra activity ~ individuals / groups ‘Ss write a paragraph about themselves, using some of the ‘expressions in Exercises 4 and 5. $s then form groups and take turns reading their paragraphs aloud.Language notes "A Working lives Lesson A Stand out from the crowd! Vocabulary in context Verb + noun collocations (See Student's Book p. 42.) ‘The lesson presents a number of verb-nown collocations that are usefil for discussing job applications and work ‘experience. Some examples are: submit a (ob) application, achievea goal, and meet a deadline. Vocabulary notebook Moet that deadtine! (Gee Student's Book p. 51) ‘The Learning Tip tells $s that when they Jearn a new word, they should write down its collocations (i.e, the verbs and adjectives that go with a noun). Grammar Types of nouns (See Student's Book p. 43) ‘In this lesson, $s review the gramnar of countable and ‘encouatable nouns and learn some new abstract uncount able nouns. Countable nouns + These nouns can be counted: ane rsomé, two (ob) offers. + Counteble nouns can have singular and plural forms. They can be used with aor with numbers 4/ an / one résu (Singular 10 / few! some interviews (plural) + Plural countable nouns take a plural ver Candidates face stiff competition, Uncountable nouns + Uncountable nouns are only singular They don'thave a plural foc. They cat be sed eth a/ aot with numbers work (aot a work or works) Lesson B Perks and benefits Grammar Generalizing and specitying (See Student's Bock p. 44) ‘The lesson teaches the use ofthe indefinite (a / ar) and. definite (the) articles, or no ertcle, for making general and specific references to nouns, Generalizing + Use a/an with a singular couatable noun to make a generalization. Use a/ am ifthe noun doesn’t tefer to a Specific person or thing, Twant to work for a company that has a salon, * Uncountable nouns take a singular verb. Research shows what employers took for Corpus information Common errors with uncountable nouns ‘A.common error isto make these uscountable nouns plural or use them with @/ an or plural verbs: informa fion, equipment, advice, esearch knowledce, softwere, work, homework, training, help. evidence, permission Grammar extra Making uncountable nouns countable and More ebout uncountable nouns (Gee Student's Book p. 150) Grammar Extra presents and practices ways to make nouns countable. Tt also presents uncountable nouns that look plural (news) and nouns that are both countable and uncountable, Speaking naturally word stress (See Students Book p. 43) Jn this lesson, Ss review their knowledge of word stress. Ss identify and practice word stress - the concept ofa stressed syllable within a word, Stressed syllables are usually said louder and longer with a clear vowel sound; unstressed syllables generally have educed vowels, often a schwa (3. *+ Generalizations ace often made with plural countable Rouns or uncountable nous without the. Classes after work are a great idea. ike to listen to musie ar work Specifying ‘+ Use the with singular countable nouns when the idea — the noun ~ is known to the listener or when the context takes clear who or what is being referred to Td tke to take the kids to the office. the kids = my kids the office = my officewvewowuwvuuy + Theis also used when the thing being referred to is specified somehow ~ often with a relative clause. ‘The classes that I take are very expensive ‘My collengues don’ ke the music (that listen to, Grammar extra More shout the definite article (Gee Student's Book p 151.) ‘These activites practice the use of the definite article, Lesson C Obviously, ... Conversation strategy Showing your attitude (Gee Student’s Book p. 46.) {In conversation, speakers often signal their attitude by using. by adverbs, + This lesson presents -ly adverbs that people use to show their attitude ‘CD he lesson reviews asking questions to find out or check information, which was presented in Unit {, Lesson C. CD corpus information Attitude expressions In conversation, interestingly, strangely, and odily are often used with enough, Importantly is usually used in the expressions Mare importantly... oc Most importantly Lesson D Ace that interview! Reading (See Student's Book p. 48) ‘The Reading Tp explains that writers use This to focus on something important. This refers beck to information that tnas just been given in the text. Writing My responsibitties included... (See Student's Book p. 50) {mn this lesson, Ss write a personal statement to support an application. The lesson shows how paragraphs can be used. {for different topics, and how to use nouns to make writing ‘sound more formal. It also points out a common error students mae when using countable newns. *+ Paragraphs for different topics ‘Students are given a model for the personal statement which presents models forthe following paragraph topics: Introduction Studies Work experience Leisure time Summary (J Corpus information Common errors with definite articles twas late, 50 1 weat to bed. (NOT: soFFwent tothe bed) She couldnt go to work Sesaue se was sick (NOTE She Strategy plus Asa matter of fact (See Student's Book p. 47) + Asa matter of fact and In fact can be used to introduce new information that you want :o emphasize. A Any job offers yet? B Asa matier of act, Ljust had an offer * They are often used ro introduce a correction to someone's ‘mistaken assumption or expectation about a situation. A Idon't know if they need teachers, really B There's « real shortage of science teachers ~ 0, in fact, teaching might be a good idea. + Nouns in formal writing 1h formal writing, ideas are often expressed in nouns tather than verbs. Research on examination grading has shown that the ability to use noun phrases in examination essays can help Ss achieve higher grades. Twas responsible for writing reports, = My responsibilities tncluded writing reports, CY corpus information Common errors with uncountable nouns Ssare reminded to check their use of uacountable nouns to ensure they have not used indefinite articles or added plurals, Language notes * Unit 4VOVUEVUYV VV UVUUVUUVUUUU YUU UUUY Ee UU UUY Working lives Introduce the theme of the unit Tell Ss that in this unit they'll talk about work and how to find a job. Elicit from $s what ‘they think is necessary to get ajob (eg, send a résumé, go to an interview). Say, "You'll also talk sbout what you want from an ‘employer. What's important to you?” $s call out their ideas (eg, salary, vacation). Read the wnit aims aloud. Lesson A Stand out from the crowd! @ Vocabulary in context + Set the scene Say, ‘When a good job becomes salable, alot of people send a résumé and apply for it. Employers look atthe résumés and call ust afew people for interviews. I your résumé helps you stand ‘ut from the crowd, you'll probably get called for an interview. What does stand out fram the erawd mean?” [people notice you because there is something different about you] A 49 coztack2 + Preview and do the task Sooks closed. Say, “What do yo think employers loo for in job applicants? Make sis” Have Se complete the task, Ask Seto callout their ideas. Write them on the boat fe eacation, experience, a good résumé, «good interview). + Books open. Say, “Now read the article. Which of your ideas are mentioned?” Have Ss read and check for thie ideas. Ask several Ss to say which of their ideas were mentioned, + Hove Ss look ar the list nthe board, Ask, “Hove many of the class's ideas are mentioned?” Check (7) the ideas ther Sscall ont + Vocabulary help. Write the following definstions on the board: 1. person or peopl that yu are trying tobe better th (on te neroduchon) 2. reasons for believing that something iste or not true (in the introduction and im point 2) 4. perso’ ability to achieve suces (in point 1) 4 worked with someone for «special purpose (n point 2) Say, “These are definitions for words in the article. Find the words” Have Se work in piste find the words. Check anawers with the elas (1. competition; 2. evidence; 3, potential 4 collaborated] + Have Se call ot any other vocabulary problems and write them on the bard. Fave classmates give definitions oF explanations of words they know. Help vith any remaining vocabulary Word sort + Preview the task Ask, “Which nouns in the article 0 With the verbs in the chast? Point ou thatthe first Anawer has been filled in, Ask, “Where inthe article ‘an you fing this answer?” 2 Evidence you can work ‘well with others Say, "Find the noans and weit them inthe chart" [ Tell§sto carn to Vocabulary Notebook * Do the task Have Ss complete the chart. Check answers with the class. Answers achieve a goa) acquire knowlodge or cits {ace competition in school or at work follow someone's adviee have some (job) waining make progress with a project moet a deadtine ‘s0ve ot make money show imerest in aod submit jo8 application ‘About you * Say, “Now ask a partner which things he or she has ‘done in the last twelve months.” Ask a pair of Ss to read. the example conversation aloud. + Follow-up Have several Ss el the class something their partner has done in the last twelve months. oon p.5I1 of the Students Book, Have Ss a do the tasks in class oF assign them for homework. (See the teaching notes on p. T-51) Extra activity - groups Groups make up a card for each noun in Fxercise 13. The ‘ards are placed face down, One card is turned up. Sseall cont the correct verb as quickly as possible. (There may be sore than one correct verb) Groups continue inthis way ‘until all tae cards are face up. Unit 4: Working lives ‘T-42@ Grammar Fig ut AL LED ssomtridge org/viowpolovausto + Proview the task Say, "Find these three nouns in the article and underline ther.” Write on the board: candidate application research + Do the task Have a read the theee questions in ‘Exercise A. Say, “Answer the questions about the nouns as they appear in the article.” Have Ss complete the task. Check answers with the clas. Answers candidates frst line) not used with 2 /en: plural ‘pplication (third ine: used with a / research fourth ine: used without @ * Focus on the form and use Ask, “How do you know candidates is plural?” [[tends with sand the verb is pharal] Ask, "How do you know application is singularz” [ts used with an. Each applicant submits only one application, Ask, "How do you kaow research is singular? [Ithasa singular verb} *+ Present the grammar chart Ask individual Ss to cach read a section of the chart aloud, The class listens and reads slong. If desired, play the downloadable recording. + Understand the grammar Say, “This char: looks at countable and uncountable nouns, Review the chart and the exaniples. Then close your book and complete these sentences with the correct kind of noun” Write on the board: 4. Uiea/ an with. 2. Usea singular verb with... 3. Use plural verb with © Viewpoint Group work + Proview the task Read the insractions aloud, Havea S read the thee discussion questions aloud. Make sure the Ssunderstand the questions. + Present a Conversation Res the information aloud Say, Aetualy sone ofthe top 200 words in conversation You can weit give new information You can seit to give surprising nermation, You can 8 Speaking naturally + Tells to tar to Speaking Naturally on p, 139, (Sce the teaching notes on p. 7.139) T-43 Unit 4: Working tives *+ Books open. Have Ss complete the sentences, Check answers withthe clas. [1 singular countable nouns, 2, uncountable nouns or singular countable nouns; 3.plaral countable nouns + Present Common Errors Read the information aloud. (For extra help with uncountable nouns, go to Grammar Extra p.150) ‘About you B+ Proview and do the task Say, “Complete the «questions withthe correct form of the nouns given. Sometimes tere is more than one answer. Remember to include @ or an when necessary” Ask a Sto read the first question in nurnber 1 Ask, "Why is job correc?” (ob isa singular countable un} + Have Ss complete the task, Check answers withthe class 3. permission, 4. a company / compan (aoplications ‘+ Have Ss take turns asking and answering the questions with a partner. C+ Preview and do the task Read the instructions aloud Have Ss compiete the task Check answers with the class: Aska Sto read the comple:ed paragraph alond, is/was, good Training, knowledge also use t to correct things other people say” Have a ‘read the example sentence aloud. Ask, “How Is the speaker using actual” [To give new information| + Do the task Have Ss discuss the questions, draw up five-point plans, and then read each others’ plens. Walle around the class, giving help a8 necessary. * Follow-up Call on a few Seto talk zbout some of the differences they found in the plans, Extra activity - pairs Sslook at Exercise 2B again, They write new questions using the nouns in parentheses. $s take turns asking and’ answering the questions. Remind to Ss to use actualy ‘where possible. CAO Ne ea a) {dd ef bef be Saf Dal bal Bak al ak Dat bat a FOO ODD ee berees’ Lesson B Perks and benefits @ Grammar in context + Sot the seane Say, “OF course, people who work for an employer usually get a wage or salary. What are some other things that a company might offer their employees?” Elicit ideas from Ss (eg. eel phone or mart phone, laptop, cafeteria) and write them on the board. Say, These“extras' from a company are ususlly referred to as perks and benefits” AL + Proview and do the task Books open. Ask, “What are some common pers and benefits that people have at ‘work? What perk does each picture show?” massage, free public transportation, barber / hair salon, cafeteria) + Say, “You suggested «few perks and benefits st the beginning ofthe lesson, After seeing these pictures, ‘chat others can you think of? Share ideas with a partner.” Have $s call out their ideas (e.g. day care, company car, retirement plan). Add thera to the list onthe boazd. If Ss have trouble thinking of perks and benefits, some common ones include: a smart phane for ‘work, extra vacation time, training and profesional evelopment, discounts on entertainment and events, low-cost or free food in cafeterias, casual dress code, option to telecommute, flexible schedules, health cub ‘memberships day care tuition reimbursement, job sharing. B 49 coznaces + Preview the task Read the instructions aloud, ‘+ Check that Ss understand the perks and benefits in the survey, ‘Ask, “Which of these perks and benefits do you think are cammon? Which had you never heard of?” Ask two $5 to find out from the class Si tends each perk ‘benefit aloud and asks, “Is it common?” $s raise their hand ifthey think its. $2 counts the hands and records the number. $1 asks, “Had you heard of iv Raise your hand if not” S2 counts the hands and records the number. + Ask $2 to report 1) the three most commen perks for benefits, and 2) the perks or benefits most people Thadn't heard of (For large asses, have Ss form groups and assign two $s per group) ‘About you © Pair work + Preview and do the task Say, “Add three mere perks or benefits that you would ike to have’ Ask afew 86 to read their additions tothe lis. *+ Say, "Nov rte all the pers from one to five.” + Have Ss nish rating che perks and benefits Tell Ss 0 ‘compare thei ratings witha partnec. Ask to Ss to read the example conversation aloud, Have Ss complete the task, + Follow-up Ask, “Did you disagree strongly on any of the perks or benefits? Which ones? Why?” Call on Ss to report to the class. Extra activity — groups Groups agree on alist of four perks or benefits that they ‘would like to have from their employer. Ss can choose from any peric or benefit that has been mentioned or use ideas of their ovr. Groups report their final list tothe lass Unit 4: Working lives@ Grammar Figure itout A LAD veorncambridge.org/viewpoint/an *+ Proview and do the task Say, “Which sentences below contain ervors? Use the survey'to help you correct them.” Have Ss complete the task. Check answers with the class + Focus on the use Say, “Look at sentence 1. What Kind ofnoun is classest” [plural countable] Ask, “Is it ‘making 2 general statement about exercise classes or is about specific classes?” [general] “Isit correct with or seithout the?” [without] ‘Ask about sentence 2. "What kind of noun is insurance?” [uncountable] Ask, “Is it making a general statement about dental insurance?” yes sit correct without dhe?” [yes) + Ask, “In sentence 3, what kind of noun is ofce?” [singaler countable) Say, “IP's singular ané countable so itaeeds an article. If you say an office here, winat does itemean?” [anyones office] “If you say the office here, ‘what does it mean?” {my office, a specific office) ‘Ask, “In sentence 4, what kind of noun is doctor?” {singular countable Ask, "Do we know which specific doctor?” [No] "So we use an indefinite article” + Present the grammar chart Give Ss afew moments to read the chart. I desied, read it aloud, or play the ‘downloadable recording while $s read along + Understand the grammar Say, “This chart talks bout articles in terms of generslizing or specifying. Lookat the top left section ofthe chart, Why isthe indefinite article used in the example sentence?” 8 Listening and speaking [Company and salon are singular countable nouns but they're not specific + Say, "Look atthe bottom left section, Why is’ there an artile in front of classes or musi?” [Both sentences are generalizations. Classes is plural and countable, and rmusicis uncountable] + Say, "Look at the top right section of the chart. Why is. the definite article used in the example sentence” [t's clear that the speaker means his or her kids and his or her office, not anyone's kids or any office] + Say, “Read the example sentences in the bottom right section, Classes and music have the definite article here. Compare this to the section on the bottom let. What’ the difference? (In the sentences on the right, the speaker is specific bout the classes and the musi; he or she says which ones he or she means) (For more information, see Language Notes atthe beginning ofthis unit. For extea help with relative clauses, go to Grammar Extra p. 6) B+ Preview and do the task Read the instructions aloud. Have Ss complete the task. Check answers with the class: Ask individual pais to each read a completed conversation aloud. Answers © Pair work + Preview and do the task Read the instructions aloud. Have Ss complete the task. A 0 coztecs = Preview the task Read the instructions aloud. Ask. Se to read the lst of perks and benefits. Check that Ss ‘understand them. + Play the recording Audio serit p. 268 Sslisten and. number the pecks ar berefits, + Play the recording again Say, “This ime, complete the specific examples af each perk” + Play the recording again Ss isten again and check ther answers, Check answers with the las, Answers 4: pad time off - You can get paid leave to work on ‘outdoor projects of volunteer in @ sehaol S:tultion fees ~ You can get master’s degree or extra training T-45 Unit 4: Working lives 2 flexible work time ~ You can leave work varly or tske a ay off. 3:8 pleasant atmosphere - You work with positive people and get useful feedback a health club ~ You got free exercise classes, and there's agym. ‘About you B Pair work + Pravlew the taak Read the instructions aloud. Tell Ss they can include any ofthe petks or benefits they learned about inthis lesson, Have a pair of $s ead the example conversation aloud + Do the task Pairs decide on their top five Meas, then ‘present them to another paz, + Follow-up Several pits present their list tothe class (are to i a Ds a aD lhe a i af a i i ao aewe wwuowwows Lesson C Obviously,... Qe Conversation strategy Why show attitude in a conversation? In conversation, speakers often signal ther attitude toward what they say as part oftheir message. For ‘example, they can show if they think the information they give is unfortunate, serious, or abvious. This can help the listener understand the speaker's views and respond ‘appropriately. + Sot the soene Books closed. Sey, "When you think about the job you would like to have, you should think about things besides the perks and benefits. For ‘example, maybe you'd be happier working for a small ‘company than a big company. What other things can you think of?” Ss callout their ideas (eg. working with people, use of technology, working mdaors or cultoors ‘he level of responsibility the chance tobe creative. A » Preview the task Books open. Read the instructions aloud, + Have § read the cree statements aloud. Check that Ss understand these expressions: Ome factor to consider {one thing / sue you should think aboutk Being stuck {being trapped or caught; unable to get out}; not “me” [not my thing; not wiat like]; shortage [nct enough of] + Aska Sto read sentence }sloud. Have $s call ont ideas for replacing the salary (eg, the benefits, the chances for promotion, the location). + Do the task Have Ss complete the task. Check answers with the class $5 cal ou their idcas for replacing the words in bold (eg, 2: managing other people traveling all day, having to work on my on, working at nighi: engineers, doctors, teachers) B 49 connec? * Preview the task Books closed. Say, “Now listen to Jake and Tor's conversation. What is Tor’ job situation cight now? Write the answer.” Play the recording $s listen and write. Replay the recording if necessary. + Play the recording again Books open. Ss listen, read along, aud review thelr answer. Chel the answer With the class. She just had a jb offer from a biotech company, but she's having second thoughts about it] + Have Ss read the conversation again. Check for vocabulary questions. + Follow-up Write on the board: Why is Tori having second thoughts? Do you think working for a biotech company would Be a good job? Why? What would she tke todo? What else would be 1 good job for Tork ‘Have Se discuss the questions in groups. Have one cr 1wo Ss suminacize the discussion for the res of the class. C + Present Notice Read the information and the ‘examples aloud, Have Ss repeat the adverbs, Tell sto find examples in the conversation. (Tori: mean, money isa factor, obviously: Toré But seriously, i's not that important; Jae: Well Interestingly eneugh, just ead anarticle * Practice Tell Ss to practice the conversation in pairs, taking tums playing each role + Present fa Conversation Ask ato read the information aloud. ‘About you D+ Preview the task Say, "Add yadverbsto the sentences wsing the ideas given. Add enongh where appropriate.” + Do tho task Have Ss compete the task. Check answers withthe cass Have individual Ss each read an answer aloud. Answers 1. Fortunately, | made ry own career choices. My parents never foresd me into a career didn't wan, Lu never had second thoughie, ether 2. One of my friends is stuck in ajob he really hates, But strangely enough, he's aot making y effort to leave 1. I've never really been tempted by money, ly 8 good salary Is nies to have. But | ‘more importantiy, you want a job that’s really “you.” 4. Ietokes years to tain to bo 2 doctor, nat surprisingly. mean, doctors make & lot of money, but seriously, don’t want to be in school that ang 5, Interestingly enough, one of my friends has just had 8 job offer, Unfortunately, they didn't offer him any. benefits + Say, “Now discuss the sentences with a partner ‘Which are true in your situation?” Have Ss discuss the sentences, Walk around the class, giving help as necessary, Extra activity — pairs Pairs write a conversation similar to Jake and Tori's. The ‘conversation needs to include at east four ty adverbs, with {wo of them coming from the Jn conversation box. Pairs present their conversation ta another pat. A few pairs present their conversation to the class. {\ Unit: Working lives T-46 |@ Strategy plus Why use 2s a matter of fact and in fact? Jn conversations and discussions, speakers use as a matter of fact and in fact to present new information that they ‘consider important or want to emphasize. They often use these expressions to give an opinign or information that is different from what other people assume or expect. (For ‘more information, see Language Notes atthe beginning. of this wnt) + Present Strategy Plus Have Ss cover the information box at the top of the page. Write on the baacd: Asa matter of fact In fact * Tell $s to look back at the conversation on p. 46 and find an example of each expression. [Tori: As a matter ‘of fact, [just had an offer from a biotech company .. Jake: .. so, in fact, teaching might be a good chotce for yyou,] Have Ss uncover the information box ‘+ Ask, Why do you think people use these expressions? Have Ss ca out their ideas. Wc02-taces * Play the recording Ss listen and read along, Tell Ss to read Jake and Tori’s conversation again to see the expressions in context. © Strategies A. Wenz Tack 0 * Preview the task Books closed. Write on the board wonder why people change careers... Blicit ideas fram, Ss (eg. they want more money, they hate their job, they on’ get along with thelr boss / co-workers). *+ Say, “Circle the best expressions to complete the conversation. Ita good idea to read the conversation before you begin. When you finish, compare your answers with a partner.” *+ Do the task Ss circle the best expressions and ‘compare answers. + Play the recording Ss listen and review their answers. (Check answers with the lass, Answers Branka I wonder why people change careers Josh Well, obviously, ¢ higher salary is one reason, Pam Yeah. Luckily, | have a pretty good salary, 20 Josh What if yur job isn’t that happened to a frond of mine, and he quit his job. Fortunately. it worked out for hirn Fam And not surprisingly, puople just get bored, Branka That's true, ;ou don’t want to be stuck in _2 job that ging, Josh And in fact, i's 8 geod way to got other experience, T-47 — Unit4: Working tives | A Mco2Tc9 + Proview and do the task Read the instructions aloud. Have Ss complete the task and compare theit answers with a partner. + Play the recording Ss listen and check their answers, Answers teandt 2.bande Saanda ‘About you B Pair work ‘+ Preview the task Read the instructions eloud. Give ‘S.a few minutes to prepare their answers. Tell Ss to include fa fact and as a matter of fact. + Do the task Ss discuss the questions. Walk around the class listening for the use of As.a matter of fact. Fam Interestingly onough, | read an article that said there" be no more “jobs for Wf. Josh | saw that, too, as a matter of fact, We'll all bo changing jobs and more importantly. going back to school! + Practice Hiave Ss practice the conversation in groups of three, ‘About you B Pair work *+ Preview and do the task Read the instructions aloud. Aska § to read the example aloud. Say, "Discuss your reasons before you make your list.” Have pairs complete the task * Follow-up Have several pairs present one of their lists tothe class. Ask Ss to explain why they chose the reasons that they did, Extra activity — pairs Pairs choose one of the questions from Exercise A and ‘write a longer conversation for the answer, Ss should try to include. variety of I) adverbs as well as in fact and ‘a5 a matter of fact. Pairs present theit conversation to another pair. The “listening” pair writes the -1y adjectives, they hear ODORLesson D Ace that interview! @ Reading * Sot the scene Books closed. Read the ttle of the lesson aloud. Ask, "What does to ace something mean?™ [to do something extremely welll Ask, “What are some things youcan do 0 ace an interview?” Have Sellout their ‘ideas (eg ook nice, answer questions promptly, be postive, research te job / company before you go). A Prepare *+ Preview the task Books open, Read the instructions aloud. Ask a Sto read the six questions aloud. Make sure the Ss understand the questions in the activity Do the task Tell $s to circle the questions they think are good questions. Check answers with the class, [good questions: a, 6 c, and e. Questions d and fare probably not good questions for an interview.) ‘Ask, “Why are a, b,c, and e good questions?” Elicit ‘ideas from the class (e.g They show you're interested in the company and not just geting « job. They show ‘you're interested in learning more.) Ask, “Why are d and f probably not good questions?” Get ideas from the class (eg, They sound as if you're more interested fn yourself rather than helping ihe company) BL] wwwcambride.orgviowpoin/aucio. Read for main ide: Preview the reading Read the instructions aloud. Say, “Read the article twice. The first time, just read for the main idea. Dont siop to check vocabulary. The second time, write the questions from Exercise A in the appropriate places in the article. If desired, play the downloadable recording forthe first reading. Ss listen and read along, Do the task Ss read and write the questions. Tell Se to compare thei answers with s partner Say have any differenges, discuss them with your ‘Use the infocmatfon in the paragraph to explain your choice” Check answers with the class. Answers 8 ' 2 ‘What projects are you eurtantly working on? How does the position fit into the company's structure? \What opportunities are there to get raining? Howris performance reviewed? Hoey much vaestion wil | get? Can | wark ror home? Present Reading Tip Read the information aloud. ‘Aska S to find and read the sentence fom paragraph, 5. [This shows your desire to acquire skills and knowledge that will benefit the company.) Ask $5, "What does this refer to?" [asking about opportunities to get training] ‘Aska Sto find and read the sentence from paragraph 8. Ur youask this, employers will worry that you're not fully committed to tie job] Ask the class, "What does this refer to?" [asking about vacation time) Extra activity - class Ss ead the article again and underine any vocabulary they do not know. $s call out thei underlined words. , ‘White the words on the board, Ss have dictionary rac. Gill out one ofthe new words on the board, Ss look for ‘the word and raise thelr hand when they find it. The first Sto raise his or her hand reads the definition aloud to the rest ofthe class, © Paraphrase + Proview the task Remind $s that “paraphrase” means “say the same thing in a different way” Read the instructions and sentence 1 aloud, Ask Ss to look in the article and find the sentence that was paraphrased, (But have you prepared for the most difficult interview question ofall: “Do you have any questions for us?” (para. + Do the task Ss read and underline the paraphrased sentences, Check the answers with the class. Answers 1. But have you prepared for the most dificult interview ‘question of al: "Do you have any quastions far us?” (para. 1) 2. "A candidate can atfors to trip up on this question,” save Erica Lee, career advicor in Los Angales. (para. 2) 8, "Managers spend most oftheir time woerying,” says Lee. “Cleary, an employae who takes thet stress away is like gold ta them.” (para. 3) 4, This shows your desire tc acquire skills and knowledge that will Benefit the company. (para. 5) 5. This question demonstrates that you eppreciate the importance of being accountable, meating deadlin and targets. It also shows that you understand che valu of constructive criticism and guleanee. (para. €) 6. Ifyou ask this, employers will worry that you'ra not fly ‘committed to the eb. (pera. 8) ‘About you D React * Preview and do the task Read the instructions loud. Say, “If you've never had a job interview, which {guestions do you think you would have asked?” Have Ss discuss the questions in small gcoups, + Follow-up Ask groups to report their answers to the class, Unit 4: Working lives T-48Qe Focus on vocabulary ‘About you ‘+ Proview the task Say, “Complete the sentences with the noun form ofthe words given. Use the article to help you.” Ask a Sto read the fics sentence aloud Say, “To find the noun form of solve, sean the article and find a similar word, Read the sentence. Does the ‘meaning seem similar?” Elicit the answer [solution] ‘Ask, “Where sit in the article?” [para, 3] + Do the task Have Ss complete the sentences, Check. ansivers with the clas: Have individual $5 each read a completed sentence 8 Listening and speaking Answers 1. solution (para. 3); 2. Importance pars. 6);3. value (pars. 6% 4 criticism (para. 6h; 8. cuidence ( 6, assessment (para. 9}; 7. need |para. 3 + Hiavea S read aloue the example sentence. Have pairs take turns using the words and giving examples A Pair work + Proview and do the task Say, "Read the adviee about how to answer interview questions.” Read che five pieces of advice (a-e) aloud. Check that Ss understand them. Help with vocabulary as needed. + Ask, “Why are these good rules to follow?” Elicit ideas (eget: perhaps less traning wil be needed: 2: you're prepared fo answer questions /you can think quickly, 3 ‘show your atntude is postive: 4 show you have 2 serious intoest in the jobs 5: being prepared shows interest and wilingness to succeed, + Ask, “What other rules can you think of? Use ideas fiom the lesson to think of other rules.” Have Ss complete the task. Have Ss share some oftheir rules (ee. be positive, answer questions ins way that makes ‘yet look good, be honest and dan’ lie about your ‘experience, speak clearly and not t00 fst. B49 co2,nae + Preview the task Read the instructions aloud + Play the recording Audio sent p. F269 Ss listen and ‘match the person with the broken rule. Replay the recording sfnecessary. Cheek answers with the class. If students have different answers, have them explain their choices. Answers ee a 4 8:8. T-49 Unit 4: Working lives © coz nace 2 About you + Preview the task Say, “Think of job you might ‘want to interview for. Listen to the interview questions again, and prepare your own answers, The example isa possible answer for question 1.” Aska S toread it aloud. + Play the recording Audie sept p.1.269 Sslisten and ‘write their answers, Pause the recording between questions to give Ss time to answer. + Say, (Now compare answers with a partner. Do you think your partner followed the rules in Exercise A?” + Follow-up Have a few Ss report answers that didn't follow the rules to the class. le VDL DE LED ODA ODM OL ELA eh DL el Dah Wo Yad Ya Dah al Da De Da Dan Ne eh De a a aWriting My responsibilities included... In this lesson + Aska Sto read the lesson aims (In this lesson, you ...) aloud. Ask s to scan the page to find where each aim js taught. [use peragraphs for different topics: Exercise ‘A; use nouns in formnal writing: Exercise B; avoid errors ‘with uncountable nouns: Com:noa ertors) + Preview the writing Say, "this lesson looks at writing 4 personal statement.” Point out the writing topic and. read it aloud. Explain that they will write a personal statement as part of an application for college, graduate school, or a job. Say “As part of writing a personal starement you will learn to use paragraphs for different (pics, use nouns to make your writing sound more formal, and avoid errors with uncountable nouns.” A. Look at a model “+ Praview and do the task Read the instructions aloud. Say, "Looking for key words in the paragraphs will help you decide.” Have Ss complete the task. Answers 1.2.6: 3.@: 45d, BLE wrucambrdss.orn/viewsohnvausio. Focus on language + Preview and do the task Say, "flow does the writer express the ideas below? Underline the sentences inthe petsonal statement in Exercise A.” While Ss complete the task, write on the board: 4, Twas interested im business 2. Las responsible for writing reports 3. J decided 10 do this internship. * Check enswers with the class: Ask individual Ss to each read a sentence from the board and its correct answer [My interest in business began in high school (pee. 1) 2. My responsibilities included organizing the meetings and writing reports, (para, 1);3. The decision to do this internship was based on my wish to pursue a cazeer in the hospitality industry. (para. 3)) + Uncertine wis interested and was responsible. Ask, “What kinds of words are they? [past forin of e+ adjective Underline decided and ask, What kind of word is it” [a verb] Ask, “What words replace these underined words in the mode?” interest, responsibilities, decision] "What kinds of words are they?" (nouns) + Present the grammar for writing chart Read the information inthe chart aloud. Se listen and read slong, If desired, play the downlosdable recording + Understand the grammar for writing Have Ss compare the seis of sentences. Point out the verbs that are used after the nouns inthe second set [bepans included; was based onl, Say,"When you write a personal statement, you have to write about things you did Instead of starting every sentence with Ia verb, ‘you cen use nouns, Using nouns makes your writing sound more formal and academic. This can also Impress examiners who grade yout papers and hep you get higher grades” Wirite the following on the board This experience has tought me that i's important 10 be patient and understand peopl + AsleSs what nouns ate used o express the undedined ideas in the model in Exercise A [the importance of patience and understanding) For more information, see Language Notes at she Beginning ofthe wit) + Preview the task Read the instructions sloud and ask $3 how they would complete the first sentence. “How would you complete it?” [... advertising student ‘events and raising money.) + Do the task Say, “After you rewrite the sentences, check to see that you changed, added, or took out everything you need fo. Then compare your answers with a partner” Diseuss any differences, Answers 2 a. 4, My responsibilities included advertising student evante an raising money. My interest inthe media has grown over the last three years. My work in a software company helped me improve my time-management skill My The desision to go into nur my 2 wish to purcuo 2 car Brainstorm + Preview the task Read the instructions aloud. Say, “Depending on the application you choose, you may not need to include every topic in Exercise A.” + Do the task Remind Ss that when they brainstorm, they write all their ideas. They ean choose the ones they want to keep when they organize their statement. Write and check ‘+ Preview the task Read the instructions aloud. + Present Common Errors Books closed, Say, "Here are some common errors with uncountable nouns.” Write ‘on the board: This gave me an invaluable experience My work experiences clude an internship at a hotel J would tke a work in hotel management, Say, “Work with a partner. Correct the ervors” ‘+ Check answers with the class. Write in the corrections on the buerd. (This gave me an some invaluable experience. My work experiences includes an internship ata hotel. [ would like a jeb/ position in hotel management] + Books open, Reed the information aloud. Sey, “You can review the lis of uncountable nonns in the Common Errors box on page 43 if you need help” + Do the task Have Sscomplete the task, Unit4: Working lives T-5O |Vocabulary notebook Meet that deadline! If done for homework Lriefly present the Lesrning Tip and the tak directions Explain collocations to Ss. Say, "Collocations are words that are typically and most often used together, for example, verbs with nouns, Here are some examples” ‘rte on the board, underlined as shown: ‘miss a deadline (not lose o fai a deadline) ‘have a tight deadline (not tense deadline) Make sure Ss understand what they need to do. If done in class ‘= Present Learning Tip Read the information aloud Soy, “Look at the noun deadtine in the example. ‘What verbs are commonly used with it” (have, meet, ‘miss, set] Ask, "What adjective is used? [tight] Say, *Collocations are words that are most often used together.” A. = Proview and do the task Read the instructions aloud. ‘ay, "Use each verb once.” Point out thatthe first one has been done as an example. Have Ss complete the task, Check answers with the class Answers 1. face competition 2. make or save money 13, make progress 4. show interest 8. submit an application 7. achive a goal 8. follow advice B + Preview and do the task Read the instructions aloud. Point out thatthe first one has been done as an example. Have Ss complete the task, Checle ‘he answer() foreach: noun with the class. Have $s call out any other adjectives they added, Answers stiff competition fierce 2. a draam job (groat ideal /Intarusting! impressive résumé (good f excellent) relevant skills {usefu) invsluable feedback (usefull relevant training © Word builder ‘+ Praview and do the task Read che instructions aloud. Point out that the irst one has been done as ‘an example. Have Ss complete the task. Check the answers with the cess, Have Ss call out the words they added. T-51 Unit 4: Working lives Answers take, ignore, sock advice b fil out, complete an application ©. set, achieve, reach a goal b. positive, negative feedback advice «, formal, vocational al 4. social, technical skils 2. 900d, practical, helpful advice / foeabeck ! taining ‘+ Present Dictionary Tip Read the information aloud Extra activity ~ pairs Each pair is assigned a leter ofthe alphabet (exclude 4,4, and ») Each pair finds ve countable and five UUncountable nouns. The frst pair to find the nouns wins. On your own ‘= Present On Your Own Read the instructions and the example aloud. + Follow-up At the start of the next class, several Ss present their posters to the class.ll Language notes “"§ Challenges Lesson A Giving away your things Grammar Imagining situations (See Student's Book p. 53) In this lesson, Ss use if clauses to talk about hypothetical events in the present and past Form + Present conditional statements If subject + past form, subject + modal + vecb ne looked ung, 1 give hie some money. + Preseat conditional questions If subject + past form, modal + subject + verb Ifyou saw a homeless person on the stret, what would ‘jou do? + Past conditional statements f+ subject + past perfect form, subject + modal + ave + past participle [fake hadeit mentioned it, Tight not have thought of + Past conditional questions If + subject + past perfect form, modal + subject + have + past participle If you'd been i he car with Hannah, what would you Ihave done? + Mixed preseat and past [A present ifclause ean contain a condition that affects a result in the past. Jf subject + past form, subject + modal + have + past participle Lesson B A better future? if they stl lived in their big house, woutd they Krave raised any money? Ihe didee't have a good job, he wouldn't have given that much money. A past ifclause can contain a condition that affects a result in the present. ‘f+ subject + past perfect form, subject + modal + verb Sf they had stayed there, they might not be s0 clase now. Use ‘+ Present conditional statements with i clauses describe imaginary or hypothevieal situations. They describe how things might be different under different conditions. ‘+ Past conditional statements with if clauses talk about how things might have been different under different ‘dircumstances. Grammar extra Continuous forms to talk about conditions; aven if and unless to talk about conditions (Gee Student's Book p. 152) ‘These activities review and prectice conditional sentences, (2) corpus information ‘Common erors Don't use unfes when the event in the if clause actually happened I they hadn't sold their house, they wouldr' be as close now. (NOT: Unless they mt sot—) context Problems Vocabulary and solutions (See Student’s Book p. 54) "The interviews inchide vocabulary related to world issues such as hunger, poverty, unemployment, and the environment, ‘which are presented in different forms (aoun, verb, adjective). Vocabulary notebook Weaithy = rich (Gee Student's Book p. 61) ‘The Learning Tip tells Ss that when they lear a new word, they should fiad a synonym for it and write a phrase that explains the word, Vocabslary to talk about world isues and challenges is reviewed and practiced Grammar Taiking about wishes, hopes, and regrets (Gee Student’s Book p. 55) “This lesson teaches ways of expressing wishes chout the past, present, and future. Ialso teaches $s to use hope to talk about what they want to be true in the past, present, and future. Finally, $s learn to express regret with wish and the past perfect Use ‘Structures with wish describe how the spealer would lke a situation or event to be different from how it was, is, or will be. + Wisk + past form Wish and a past form is used to imagine a different situation or event in the present. Aye wishes we could eradicate poverty. (The truth is that we can't eradicate poverty) Wish + past perfect Wish and the past perfect is used to imagine a different sitvation or event in the past Luts wishes everywhere hadn't gotten so polluted. (The truth is that everywhere did get polluted.)wwwuvvew wewwouvwe + Wish would + verb Wish + would + verb is used for situations or events that the speaker cannot contol or thatthe speaker waits someone else do something about in che present oFature Pin wishes someone would colve the hunger probit. (The trutiis that Pin can't control the hunger problem and wants someone else 10 do it) + Hope ‘Hope is used to talk about things the spezker wants to be true in the past, present, or future. ‘Tom hopes they (will) create more jobs. (es possible that they will create moze jobs. Tom wants this to be true) Grammar extra Use of wish with would: Strong wishes with If only (Gee Seadent’s Book p. 153.) ‘These activities review the use of wish with would and show how to express strong wishes with Jf only, Lesson C What if...? ()) Corpus information Vorbs in ifelauses People say IF] as... more than IfT were... although ere’ considered more correct to describe imaginary situations. Verbs in if clauses caa be either affirmative or negative, but tend to be mosily affirmative. Common errors Don't confuse wish and hope. hope this information wil be helpful to you (wor: Dont confuse ifanty and only if 1 would miss work only if? were sick. OR would aonky miss work if were sick, (NOT: Favours monk fay were sick) Verbs after wish In conversation, wish was is three times more frequent than [wish I were. However, were is considered mare correct, especially in writing. Verbs alter wis canbe ether alfizmstive oF negative, but they tend to be aficmatve. People sometimes say J wish would have done. instead of wish Thad done. ba thsi considered incorrect and should not be used in writing or examinations. However, wish Leoul have done tis perfelly cartes. Conversation strategy Imagining possible ‘scenarios {See Student’ Book p. 56) + To make a point, speakers oflen put forward hypothetical sitmations for consideration. For example, Suppose everybody gave io charity instead of buying usles gs asks the listener to imagine a world where people did this, Speakers also use What fand iragine to do this. n addition, What ifand ‘Suppose can be used to make suggestions in conversations ‘wheres problem is being solved Because What if, Imagine, and Suppose are wsed to imagine possible scenarios and ideas, they ean be followed bya past form of the verb. They can also be followed by present verb forms, especially in suggestions (eg, A: What sf we don't buy each other gifts this year? B; OK, lets not) Lesson D Mercy Ships (}} Corpus information What if... 2 What if... ?s the most common of these expressions. It is mostly used in follow-up questions. It doesn't usually start a conversation. Strategy plus ‘suppose (See Student's Book p. 57) + Lsuppose i a useful hedging or softening expression. Speakers can use suppose when they are not absolutely sure or want to give the impression that they are not sue + People use / suppose aba response to show the other person Is right or has a good point. Using J suppose asa response ould indicate doubt, slight disegreemen, or resignation. Writing Volunteering (See Student's Book p. 60) This lesson teaches Ss to write a polite inquiry regarding volunteer work. The grammar for writing presents dummy it asa subject or object after verbs like appraciate and jind. It also points out a common error with missing subjects. ‘+ Writing a polite inquiry Ss are given a model of an email requesting more {information about volunteer work. It also includes briefly describing a problem and offering 8 solution, + Dummy it ‘The dummy, or empty, it does not refer to a specific thing, but to a general situation. The dummy t can be used in non-imperative clauses that need 2 subject. His also required as an object after certain verbs like appreciate, prefer, find + adjective. ‘Avoid using a form of be to start a statement. Te would be useful to talk to someone. (NOT: Held bereft —) Language notes * Unit §weve wewwuowwuvwww Challenges Introduce the theme of the unit Tell Ss that this unit looks at some ofthe challenges facing the world today Ask, “What are some ofthese problems? Look atthe picture for idea.” Flict answers (eg, unger, unemployment, being homeles, the economy ‘war. Point out the box the volunter is holding, Say," When a person or group has a drive, theyee trying to collect as much a8 they can of something. In cold-weather places, «group might have a coat drive, They try to collect as many coats as they can 10 distribute to the poor and the homeless.” Read the unit aims aloud. Lesson A Giving away your things @ Grammar in context * Set the scene Say, “The art atthe top of the page includes homelessness as a problem. Why do you think some people end up homeless?” Elicit ideas (eg, can't find work, ost a job, have drug or alcohol problems, hhave a mental ilness. Ask, “What can people do to hhelp the homeless?” Ss call out their ideas (give them ‘money, buy them food, urge the government to build affordable housing or shelters). Culture note Social service agencies try to help the homeless by ‘providing food and shelter. Shelters are places that provide beds for the night, Unfortunately, during very cold weather, there are usually more homeless people than there aze beds for them. Other services can inchude free hot meals, clothing, and medical care A + Preview and do the task Ask, “Are there alot of homeless people in your area?” Have Ss eall out their answers. (Uf the classi held ina small town or area that doesn't have a homeless problem, ask Ss to think about a large city they know or have visited) Ask, “How do people generally react toward the homeless?” AakSs for their ideas eg. they ignore them, they ive them money, they feel sorry for them, they feel threatened by them), B 9 coz.Tackr9 * Preview the task Read the instructions aloud, * Do the task Tell §s1o read the article for the main, ideas, (If desired, play the recording while 8s reed along) Say, ‘Don’ stop to check the meaning of new ‘vocabulary. Then read the article again and write your answer to the question.” ‘+ Have Ss complete the task, Check: the answer with the class, Possible answer Hannah’ family sold thoie home and gave half the money to a cherity in Africa. They did this after Hannah saw a homeless man next to an expansive car at 2 stoplight. It upset her that some people have alot of money and athers have sa ltt, nd she wanted to make @ difference. ‘+ Hove Ss call out any vocabulary they don't know, ‘Write it on the board, Have classmates giv definitions ‘or explanations of words they know. Help with any semaining vocabulary. © Pair work + Preview the task Write oa the board: When did i all art? Where were Hannah and her jather going? What did they seo? How did it affect Hannah? What was her mother’s reaction? What kind of charity did they help ‘What other benefits did the family get out ofthis? ++ Have Ss work with a partner to find answers to the ‘questions, + Dothe task Read the instructions aloud. $s lose their books and retell the sory. ‘+ Follow-up Ask 2 Sto read the last sentence ofthe story: aloud. Ask, “How can I visit the website or get more {information onfine?” Elicit ideas from the class (eg. Type “Salwen family" and / or “Posser of Hilf” into your favorite search engine. Chocse the site(s) you want to visit) Extra activity - groups Ss decide what things, ifany they wold be willing to sell 0 raise moncy for causes they care aboat. (Ss have to own the item) Groups make ais of thing they would sll. Groups present ther isso the das. Extra activity - groups Groups imagine they are responsible for spending the sillion dollars rom the Salwens' home to 1}improve «conditions for the homeless in theic town, and 2) help them find a new direction in lif, ‘Writeon the board as suggestions: housing, fod, job training, child care, education ‘Groups use these or thelr own ideas and decide how to spend the money. Groups report their ideas tothe class, Unit §: Challenges T-52@ Grammar Figure it A enru.cambridge orp /vewpoin/ausio * Preview tho task Say, “The ericle has examples of imagined situations and events ~ things that are iferent irom wists true now or whet actualy happened. We will look a the grammar used fer this” * Say "Circle the correct verb forms to complete the Sentences below. Use the article to help yor.” + Do the task Have Ss complete the task Answers saws have become; 2. hadn't seen * Focus on the form Ask, “Are any of these sentences about real situations?" [no] * Say “Notice that each sentence has two parts or clauses: 2 main clause and an if clause” Have 2 8 ead out each clause. Ask, “Does the if clause describe an imaginary or real situation or event?" Uimoginary), Say, “These sentences are called conditional sentences. The if clause is a condition ~ ‘or an imagined idea ~ and the main clause is the ‘esult, oF effect. Look at each sentence. Is it about the Dresent or the past?" [J. the presen 2 the past, 3: the past and the present] Fresant the grammar chart Read the information Sand on if dered, play the downloadable recoding ASK Ss to look atthe chart and to cover the left hand side.Go through the first two sections. Ask "What EtP forms are used in the main clause and ifcleuse for sentences about the present?” [main clause = modal + verbs ifclause = past form] “How about for fentences about the pasi?” [main clause ~ modal have + past partici: clause = past perfect for} @ Listening ana speaking A 4 corte ia + Proview the tab Read the fs part ofthe + Play the recording Auto siptp 1269 Sei ote the nambers ofthe sant Answers 1 wanted to help, 1. sige he Sar less; 2: donate my time: 2: watch my spending on groceries. * Play the ravording again Say, “Listen again and complete the sentences for each person.” $ listen ane complete the sentences. Pay the recording again 5085 can review their work. Check answers with ihe class, T-53 Unit 5: Challenges Siti Ss 0 look at the bottom section ofthe chart Ack Sewthich clauses are about the present and which are ahout the past (question: clause bout the present ‘malin clause about the past: answer: jf clause sbour the Past, main clause about the present} * Say, "Notice thatthe verbs inthe ifclauses and the ‘alo clauses can be affirmative or negetive * Ask, “When do you use commas in conditional sentences?” [When the ifclause comes first (For more information, soe Language Notes t the beginning ofthe unit For extra help with like probably with witland wor't, where should you pat i?” [after wil before won't] + Have Ss lock atthe bottom section. Say, “In the example sentences, whet are the verb forms in the main clases?” {future] “Wh are the verb forms in the clause and the wien clause?” [present] “Even though the entire sentence refers tothe furure, the ifcimase and the time clauses use the present form ofthe verb” (For more information, see Language Notes at the beginning of this unit. For extra help with furore forms, go to Grammar Exira p. 154.) + Present In Conversation Read the information aloud. B+ Proview and do the task Read the instructions aloud. Have Ss complete the task. Check answers with the class: Have individual Ss each read an answer aloud. Answers 1. might disappear 2. won't be using, becomes, we're going to miss 3. there's, won't need 4 pay 5, wor't be, we're going to be shopping, won't be, dacide 6. everyone's going to be using, won't nave to ‘About you © Pair work * Proview and do the task Read the instructions aloud. Have Ss discuss the questions. + Followwup Have pairs share some of ther ideas with theclass. A conta + Preview the task Reed the instructions alond, Have eS read the six issues. Make sure Ss understand the meaning of each choice, Have Ss all out the issues that they think will note mentioned. + Play the recording Ausio sept p.7.270 Sslisten anid check (¢) the issues they heat: Have Ss compare answers. Replay the recording so Ss can review tit answers. Check answers with the cass oe Speaking naturally Answers convenience, debt, crime, privacy. B 0) coz mes +> Proview the task Read the instructions aloud. + Play the recording Audio wept p. 7-270 Ss listen and ‘write a, & oF c. Check answers with the class Answers convenience: b or ¢; crime: ¢; dabt:b; privacy: 2. + ‘TellSsto turn to Speaking Naturally on p. 140. (See the teaching notes on p. T-140) T-63 Unité: Into the futurewue wuw “ wuwvwsuue Lesson B Presenting the future © Vocabulary in context + Set the scene Books closed. Say, “Imagine you are going to see presentation on, for example, transportation in the future. What presentation tools would you expect the presenter to have or use to make the presentation clearer forthe audience?” Have Ss cal out ken (0g, oles, computer and projector, interactive whiteboard, remote mouse, pointe, large sereen, handouts A Oi c02, Weck 28 + Proview the task Read the instructions alow, * Play the recording 6 isten for the main idea. Check ‘the answer with the class. The general topic is the future of clathing) B Pair work + Preview the task Say, "Listen again, This time, pay attention to the details” Play the recording from Exercise A again, Read the instructions aloud, ‘+ Books open. Have Ss cover the presentation in. Exercise A. Ask individual Ss to each read one of the {questions aloud. Check that $s understand them. Say, “Discuss cach question with your partner, Work together to write your answers.” + Do the task Pairs complete the task. Check answers ‘with the class: Read a question and have a pair read their answer. Ask other pairs iFthey have anything to add or delete, Write the Final class answer on the board, Answers 1. She says hello and turns on the projector. She checks that everyone can 69¢ the sereen, Sho acke someone to turn off the lights. She sencs @ handout around. ‘She talks euout the Impac: of technology on the clothes we will wearin the future, 43. Clathes wil s/ use body energy to recharge cell phones, computers, etc, b) detect health problems; cl be sel leaning: d) heat or cool 4. She has no more time, and ext spanker, ye has to turn it over to the + Tell Ss o uncove the presentation and read through i Cheek for vocabulary questions Word sort © + Preview the task AsicSsto lookat the chart. Read the sic steps in the chart aloud. Say, “Find expressions that the speaker uses in her presentation to do these things. ‘One of the expressions has been putin the chart far ‘you, Find itin the presentation.” Aska S to say which parageaph it's in (para. 0), + Do tho task Say, “Now complete the chart and ‘compare with a partner. Write the number ofthe paragraph where you found the expression.” Ss ‘complete the tasic Check answers with the lass. Answers Start the prasentation: Let's get started. (para, 1h fd fike to begin by. .. (para. 2) Introduce the topie: F want to look at... (para, 2); 1H be taking about... (pats. 2) Check that everyone can see or heat: Can you aif see the sereen? [para. 1) Refer to a slide, a handout, ora question: As youll ses on this slide, ... (para. 3) There should be # handout going around (para, 1): il allow time for questions and comments at the end (para. 2); Does anyone have any questions or comments? (pars. 4) Go to a new porson or tople: Let's move on... /took at. (para. 3) End the presentation: (Anyway) that's ail have time for... (para, 4); Id betta stop thors... (para. 41; Does anyone have any questions or comments? (para. 4) 1 Just conclude by saying... para. 5) Extra activity ~ pairs Ss test each other on the chart in Exercise C. Partners take turns asking and answering (eg, Sl: What express ‘ons can you use to refer to.a slide? S2: As you'll ee on this side), ‘Tell $s wo turn to Vocabulary Notebook on p. 71 of the Studeat’s Book, Have Ss ddo the tasks in class or assign them for hhomework, (See the teaching notes on p. 71) Unité: Into the future T-64@ Grammar Figure itout A. LBD wv camtvidgs ro /viewpoint/auste + Preview and do the task Say, “How does the speaker express the ideas below? Underline the sentences in the presentation.” Have Ss complete the task. Check answers with the class. Answers 1. Um, there should be @ handout geing around, too 2.1m just waiting forthe projector ~ it wont eonnuct 3. Would somebody turn the lights off. please? * Focus on the tse Ask, “How is each sentence differen? What has changed?” Ack individual Ss. [1 Ubelieve there's... changes to There should be 2. The projector is unable fo connect changes to it wor't connect. 3 Can somebody turn the lights off changes to Would somebody turn the lights off, please!] Ask, “What kinds of verbs are should, won and would?” {rnodal verbs} + Present the grammar chart Books open. Read the information in the chart aloud. Ss read along and repeat the examples, If desired, pay the downlocdable recording. + Understand the grammar Say, “This chart ceviews ‘nodal verbs andl sore of the mesnings or messages they express.” *+ Check that Ss understand the mesnings, Read dewn the items on the letsde ofthe chart one ata time. Ask Sto explain each term and read the example sentence. [Expectation = you think or believe something will hhappen; Guess = say something when you don't have all the facts but you think something is true, Necessity = something needs or has to be done; Suggestions / advice = “This is a good idea for you" Ability = the power, skill, or possibility to do something successfully: Pilure (to operate) = not work ! run properly; Request = ask someone to do something; Offer » suggest you can do something {for somebody; Petmission = aliow or let somebody do something (For more information, see Language Notes at the beginning ofthis unit. For extra help smodals, goto Grammar Extra p. 155) ith B 4 coz.mckzs * Praviow the task Say, “Circle the best modal verbs to complete the extracts from 2 presentation, Read each sentence earefully and decide wat meaning the modal has” + Do the task Have Ss complete the task, Tel Ss to ‘Compare their answers with 9 partner, Say, “If your ‘answers are different, explain your choice to your partner” * Play the recording Ss listen and check their answers, T-65 = Unit 6: Into the future Answers 1. “OK, oan you hear me atthe back? Good. So, let's gat started, You should allhsve e handout by now. Oh, Walt the projector won't came en. It might be turned off. Couls someone help me with kt, pieese? Oh, i's not plugged in! Sorry. OK, So, can you see that clearly?" 2, 80, 'm sure you must be wandering how clothes can hhave health benefits in the Futura, It might be useful to Play you something I heard on the radio. t's about hats that wil turn hard when something hit thom so they. ‘act like helmet, Sc, | need to turn on the sound. Um, that must be the valum here, Oh, 1 ‘That's Botter You cught tobe able to hear atthe back.” 3, “So, let's move on, There are lets af fun possibiltie, 100. Simon, may ask you to stand up, please” Thane you. Oh, you might want te turn araund and face everyone. And would you chow everyane your T-shirt? So, in the future, Imagine T-shirts lle this but with Words or images that change color er react ta music. ‘Woll that’s al have time for | have to stop now. Does ‘anyone heve any questions or comments?” Extra activity - pairs Ss choose five different modal verbs from the chart and write sentence for each one, Partners exchange papers, read the sentences, and identify the meaning of eech modal verb. © Group work *+ Preview the task Read the instructions aloud. Say, “Before you begin, brainstorm ideas for each topic. There are lots of ideas for clothing in this lesson. If you want to talk about money, you cam get some ideas fom Lesson A. What are some ideas for shopping?” Aska few 85 (eg, online shopping, order groceries on the internet, no more cashier), Remind Sst review the expressions from Exercise 18, * Do the task Have groups prepare their presentation, Tel groups to choose one person to give their presentatien Say “As you listen to the presentations, rise your hand ‘when yout heer one ofthe expressions from page 64”wv vw ewe WwUUUOWUUUVWUUUUUUUUUU Lesson C / would think... oe Conversation strategy > Why soften opinions? 4m conversation, people sometimes soften the things they say if they want to sound less director definite. ‘They may express their opinions with Jess certainty 50 that they don't sound too foreeful. They can do this by beginning an opinion with J would think / say / ‘imagine. (For more information, sce Language Notes at the beginning ofthis wnil) + Set tho scene Books closed. Say, “Do you think you go oul to movies more o less often than you did flve Yyeers ago? Raise your hand if t's ess often” Aska few Ss why they go more or less often fp, Les: Pm to0 ‘busy vith school and work: Ijust downoad movies Want 0 see. More: Isa nice evening out Tike to see ‘movies as soon as they're released) Preview and do the task Ask 5 to read the instructions aloud and to ask the lass, with a show of hands, how many classmates prefer to goto a movie and how many prefer ro watch at home. ‘+ Ask, “Why do you prefer going to « theater?” Ss call, outideas (eg, the screens are bigger, there's more ‘atmosphere, #5 more fun to go ott with friends). Ask Ss ‘why watching movies at home can be preferable (ex, Its more convenient, t's cheaper, you can pause the ‘movie whenever you reed to). 1 cormase * Preview the task Read the instructions aloud, Tell Ss that Harry isthe second male speaker. ay, “Writ your *+ Play the recording Ss isten and write. Replay the recording if necessary. Have Ss compare their answer in pais. Play the recording again Books open Ss listen, read slong, and review their answer *+ Check the answer with the dass. [Hazy thinks people veil cootinue going to the movies. e thinks theses wil find ways to attract people ikem realistic by having seats that move + Ask, "Why is Chris in favor of movie theater” [Theyte for first date }"Do you think going out oa thester Jmportant to Tina? Why?” [Nor she sae is easier and cheaper to watch movies at home “Wht changes does (Chis thinkcthere might beat the theater? [There could be siming You'd beable to change the way the move ends} * Hove $s callout any vocabulary they da’ know. Witton the bosra Have classmates give definitions oc explanations of words they know Filo with any remaining vocabulary, ‘+ Present Notice Read the information aloud, Aska Sto read the examples aloud, Tel Ss o find examples in the conversation [Tina: I'd say we probably won't, Harry:1 would think that movie theaters will find ways to attract more people, Harry: Yeah. I would imagine people wil aways want to goto the movies...) * Practice Tell Ss to practice the conversation, taking, turns playing each role ‘+ Present In Conversation Ask a Sto reed the information aloud Extra activity ~ groups ‘Waite on the board: 1 All movies will be 3D. 2. Welll have virtual movies. Special headsets will et {you fel lke you're in the movie. 3, Special headsers will be able ro translate movies into any language Groups have conversations about these ideas using the three expressions from In conversation. About you D 48 contmerar *+ Proview the task Say, “Listen to the opinions below. ‘Complete cach one with the softening expression you hhear*™ ‘+ Play the resording $s listen and write, Check answers ‘withthe cass. Have individual Ss each read an opinion aloud. Answers 1. would say 2.1 would think 3.1 would imagine 40d say 5.1 would imagine 6. think *+ Say, "Now discuss the opinions wich a partner. Which do you agree with?” Have Ss discuss the sentences. ‘Walk around the class, giving help as necessary. *+ Follow-up Ask several $s which of the opinions they agree with, Unit 6: Into the future T-668 Strategy plus Why use / think sa? Tn responses is not usually necessary to repeat the whale staement.or question that you are responding to. For example, ‘to espond tothe statement "I wonder ifwe'l stile going to the moviesin ten years’ the speaker does not need to sy “ahink we'l bil be going tothe movies in ten years” or“ hope well stil he going to the movies inten years" Instead, speakerscan use so J think so. hope so.‘The word so replaces or substitutes for wel stil be ging to the movies in fen ears Inthe negative, wef don’ dink so, [gues nt, Thope hot,They mean think/ guess/ hope we wort sil be going fo the movies tt ten years (For more information see Language ‘Notes the beginning ofthis unit) ©) coe rock 22 resent Stratogy Plus Have Ss cover the information box at the top ofthe page. + Say, “Look at the conversation on p.66 and underline these expressions: think so, I hope not f guess so. + Play the recording Ss uncover the information box, listen, and read along. Tel Ss to read the conversation. ‘om p. 66 agnin to see the strategies in context ‘Ask, "Why does Harry say ‘Oh, I think so?" [He believes ‘they still be going, but cant know for sure] "What does 0 refer back to or replace?” [we'll still be going to the movie in ten years) "Why does Harry say’ hope not? What does this refer to? [refers to going on frst dates to the movies. He doesu't want it to be true in the future that people wort goto the movies on fist dates] "Why does Tina say I guess so?” [She agrees in a less definite way] "What does so refer back to?” [movie theaters wil Find ways to attract more people + Prosont in Conversation Bool closed, Tell $s 10 write I think so, 1 guess so, and fiope so and to number 8 Listening and strategies A. 49c02,Treeka2 + Proview the task Read the instructions aloud. Check that Ss understand the topics. (A virtual reality game isa computer generated game where the player fects as though they are tculy part ofthe game) + Play the recording Audio script p. 1-270 Ss listen and number. Replay the recording. Ss listen again and review theis answers, Check answers with the class. Answers 1. reading 2. live music 23 virtual-realty games 4.travel Bd coz, tack 96 ‘+ Preview the task Read the instructions aloud. + Play the recording Audis criptp. 1-270 Sslisten and check (7). Check ansivers with the clas. T-67 — Unit6: Into the future them from 1 to 3 from most common to least ‘common. Have several $s call out the order they chose, Ss open their book and compaze their guesses. Ask how many Ss were correct. Say, “Look at the expressions in the negative. Notice that we say J don't think so but 1 uess not and T hope not” A. «+ Preview the task Say, "Complete the conversations with appropriate responses from above.” Tell $s 10 read through the conversations and make sure they understand them. Remind Ssthat there may be more than one correct answer. and that some responses may be negative + Do the task Have Ss complete the task. Check answers the class, Answers 1.1 doo't think 90. 1 guess net. 2.1 hope not./ | dort thing 0. 3.1 think so. | quess 60. 4.1 guess so. /1 think so. B.l think so. /1 quass c0. ‘+ Practice Have Ss practice the conversations with a partner, taking turns reading each part. ‘About you B Pair work + Proview the task Read the instructions aloud. Tell Ss to try to.use as many ofthe si responses as possible. + Do the task Ss discuss the questions. Walk around the Gass, listening for the nse of I think so / T don't think 50, 1 hope so/ nob I guess s0/ not Answers 1. reading: disagree: 2. live music: agree 43. virtual-reality games: agi 4. travel: cieagree About you © Group work + Praviaw and do the task Read the instructions sloud. Have a pair of Ss ead the example aloud. Ss discuss the topics in groups. Walk around the class, giving help as necessary. + Follow-up Have groups present some of their ideas 19 the class, Extra activity - groups: Se decide what the ideal movie cheszer ofthe future will bbe like. What features will it contain? Groups make brief notes to describe it and present ther ideal theater to the i i i never give money to them. {made something for his mother. This pattern is used when the dicect objec: is if oF them. She ient it toa friend. Corpus information ‘Common errors with prepositions ‘A.common extor is to use to rather than jor with buy: Thought a gift for my sister. (NOT: ... tomy-sister) Lesson C It’s kind of bizarre! Conversation strategy Softening comments (See Scudent’s Book p. 120.) Tn conversation, people often use expressions to soften their ‘comments in order to avoid sounding teo harsh, dicect, or judgmental. In Unit 6, Ss learned to soften opinions using ‘would or ‘din expressions like f would say: Here Ss review and learn more ways to soften adjectives andl descriptive phrases. * Softening comments ind of a (litle) bie not really sortof slightly not quite alittle somewhat Grammar extra More on verb + direct object + prepositional phrase and Passive sentences (Gee Student's Book p. 165) ‘These activities review and practice verb + direct abject + prepositional phrase as well as passive sentences with verbs that have a direct and an indizect object Strategy plus Yeah, no {See Student's Book p. 121.) In conversation, speakers use Yech, no to agree with someone and thea make a comment of their own. Even though they say no after yeal, they are usually agreeing with, ‘hat the other person has said Corpus information Yeah, no Ja conversation, people almost always say Yeah, no rather than Yes, no. (DF corpus information Softening expressions Kind ofa ule, and srt ofare the most common expeesions. Kind ofis about four times more fequent than sor of ‘When used to soften comment they ean both come before verbs and adjectives, bu hind of s move likely wo be followed by an adjective, and sor of s more likely to be followed by a ver Lesson D Threats to culture Reading tip Pronouns for groups of people (See Student's Book p. 122) The Reading Tip explains that pronouns such as those, many, ‘some and others often refer to groups of peaple. Writing Are we losing it? (See Studeat’s Book p. 124.) ‘The task in this lesson is to write a concluding paragraph for an essay. In connection with this, 8 are also presented with vsays to express cause and effect in writing + Concluding paragraphs Concluding paragraphs in am essay... + restate the thesis statement + summaciee the arguments + give clear opinion. + cam start with Fe summary or In conclusion + Expressing on effect and its cause in writing asa result of because of due 10 + noun Speaking naturally Consonant groups (Gee Student's Book p, 143.) ‘This section gives Ss practice in hearing how speakers ‘greatly reduce or omit the (usually) middle consonants in ‘groups of consonants, $s practice NOT saying, for example, the tin don't know. Our culture is in danger due to globalization, because / since + clause Our culture is in danger since we are attracted by new ideas. + Expressing cause and its effect or result in writing ‘Therefore and Consequently often star: sentences. Our culture is in danger. Consequently, we should take action Use 0 mid-sentence. ur culture is in danger, s0 we should take action CD Corpus information Errors with due to ‘A.common ertor is to use due to incorrectly, Use de to to give causes, Avoid using due toto say why people do things. Use because of Lenguage notes *Unit 11 |ww wr vwvrvewe Culture Introduce the theme of the unit Books closed. Say, "In this unit, we're going to talk about cultures, This usually means food, «costumes, traditional crafts, and perheps festivals. This Lime, well look at customs surrounding weddings, gift-giving, and receiving, and other traditions.” Books open. Ask a$ to read the lesson aims aloud, Ss listen and read along Lesson A Weddings © Vocabulary in context + Set tho scene Ask, "Do you think big celebration is ‘necessary when people get married?” Have Ss respond, Ask, "Do you think the average wedding celebration is changing in your country! In what way?” Elicit ideas from Ss A contac ‘+ Preview the task Books closed. Write brideon the board, Say, “This sa word associated with weddings. ‘Think often more words essociated with weddings” Do the task Have Ss complete the tsk. Check answers ‘withthe class: Have Ss call out their words, and write them on the board (eg, groom, maid / matran of hos, best man, Bridesmaids, groomsmen, ushers, asl, flower ‘irl, vows, ceremony, reception, ring), Have Ss call cut any vocabulary they don't know. Have classmates give definitions or explanations of words they know. Supply definitions for any remaining vocabulary, ‘+ Books open. Say,“Now read the postings on this web ‘page. How many of your words are mentioned? How many of the words on the board are mentioned?” * Say, "Read the posts again to check the vocabulary.” Extra activity - class Ss call out vocabulary words that appear in the reading but that were not listed at the beginning of Exercise A. Write the words on the board, Sshave a dictionacy race. Call out fone of the neve words or phrases. $s look for the word and raise their hands when they find it. The first Sto raise 8 hhand reads the definition aloud to the zest of the class. Word sort B+ Preview and do the task Read the instructions aloud Have Ss complete the chart and compare their answers with a partner, Check answers with the class, Answers Types of weddings West ‘eligious ceremonies ull coremany style ceremonies People invowved bride bridosmaiats) areom matchmaker parerts ofthe groom best man eroomamen Things people do walk down the aisle {90 to 2 revaption ‘exchange vows perform a (civil) eoremony havea bachelor /bachsiorette party have a rehoursal dinner host a dinner Tell Ss to turn to Vocabulary Notebook on p. 125 of the Student's Book. Have ‘$5 do the tasks in class o> assign them for homework, (See the teaching notes on pT: ame yao =) About you © Pair work + Preview the task Read the instructions aloud, Have a peir of Ss read the example conversation sloud. + Do the task Have Ss complete the task, Extra activity - pairs Partners write short posts to answer the questions on the ‘web page, Pairs read their posts to another pair, “al Unit 1: Culture T-116. I@ Grammar CD This activity recycles the use of relative clauses as learned in Unit 2 AL LBL weomucambrias.ora/viewpolnvausio Figure itout Praviow the task Say,"In Uni 2, we looked at adding, information using relative clauses. The grammar in tislesson focuses on adding information using the ideas of time, place and possession.” Read the instructions aloud. Do the task Have Ss complete the task. Check answers with the class, Answers 1. when 2. wh B.whose, Focus on tho use Say, “Look at the sentences you rewrote. Which word adds information with the idea oftime?® [when] “Which one uss the idea of place?” Lnere) “Whici word indicates possession?” [whose Say, "When, where, or whase can be used to introduce a relative clause.” Present the grammar chart Read tke information inthe chart aloud, Ss listen and read along. desired, play the downloadable recording Sslisten and repest the exainples, Understand the grammar Say, “Like the relative clauses we looked atin Unit 2 these rlaive clauses can be defining or non-defining” Write defining and non-defising on the board. Ask “What the difference between these two types ofelative clauses? [defining relative clause gives necessary information; aon-defning relative levse gives extra information] ‘Ask Ss to look tthe “time” section ofthe chart. Read the first example sentence aloud. Ask, “Is this relative clause defining or non-detining?” [defining] Ask Ss 8 Viewpoint Group work Proview the task Ask a Sto rcad the questions aloud. (Check that S¢ understand them. Read the instructions sloud. Present in Conversation Read the information aloud Sey,"Listen to how these can be used.” ‘Aska Sto read aloud the part of Speaker A inthe example. Read the pat of Speaker B, making sure to show interest or surprise Do the task Have groups discuss the questions. Follow-up For each question, have few groups repost the main point oftheir discussion, T-A17 Unit 11: Culture to look at the second example sentence. Point out the comma between the main and relative clauses. * Say, "Look at the “place” section ofthe chart.” Paint out the defining and non-defining causes. ‘+ Ask Ssto look al the “possession” section ofthe chart. ‘Ask, "Which relative clanse is defining? Which is non-defining?” [defining: sentence I: non-defining sentence 2] + Present Common Errars Books closed. Write on the board: whose who's Ask $5, "What does each of these words do in a sentence?” [whose shows possession; who's a contraction of wo is oF who has) {For more information, see Language Notes at the beginning of this unit. For extra help with relative causes, go to Grammniar Extra p. 164) About you B > Preview the task Say “Complete the postings with when, where, or whose. ln some, when and where may both be cnrrect."Tell 85 to read and complete the fist sentence. Check the answer with the class. [where] ‘Ask, "Why is where correct? [It refers to a place, ‘Photographers studio + Have Ss read the remaining sentences. Check that tunderstand them. + Dothe task Have Ss complete the task. Check answers swith the class. Answers 2. when 3. where / wien: 4. wher 8, whore / when. where; ‘+ Say, "Now work with a partner. Compare traditions in ‘your country with the ones in the exercise” Extra activity - class / groups Groups describe a traditional wedding. Write on the board: guests invitations ceremony reception sift parties dothes special food Who pays for what? ‘The cass reviews the items on the board. Groups describe a traditional wedding using the ideas on the board or their ‘own ideas. Then each group compares information with another group. iscsiLesson B Gift giving @ Grammar in context , d d , A.» Preview the task Books open. So ‘+ Set the scone Books closed. Ask, “Is gift giving important in your culture? Is it more important to ‘your parents’ or grandparents’ generation? What does giving a gift show or say? Blicit ideas eg, thavrks, ‘appreciation, love, friendship, congratulations). pictures. Whats being celebrated at each ofthese events?” Have Ss call out answers. [engagement party ‘celebrates a couples promise to marry retirement party: marks the en¢ ofa person's working career; housewarming party the First party st a person's new home baby shower: party where people bring gifs fora new baby] ‘+ Ask, “What gifts have you bought or given om the ‘occasions below?” Say, "Work witha partner. Write your answers.” + Do the task Have Ss complet the task. Check answers with the class: Have Ss call out their answer for each event pictured, + Ask, “Are there other occasions when people give sist" Blicit ideas from Ss (eg, high school or college ‘graduation, birthday, anniversary, special festivals, Vatentine's Day. Bt contac is + Preview and do the task Tell Ss they are going to listen to and answer a quir. Before beginning, ask Ss t read all the questions and answer choices. Check that Seundersrand them, Culture note Re gifting is the practice of passing on, asa gif, en item that was originally received as a gift. This was once considered rude, but is now accepted by some people 1 "re-gifting rules’ are followed. ‘The item must be new, unused, and not handmade. It should be something thet the person receiving the gift ‘woukl appreciate. The person receiving the gilt should have no cannection to the person who originally gave the gift. + Play the recording $¢ listen, read along, and check W) 0, bore. Say,“Ifyou checked c, make sure you ‘write your answer. Then compare answers with a artnet Extra activity - class Have Ss call out their “ther” answers for each question. Did more than one S give the same “other” answer? ‘About you © Pair work + Preview the task Read the instructions aloud. Ask» pair of Ss to read the example answer aloud. + Do the task Have Ss complete the task. + Follow-up Have pairs report something interesting they learned about their partner and gifs Extra activity - pairs / ¢ ‘The class brainstocms more gift-giving situations (eg A rend re gifts something ta you that you gave him/her a few ‘years ago. You give your gisfriend / boyfrtend an expensive ‘gftand he / she breaks up with you a week later). Partners choose a situation together, Partners walk around the room describing the situation and asking classmates, “What would you dot” Several pairs ceport one of their situations and their survey results to the class Unit 1: Culture T-118@ Grammar Figure it out A LAL wwrecembicge.org/viewpoint/audio + Preview and do the task Read the instructions aloud. Have Ss complete the task Answers 1. Wan someane gives me a present, | open it 2. give money or gitt cards to my friencs all the time, 3. ieomeone mace a gif for mo, Vd love it. + Focus on the form Write on the board Wien someone gives me a present, Fopen it When someone gives a present to me, Fopen it + Ask, "How many objects are there after the verb gives in the fest sentence?” [two: me and a present] "Which comes first?” me] Fave Ss look at the second sentence. ‘Ask, "What's different?” [A present comes first lois added before me] + Sslook atthe second set of sentences in 2A. Ask, “When ‘my friends follows the verb give, do you use to2” [no] + Say “Look at the third set of sentences, What preposition is added?” [foe] «+ Present the grammer chart Read the information inthe chart aloud. $s listen and read along, If desiced, play the downloadable recording. “© Understand the grammar Say, “This chart shows ‘word order when a verb has two objects ~ a direct ‘object and an indirect object. In these sentences, the 8 Listening and speaking direct object i a thing like» giftor moneys the indirect ‘object isa person who receives the thing.” ++ Ss look at the left side ofthe chart, Say, ‘When the {indirect object comes before the direct object, no preposition is necessary.” + Have $s look t the right side of the chart, Say, “When the person who receives the object fllows the direct ‘object. use a prepositional phrase. This pattern must be used when the ditect object is itor ten” + Present Common Errors Read the information aloud. (or more information, see Language Notes atthe beginning ofthis unit, or extra help with direct and indirect objects, go to Grammar Extra p. 165) B. = Proview and do the task Read the instructions aloud. Have Ss complete the tasic and compare answers with a partner. Check answers with the class. Answers 1... buy your neightor a gift; 2... give somebody a gift card; 8... buy flowers for someone? Would you ... Xi 4... sentved roses to you out af the blue?:5....X:6 ‘made a git or @exrd for samaan? Did you maki ... 7. work + Preview and do the task Read the instructions aloud, Have Ss complete the task. A. + Proview and do the task Read the instructions aloud. Make sure Ss understand inappropriate gifts. Uinappropriste: not suitable fora particulas place or ‘cestion) Call on individual Ss to share their responses. B 48 con meck 16 Pair work. + Proview the task Say, “First listen for what gifts are inappropriate. Weite the answers” ‘Play the recording Audio acrptp. 1-276 Ss listen and write ‘= Say, "Now listen and write the ceason the gifts are inappropriate” Replay the recording. Ss isten and site, $5 compare their answers with 2 partner. Answers 1. Japan: potted plants; some people believe they bring sieknass to a business or home. 2, uss: yellow flowerst ppoaple think thoy bring bad luck. 3. Chile: knives as = wedding present; they symbolize eutting off a relationship. 4 Korea: hendterehie’s; they symbolize sadness. 5. Mexico: silver jewelry; Mexico has some of the best silver in the world. TANS Unit 11: Culture © Weve tacr 7 * Preview the task Read the instructions alood, * Play the recording Ausiosenpt p. 7-276 Ss listen and “write the advice, Answers 1. Japan: Use bath hsnds to give someone a gift 2, Russia: Say the gift is something small 43. Chile: Open a gift immecistely. 4 Korea: Open gifts carafully, Don't roar tho wrapp! 5. Mexico: Bring white flowers to someone's home = not Yollow or red. About you D Pair work ‘+ Preview and do tho task Read the instructions aloue. ‘Ask a5 to read the example aloud. Have Ss complete the taskwuuve wu 9 wuueu wwvvvuvVv VV YVYMUUYVUUU Q Lesson C It’s kind of bizarre! Qo Conversation strategy Why use expressions to soften comments? C2 Ia Unit 6, $5 learned to soften their opinions using ‘would or“ in expressions ike J would say. Here Ss review and learn expressions people often use to soften their comments in conversation lke kind ofan a litle bit: For exemple, I's lite bit strange sounds less harsh or judgmental than i's strange. For more infoemation, see Language Notes atthe beginning of thisunit) + Sot the scene Books closed. Ask, “Whet are some ‘rays that people celebrate birthdays here / in your countey?” Elicit ideas from Ss eg. party with friends, {go out to a resiaurant, quiet party at home, do nothing). A. + Proview the task Books open. Reed the insrsctions aloud. Ask Ss if they know the meaning of bicarre. lextcemely strange end ums] + Do the task Have Ss wore in pairs to discuss the questions. + Follow-up Several pairs report tote cass (Write {teresting or unusual traditions on the board if using the Extea activity following Exercise D) B 4 conmae + Proview the task Books closed. Read the instructions aloud. Tell $s to write their answers + Play the recording Sslisten and write. Replay the recording ifnecessary. Have Ss check their answers in pairs, + Play the recording again Books open. Ss ister, read along, and review theic answers. Check answers with the elass. (Guy thinks traditions can seem slightly bizarre ifthey'e not from your own culture. Ann thinks they can seem bizarre even if they are from your own culture | + AskSs to call out any vocsbulary problems. Provide definitions © = Prosont Notice Read the information aloud. Aska to read the expressions for softening comments + Say, "Read the conversstion again. Find examples. Highlight or underline ther, Look for six expressions.” Have $s find tne expressions. Ask, “Which expressions does Guy use? just read the expressions and the adjective it softens” (kin of unusual: a litle strange: sort of ally lightly bizare] + Aska Sto read the expressions and adjectives Ann uses, [a bit odd not quite sures kind of bizarte] + Practice Tell Ss to practice the conversation in pairs, taking turns playing each role ;ant In Conversation Asica Sto read the information aloud. D 49 coats + Preview the task Say, “Complete the conversations with the expressions you hear.” + Play the recording Have Ss complete the task. Check. answers with the cass. Answers 1. B alittle bit biz-re; kind of strange 2.A not realy a good ides B alittle dangerous 3. A sort of weird B slightly irtitating; a bit ennaying 4. B a bit mean; somewhat odd 5, B not quite sure; kind of 9 fun + Practice Say, "Now practice the conversation with a partner, using the expressions you heard.” + Practice again Say, “Practice pain. Thi your own responses” Extra activity - pairs Pairs write e conversation similar to Guy and Ani's. They can use the ideas on the board from Exercise 1A or think of new ideas oftheir ow, Pairs present theie conversation toanother par. Unit 1: Culture T-120@ Strategy plus Why use Yeah, no? In conversation, some speakers use Yerk, no to agree with someone and then mae a comment ef thie ‘own, Even though they say no after yeah, they are ‘usually agrecing with what the other persoa has said. {For more information, ce Language Notes at the beginning ofthis unit) 49 conteeiz0 ‘+ Prosent Strategy Plus Read the information and the example aloud. Tell $s to look at Guy and Ann's conversation again and find Yeah, mo. Ask, “Why do Ann and Guy use this expression?” [They want to ‘gree with the other person's comment and then add 8 comment oftheir own] B09 008, Track 21 + Praviow tho task Read the instructions aloud, ‘Tell $s to read the five comments befoze you begin, Check that Ss understand the sentences. + Play the recording auatoseript 1277 Sslisten and ‘write the correct number, Replay the recozding if nece- ssary, Have Ss compare theit answers with a partner, Strategies + Proview the task ‘ell Sst read throngh the four conversations. Check that Ss understand the sentences. Say,“Complete the conversations. Add expressions to soften A’ comments, and choose an appropriate response from the box" ‘+ Do the task Have Ss complete the task. Check answers with the dass. >@ Answers Ss can use most of the expressions jie, nat realy ond nat ‘uital in all of A's comments ‘The exception isin #2, where they must use not really or net bigger: fast» faster Some adjectives and adverbs are irregular. good / well-> better: bad / badly-> worse For most other edjectives and adverbs of two or more syllables, use more or less, confident-> more confident; slowly > more slowiy: often ess often + Superlative adjectives and adverbs For most one-syllable and some two-syllable words, add est, Change final y to i Ifthe word ends in vowel + ‘consonant, double the consonant. happy > happiest big biggest fast fastest Some adjectives and adverbs ae iregular. ood well best; bad / badly worst + For most other adjectives and adverbs of two ar more syllables, use most or leas. sensibie-> most / least sensible; often» most / least often + Adjectives / Adverbs and (no!) as... as fas + adjective / adverb + a not as + adjective f adverb +05 Use + Comparative forms Comparative forms can compare two peopl, things, or activities, Here they are mainly sed to compare the same person, thing, or activity at different times. 1 el happier, and I've gotten better at it “the same as” “tess than”‘When the second item in a comparison is mentioned, than is used. In the lesson, Ss mostly nse either an adverb ox a clause beginning with 1 Tin sraining harder than ever, I practice less often than L shold. © (not) as...28 ‘The form not as + adjective / adverb + as is much moze frequent in conversation tan fo5s + adjective / adverb + than, In the lesson, Ss mostly use a clause beginning with Tafter the second as. I don’t play as often as I shoutd. + Superlative forms ‘Supettatire forms can compare more than twa people, things, for activities, the same entity at dierent times, Superlative adjectives are often used with the or a possessive determiner Taking a course was the most sensible idea The race is my biggest anc best challenge + Superlative adverbs are often used without the Train (the) most often on weekends Superlative adverbs with least are not com:non, - and all that. Conversation strategy Using vague expressions (Gee Student’s Book p. 139) In informal conversation, vague expressions are very common. People use them sehen they expect the other person ina conversation (o know what they mean, + Vague expressions and things (like that) and stuf (like that) and ail/ anal that and tha: Kine of ing /and that sort of thing and everything LessonC . Lesson D Ability, not disability Writing Extraordinary achievements Gee Student’s Book p. 134.) ‘The task inthis esson is to brainstorm, structure, and write an essay on a person the student admires. I brings together and reviews the parts ofan essay and types of paragraphs that have been taught in previous units. The grammar for ‘writing presents expressions for explaining purpose. + Struectaring an essay ‘An essay structure is presented as model: Introduction: Include a thesis statement. Supporting paragraphs: Write atopic sentence and supporting sentences with examples, reasons, end arguments ‘Conclusion: Restate the thesis statement. ‘After superlatives, use in, not of before places and ‘organizations. You can use of to introdue time periods ‘or the other people or things being compared, He's the fastest of ll the cyclists im the club, CJ corpus information ‘Common errors with superlatives Use fr for places ard organizations. ‘athe fastest rider in the club, (NOT: Don't confuse worse and worst ‘The worst thing is speaking... . (WOT: Fheworse thing ofthe club) Grammar extra Patterns with comparatives and ‘More patterns with comparatives (Gee Student's Book p. 167.) ‘These activites review and practice patterns with, ‘comparatives, Strategy plus No doubt. Gee Siudent’s Book p. 131) In conversation, people use the response No doubt to show that they strongly agree with someone. CY corpus information ‘No doubt (No) dows is also used in these related expressions: There's no doubt about it that; Without « doubt; J don't owbr it. ‘+ Expressions for explaining purpose ‘The following ace taught and practiced 0 (thal) + clause She left home at the age of 16s0 {that) she could train as amurse. (in onder) to + ver She went back to college (im order) to qualify asa midwifery teacher. Language notes Unit 12Introduce the theme of the unit Books closed. Write Ability on the board. Say, “This is the title ofthis unit, Ability is the sill needed to do something, What other themes or topics might this unit include?” Elicit answers (e raining skis, intelligere). Books open. Have a $ read the lesson aims aloud, Ss listen and reed along. Lesson A Intelligence @ Vocabulary in context ‘+ Set the soene Ask, “Who is the man in the picture at the top right on this page?” [Albert Einstein] “Would you say he was intelligent?” (yes; he was a genius] “Look again. Name a great artist.” call ext ideas. Ask $s to namea great musician or composer, Ask, “Are all the people you named geniuses?” Elicit ideas from Ss (eg. don’t knows some are and some aren's they are / ‘were geniuses atthe things they're famous for AL + Preview the task Read the instructions sloud, Aska to read the example answer aloud. + Do the task Have Ss discuss the questions in small Broups. + Follow-up Ask, “What different types of things can people who are intelligent do? Are the things they can do similar” B 1 coumazs + Proview the task Read the instructions aloud, Say, “Write your answers” + Play the recording Sslisten and read along. Play the recotding egain, Ss listen and write. * Have Ss compare their answers in pairs. Check answers with the class. [Seven different types of intelligence are ‘mentioned: linguistic, logical mathematical, musical, bodily. spatial, interpersonal, and intrapersonal) ‘+ AskSs to read the lecture again and call out any new vocabulary. Write i on the boaré. Have classmates give definicions or explanations of words they know. Supply definitions for any remaining voeabulary. Word sort © + Proview the task Say,“Lookat the words in bold. Which ‘es suggest ability or have the same general meaning, 1s can?” [be sensitive to; are skied /efcient adept at have capacity / talent for be ee to re capable of] * Say, “Complete a chart like this fr the different intelligences. Use the words in bold From the lecture, Fil in any blank spaces with your own ideas" + Do the task Have Ss complete the chart. Say: “Now ‘compare charts with a partner” Answers Type: Peopte with it. Alinguisie A are articulate, sensitive to language, trate, skied at leaming languages 8. logical-mathemstical 8. arosciontifcally minded, have ‘a mathernatical capacity for Investigating things, aregood ‘at math, avafficion at solving problems musica! have 9 talent for music B. bouily . are able to earn thraugh ‘movernent, uss their 2ogies effectively E. spate! E, aro.capable of resting drawings F. interpersonal Fare adept at understonding thors 6 -intraporsonat Gare good at understanding thomssives They would mate good... ‘A. vwritars, actors lawyers teachers |. mathematicians, sciantists C. singers, ong writers, rock muciclane D. dancers. gymnasts architects, designers F. counselors, therapiats G philosophers, writers ——_ ‘Tell Ss to turn to Vocabulary Notebook. fn p. 135 of the Student's Book. Have Ss do the tasks in class or assign them for homework. (See the teaching notes on p. 135) work + Proview the task Read the instructions and the example sentence aloud. Say, “Be honest about the things you'te good at” CD The example reycies the conversation strategy of using ‘would (7) to soften opinions. + Do the task Have Ss complete the tak. Pairs join ‘another paic and report what they learned, Extra activity - groups Stalk about the intelligent people they discussed in | Exercise 1A, They say what intelligence type the person they spoke about bas and give esamoles of why they think 0, A person car have moze than one typeof intelligence :Abiity — TAZ6 |@ Grammar Fig A. + Proview the task Say, "You can describe people and. ‘things with adjectives, Sometimes, you need to describe the adjective.” Read the instructions aloud. ‘+ Do the task Have Ss complete the task. out Answers 1. highly skilled: 2. are solontifieally minded: 3. Incredibly auickly: 4 particularly adept at understar others. + Focus on the form and use Say, “Look at sentence 1 What did very change 1?” [highly] "What part of speech is skilled?” adjective] } «Ask, "In sentence 2, what did ave scientific minds change to!” [are scientifically minded) “What part of speech is minded?” [adjective] + Sslook ar sentence 3, Ask, What dil think i's | incredibie change tt” [incredibly] “What part of speech is quick?” [nverb] + Sslook at sentence 4. Say, "one thing F want t focus (an was changed to particulary. What part of speech is particularly? [adverb] "What pact of speech is adept” [adjective] + Say, “Use an adverb if you need a descriptive word in | front of an adjective or another adverb.” LE sevnncomtrige an/viewpoln mo j + Prosent the grammar chart Read the information in the chart aloud. If desired, play the downloadable recording, $5 listen and repeat the examples. + Understond the grammar Review the grammar ‘chart. Ask, “What do the degree adverbs tll you?” Thow muchs ifi's lot or ait] “The type adverbs?” ening and speaking oe [what type, in what way] “The opinion ones give ‘your opinion. How about the focus adverbs?™ [They emphasize or focus on something] * Say, “Adverbs can be used before adjectives or before another adverb, but it is important to think carefully about the adver) + adjective oc adverb + advecb ‘combination, For example, you can say, extremely literate or extremely quickly. You can siy highly Mera, ‘but you cannot say highly quickly” + Present Common Errors Read the information aloud. ‘About you Preview the task Say,"Unscramble the words to make complete Do you know anyone wha...” questions. Tell Ss todo number 1 with a partner. Say, "Read your ‘question, Does it sound right?” Check the answer with the class is especially good at giving directions?) ‘+ Do the task Have Ss complete the task and compere ‘answers with a partner, Check answers withthe clas, Answers 1. Is eapesialy good at giving diractions? 2. communicates with ather people extremely well? / ‘communicates extremely well with othor people? particularly itarasted in himself or herself? ‘completely incapable of playing ery sports? tiulates his or her ideas remarkably clesrly? 6. does monte! math incredibly quickly? “Lis highly skilled at drawing maps? 6. is musically talanted /is talented musically? 9. plays chess fairly well? 10. learns languages ralatively easily? + Say, "Now ask and answer the questions with « partner.” ‘A. « Preview and do the task Read the instructions aloud Ss complete the task Answers ‘A synthesizing mind: e; An ethieal mind: a; A disciplined. mind: b; A respectful mind: €; A creative mine: B40 con res 23 «+ Proview the task Read the instructions aloud. + Play the recording Ausio cerptp, 7278 Ss listen and number, Replay the recording if necessary. Answers 1: A disciplined mind 2:A synthesizing mind 3: creative mind 4: A respectful mind 5: An ethical mind @ Speaking naturally © 8 cos neaze + Preview the task Read the instructions lous. + Play the recording Ss Iisten and circle. Check answers ‘with the class. Answers Aynthosizing ming; a respectful mine: sn ethical mind About you D Group work «+ Preview and do the task Read the instructions and the example aloud. Have Ss complete the task. Ss report ‘what types of "minds" are in their group. + TellSs 0 turn to Speaking Naturally on p. M3. or ‘more information, see Language Notes at the beginning of this unit. See the teaching notes on p.T-143) TAZ7_ Unit 12: AbilityA + Proview the task Books open. Sa Lesson B Improving skills 0 Grammar in context + Sat the scene Books closed. Say, “La this essen, we'e {going to talk about skills. skill isa special ability to do something such as cooking well, You have 30 seconds ‘to write down as many skills as you can think of. Start Call time after 30 seconds, Have $s call out the skills they thought of eg, music, writing, athletic, fnterpersonal), Weite them on the board. “What unusual or interesting skills do you have? Get ideas fram the board, Be specific when you can. For example, music is a pretty big category, s0 try to focus oa your particular skill ~ playing particular instrument or writing songs.” » Say, “Also, how good are you at the skills that you have? Be honest.” Aska S to read the example answer aloud. + Do tthe task Have Ss write lists Ss call out their skills, ‘Write them on the board. (Ifyou are planning to do the Extra activity after Exercise 1C, do not erase thelist from the board.) B40 cpa tease + Proview and do the task Write on the board: Linda Ho Nurdan Ozdag Bryan Jarvis + Say, “These people were aske if they had improved any oftheir skills in the lest yea. Listen to the interviews. ‘What skill has each person improved? How? Write the nemes, Then listen and write short answers beside the + Pray the recording Ss listen and write, Have Ss ‘compare thelr answers in pairs. Books open. Pay the recording again. $s listen, reed along, and review their answers. Check answers with the class, Answers 1. Linda has improved her publle-speaking skills. She took 2 course to help her improve, 2, Nurdan has improved her fute-playing ski's. She practices when she finds the tim 3. Bryan has improved his moun been training harcer than ever. biking skills. H © Pair work ‘+ Proview the task Read the instructions aloud. Sey, “Discuss the questions with your partner. More than ‘one answer may be corzect, and you may have different views, so make‘ note about the part ofthe interview that gave you your answer, Read it to your partner if necessary” + Do the task Have Ss complete the task. Check answers with the class: fr each question inthe char, read the three names aloud and find out how many Ss chose that person. Possible answers Answers will vary. Possible answers may include: ‘most progrese: Bryan, Linda more practice: Linde, Nurdan, Bryan had 2 fear: Linda ‘most serious: Bryan sgot help: Linda Extra activity - groups Groups use the lists of general and specific sills on the board for ideas. Group members discuss which of the skills they'd like to have or that they have but would like to improve.@ Grammar Figur it out TEL wwwrrcembriage org/viewpoint/audio * Preview the task Read the instructions aloud. Do the first sentence with the elass. Say. “Scan Linda's Interview answer on page 128. What sentence expresses the idea in number 1#* [I definitely feel happier iow] + Do the task Have Ss complete the task. Checic answers with the class Answers 4. Linds: | definitely feel happier nove. 2. Nurdans lam impraving, ... more slowly han I'd hoped, 3. Nurdan: I probably don't play as often as I should. 4. Bryan: Ill be the furthest I've ever eycieg + Focus on the form Say,"Look at the answers to ‘number 1. How does Linda feel now compared to before?” (She fels happier nov tan before] "Look at number 2. Is Nurdan improving the way she'd hoped?” [No, she's improving more slowly than she hoped. Say, “Look at number 3, Does Nurdan think she plays ‘enough? [No. She doesnt play as often as she should ‘Write on the bosrd: happier, mare slowly, not... as aften as. Say, “Happier is the comparative form of an adjective. More slowly and not... as oftee as are comparative forms of adverbs.” + Ask, "Ta number 4, has Bryan cycled 50K before?” (No. Ll be the furthest he's ever eyclee.] Write the furtvst ‘on the board. Say. “Furihest is the superlative form of sn adverb + Present the grammar chart Read the information inthe chart aloud. $s listen and read along, If desired, play the downloadable recording, Ss listen and repeat the examples. + Understand the grammar Review the rules for forming comparative and superlative adjectives and adverbs, Ask, "When do you use comparatives end as... as?” [to compare two people, things, etc] @ Viewpoint Pair work: + Proview the tak Read the instroctios aloud Aska Storead the dscston questions aloud, Male sre understand them. + Prosont n Comvrsation Rex tne information loud Say Note how [et used he example” Alea palrot eto reed the example convertion + Have comple theirimerview and prepation, Have Ss dele thi presentations oe cls TA29_ Unit 12: Ability + AskSs to look at the bottom left sectioa of the ‘chat Say, What word comes after than inthe first ‘example? [ever] “What does it mean here?” (before, atany time] “What comes aftr thar: in the next ‘cxamplest” {Fd hoped and I should] “What comes after asin the lat example?” [I should]. Say, “After as oF than you can usc a caus.” “The right side shows superlative adverbs, Why is parentheses?” [Because you der't have to use it] + Prosemt Common Errors Read the information aloud. (Bor more information, see Language Notes atthe beginning ofthis unit. For extra help with more patterns with comparatives, go to Grammar Extra p. 167) ‘About you BG con taccas + Preview and do the task Say, “Circle the correct ‘words to complete the conversations.” Have Ss complete the (ask and then compare answers with @ partner. ‘+ Play the recording $s listen and check. Answers 1. A better 'B more confident; better than the best In; mare easily 2. A the best an? 2B as much as Athe worst 28,geod as a 8 4A the hardest casler thar; better «= Practice Say, “Practice the conversations with a partner, giving your own answers.” Extra activity - groups $s compare and contrast thei ability in English now with their ability at the beginning ofthe course, Write on the boar: What do you think you do better now? What do you do beste What do you fel least certain / confident about? Groups discuss the questions.» ’ 2 2 > > ? > 2 > 3 > 2 > > Lesson C ... and all that. © Conversation strategy Why use vague expressions? 1s conversation, people often use vague expressions like... and things (ike that) when they don't need to be specific or when they expect the listener to know what theyre referring wo. Vague expressions are extremely commmon in informal conversations, (For more information, see Language Notes atthe Beginning ofthis unit) * Set the scene Books closed, Ask “How do you think people acquire their special skill? Soame people think that weave all born witha special sil, of aptitude Some think peopi ae lucky enough o discover their skill at a young age. Some thnkepeoplejust find it eventually, and some think there are peop who never ind their special ski. What Go you think2” Elicit ideas from Ss, A. + Proview the task Books open. Read the statement and question aloud. Ask Sto read the exemple sentence aloud, + Do the task Have Ss work in small groups t discuss the question, + Follow-up Groups describe the people they discussed. with the class B 49 contenae * Preview the task Books closed. Reed the instructions aloud. Tel Ss to write theis answers, ‘+ Play the recording Ss listen and write, Replay the secording if necessary. Have Ss compare their snswers ‘with a partners. + Play the recording again Books open. $s listen, read along, and review theft answers, Check answers with theless. [painting and drawing, piano (musie)] * Ask $5 to cll out any vocabulary problems, Provide definitions, Culture note ‘Nature vs. nurture fsa centuries-old psychological question. Are we born with certain skills (nature) or do wwe learn skills from our environment (nurture)? Today ‘most experis believe that ita little afhath, © + Present Notice Read the information sloud. Ask «Sto read the vague expressions aloud, * Say, “Read the conversation again. Find examples, Highlight or underline them ‘+ Ask, “What vague expressions does Jenna nse?” [and ‘things: and stuf and that kind of thing] Ask, “What vague expressions does Sam use?" fand everything; and allthat] * Practice Tell Ss to practice the conversation in pairs, taking turns playing cach role. + Present In Conversation Have Ss cover the In Conversation bax. Ask, “Which two vague expressions o you think are used most often in informal conversations?” Have Ss call out their guesses. Tell $s to luncover the box and read the information, About you D + Proview and do the task Say, "What do you think the expressions in bold mean? Write an idea fbr each one Before you begin, look at the example for number 1." + Have Ss complete the task and comoare with a parinet. Check answers with the class, Possible answers 4, and all that: oF be bern with talent Ang: and werk hard (stuay J try hare 3. and stuff: ard paint sketch 4. and that kind of thing: and speek in public /stend in ‘front of alarge audience 5, and that sort of thing: and make thers to do things 6. no things ike that x bikes / machines / computers, bulldthings + Ask, “Do you agree withthe statements? Discuss with a partner” Aska to read the example siatement aloud “Have pais share their answecs with the lass, Extra activity - groups Each group member reads a statement from Exercise D ‘that he or she disagreed with, The group discusses the satement, Unit 12: ability T2130 |@ Strategy plus Why use No doubt? In conversation, people sometimes want to agree exephatically with someone. No doubt shows strong agreement (For more information, see Language Notesat the bepinning ofthis wnt) © contanas + Present Strategy Plus Read the information and the example aloud. Tell $s to read Jenna and Sarm’s conversation again and find No dow. Ask, "Why does Sam use this expression?” [He strongly agrees that young musicians were born with some musical skill] ‘= Present Jn Conversation Read the information aloud. A. 49 008, 1mek 36 *+ Proviow tho task Read the instructions aloud. Ask. Ss to read the five responses. Check that Ss understand the sentences. + Play the recording Audio szrptp 278 Sslisten and ‘number the responses. Replay the recording if necessary. Have Ss compare their answers with a partes B40 cos, track 37 ‘+ Proview the task Say, “Now listen to the complete ‘conversations and check your answers” * Play the recording $sTisten and check their answers, Answers 4:1 don't doubt it. think it helps. 5: No doubt. They get all that pressure 1:0h, no doubt. Performing in aubile 3: Oh, without a doubt, If you don't Ika . 2; Oh, no doubt ebout it. My Ask, "Do you agree with the views? Discuss them with ‘your partner” 8 Listening and strategies A 9 o04. Trea 8 iow the task Read the instructions aloud, Tell Ss tosead the sentences. Check that Ss understand them. Say, "Read the sentences sgain and think about which pati ofthe sentence could be false” + Play the recording Audio seriotp. 7279 Ss listen and write T or F. Replay the recording if necessary. Check answers with the class. Answers LAAT TSE B40 cos, tack 99 + Proview the task Say, “We're going to listen to con: versations about a radio show, Complete each one with, the expressions you hear. Before we listen, read the conversations and make sure you understand ther.” * Play the recording $s listen and write. s compare answers with a partner. Play the recording again if necessary. Check answers with the class Answers 1.8 Hmm. Probably both... and everything, ‘A Without a doubt. Yeah. [e's the same for musie {and that sort of thing. 2.8 Oh. I don't doubt it. My teacher... read and that kind of thing. 'm eure... etudies and al. 2.8 Yeah, ...taks ballet and stutt ‘A No doubt. | mean, things lke tha, T-431 Unit 12: abitty Extra activity - groups Groups discuss nature vs, nurture, The ess lisens again to the talks about Howard Gardner (CD 4, Track 28) and David Sheak (CD 4, Track 38). Groups discuss both ‘men’s ideas and then decide which they think makes most sense. Groups tell the class their final decision. About you © Class survey + Preview the task Say, “Ask your classmates the questions that speaker A asks in Exercise B, Tole notes as you'll be preparing a short report to give to the lass” + Do the task Ss welk around the class and osk their questions, then write up afew notes about their findings. Ask students to report thei results to the ass. + Follow-up Ask, “What do your classmates say about talent? Have a class discussionpaar VEE COE VY YEE OTUYUYUUUUUYUUUUUUUUUYUULUUUUUY Lesson D Ability, not disability @ Reading + Set the scene Write Abily, mot disability on the board. Say, “When you hear about persons with Prepare ‘+ Preview and do the task Read the instructions aloud, Tell Ss to discuss the possible topic with a partner. + Aska few Ss to tell the class their guess. Read for main ideas * Proview the reading Say, “The man in the pictures is Chris Waddell. Read the exclusive interview with him, What are some of his achievements? Write your answers” * Remind $s to read the article without stopping to check ‘the meaning of new vocabulary. ‘+ Dothe reading Ss ead and write thelr answers, Have: Ss compare their answers in pairs. Check anawers with the elas. [He's a world champion skier and has climbed Mount Kilimanjaro] Extra activity — individuals / pairs / class Ss reread the article and make alist of new vocabulary, Including the numberof the paragraph where it occurs Ss callout the words and parageaph numbers, Write them on the board. Parinets use the context to guess the ‘meanings ofthe words on the board. A pair calls outa definition for each word on the board. The class checks the meaning using dictionary. © Read for detail + Preview the task Read the instructions aloud. Say. “As you look for an answer, think about both the beginning of the sentence and its three choices. Sean the reading for stmilar ideas and when you find one, read carefully.” + Do the task Have Ss complete the senrences and then compare answers with a partner, Check answers with the class, Answers 1. student (para. 1) 2. more medals (para, 1 3. attitudes (para, 2 and 4) 4, possible to climé Ipara. S} 5. difficult (para. 5) Extra activity - pairs Pairs write five moze questions that they would ask Chris, Several pairs read their questions to the class, Extra activity - groups Ss tell the group about any other people they know about with disabilities who have overcome challenges to inspire others with their achievements. If possible, have Ss access the Internet for details, Unit 12: Abil 7-132D Paraphrase + Praview the task Read aloud the instructions and the expressions in the box. Check that Ss understand the vocabulary and meaning of each expression. [completly dffecen: dierent m every way extremely fortunate: very icky: physealy challenging: dificult, {ie to physical limitations; readily access {ficult to approach or enter: special needs: special support someone needs in orcer to succeed specially tdepied: modified for vse by seeneene witha disability] + Do the tasie Have Ss complete the task andl compare answers witha pactner. Check answers with the cas. e Focus on vocabulary Answers (One ofthe things Chris belleves ie that everyone should se peoplo with special needs and disabilities in = completely cifferent way. He feels he has been extromely fortunate to have the chances he's had. Sutin reality, Chris has created fis own opportunities, bn ordar to highlight hi cause, he has ‘token on 8 series of physically challonging profects.Altnough ‘Mount Kilimanjaro is readily accessible to many people, Cris uted e specially adapted bioycle so that he could compote the elim. Chris proved yat again that anything is possible! A. + Proviow the task Read the instructions aloud, Tell Ss to look in paragraph | and find the words to complete sentence |, Have § call out the answer. [world champion] » Do the task Have Ss complete the task and compate answers with a partner. Check answers with the class. Answers ‘world champion; 2. spent; 3, shine: 4. preconceived: 5. challenge: 6. raising: 7. dedicated; 8. Conventional © Viewpoint Group work + Proview the task: Sx, “Discos he questions in his fatvty ane ata time, Ask low-up questions t get tote information” Have one Sin each grup read the Gestion aloud. Ask, “Can you sitet on one action ot forthe lst wo quesons?™ Explain that an ction point isa auggestion fractions) that can be taken taress a problem. + Prosont In Conversation Read the information aloud Say, "Listen to she way the superlative i use in the exemple” + Read te example aloud Ask “Whatithe superetie aajective in the example” [vost amazing) «othe tak Give groups rime to discuss the question. + Follow-up Have groups tepot thelr action pont to the dass, 7-133 Unit 12: Ability B Pair work ‘+ Preview and do the task Read the instructions aloud, Aska § to cead the example aloud. Have Ss complete the task. Extra activity - groups / class $s form new groups and discuss the action points they. heard. Fach group decides on the action that they think ‘would work best in their community / town end tll the class. ‘The dass votes forthe best idea, Extra activity - groups / class Groups choose one of the action plans they heard about in the Extra activity above. The group lists the steps that ‘would be needed to carry it out ‘Write the following hints on the board. Ss review them, The class can brainstorm more Kieas. Time Costs if any) People / groups to approach jor help Groups present thelr final action plan and the steps needed to the class. a HDDADOND DOOM ONM OD OODODOODOODOD DOO LOMOLI IIIT IIIT TTT TOTS OT TOUTS ‘Aska to read the leson aims (In this eston, you.) lod. 2, “Inchded in the fst lesson cim searing how tostructurean essay. Sean the page. Wha three parts can youbreak an essay down ito?" fistrodtuction, Supporting paragraphs, conclusion] Ast “What's presened inthe grammar for writing char lexpessions for explaining purpose in writing] + Proview the writing Say, "lu tis lesson, you will ‘write an ess” Point out the writing topic ithe Task box and read it aloud, Explain that they will write an essay that will practice the three aims presented inthis Iessoa. A Look at a model + Proviow the task Write midwife on the board. Ask Ss fora definition. [someone who [strained to help women give birth] * Read the instructions aloud. Point out that the expzestion for question 2 has been circled. + Do the task fave Ss complete the task. Check answers with the class Answers ©, Gladys left home to trsin as 9 nuese and then a midwife (so that) Gladys want b2ck to college to qualify as a midwifery teacher. (in arder to} 2» Gladys reticed early to regain har health (so) TB semnucambridgeor/vawpoi aus Focus on language + Present the grammar for writing chert Read the information in the chart aloud. If desired, play the downloadable recording. Ss isten and read along. Understand the grammar for writing Sey, “Look at the frst example sentence, Why did Gladys leave home at the age of 167 so (that) she could (cain asa nuts] “What follows so (that)?" [a clause) *+ Say, "Look atthe second example. Why did she go back wo college?” (inorder) to qualify as a midwifery teacher] “What follows (in order) to?” [a verb] Say, “Use so that oe in order to w explain the purpose of amaction.” + For more examples of the expressions inthis Grammar Jor vrting feature in context, have S reread the Lesson 2 atileon p. 132 + Present Common Errors Sy, “ie careful with so and sothat. Remember that so that can only introduce a purpose.” Read the information inthe bax aloud. + Preview and do the task Say, “Look z the four partial sentences below the Common Errors box.” Tall Ssto complete them, using allenate expression frum the model in Exercise A. Point ovt that te fst sentence has been completed, Have Ss complete the task Check answers with the class. Writing Extraordinary achievements In this lesson Answers 1... (i order) to train as a nurse /s9 she could train as @ 2... to qualiy as a midwifery teacher / $0 (that) she could qualify as a midwifery teacher, 3. She retired early to regain her hesith so (that) she ‘ould regain her health 4... polities to give something back te har community / ‘0 (that) she coule sive © Brainstorm and plan ‘+ Preview and do the task S2y, “Brainstorm ideas for your essay, using the points below.” Read the three points aloud, Say, “Remember, dont edit yourself ‘when you brainstorm. Organize the ideas that fit the topic. Throw avay the ideas that don't - eves if they'ce interesting!” Tell Ss to use the model to plan their essay. D Write and check and do the task Read the instructions Have Ss complete the task, Extra activity - pairs Se read each other's esays and provide feedback. They discuss the questions Is the thesis statement clesr? Do the supporting paragraphs contain exemple, reasons, ‘or arguments? Does the conchusion restate the thesis statement? Unit 12: Ability T1384Vocabulary notebook It’s just the opposite! If done for homework Briefly present the Learning Tip and the task directions. ‘Make sure Ss understand what they need to do. If done in class + Present Learning Tip Resd the information aloud. Say, “When you learn a new adjective or descriptive expression find out how to express the opposite ‘meaning, Sometimes you can use a prefix.” Point out the first example in the box. ay, "The prefix fx- was added to articulate to mean not articulate. Sometimes you have to use a different word” Say, “Adept at means Skilled good at. Bad was used as the opposite word.” + Present Dictionary Tip Recd the information aloud. ‘AskSs what a thesaurus is [a reference book, et ‘up ikea dictionary that contains synonyms and ‘ntonyms) A. + Proview and do the task Read the instructions aloud. Point out that the first answer has been done as an example, Have Ss complote the task. Check answers with the dass, Answers A.inericulte;. insensitive: 3 iterate; 4, unskilled; inefficient 6. unable 7, Ineapsble: 8. unimportant; orract 10. ineornpte, B + Proview and do the task Read the instructions alouc. ‘Ask, "What's the opposite for the expression be adept ‘42” (be bad at] Say, “Sometimes all you can do is add ‘+ Have Ss complete the task and compare answers with a partner. Check answers with the class. Possible answers 1. be bad poor / unskilled at 2..p2 gaod at / have B talent for 3.have no talant for /be unable to 4. be bad at / have no talent for © Word builder + Preview the task Read the instructions aloud. Remind Ss to use adictionary or thesaurus. [Note: ‘There are no “rules” for choosing the correct negative ‘prefix. Instead, there are tendencies: Use il- before fim. before p; in or un- before a vowel, r- before r. This is not a complete list. A dictionary or thesaurus isthe ‘mest useful source for checking the corsect prefix.) + Have Ss complete the task. Check answers with the clas, TASB unit 12: Avitity Answers ‘inadequate; 2. neHeetive: 3. inconvenient: 4. illegal 5. llogiea: 8, unlkoly:7. unnecessary; 8. impatient; 9. imprecise; 10. iretevant. On your own + Present On Your Own Read the instructions aloud and point out the example carés. + Follow-up Ai the start ofthe next clas, several Ss se theircards 0 play woe’ games with smal group of classmates.Checkpoint 4 Units 10-12 ‘Before you begin the Checkpoint, tell Ss to think of three language points from Units 10-12 (grammar, vocabulary, or conversation strategies) that they are unsure of, Have Ss make note of them, find them in the units, and review them, @ It's not as difficult as... CD This tsk recycles vocabulary related to weddings, comparative and superlative adjectives and adverbs, and as... ds It also recycles reported speech and the conversation strategies of drawing conclusions and of showing that you strongly agree with someone by using ‘expressions like No dowht, A. + Preview and do the task Read the instructions and the example aloud. Ss complete the task. + Have Ss compare their answers in pairs. Have Ss call ‘out words and expressions. ‘+ Follow-up Find out who had the most words and expressions, Possible answers 1. Wastarn-style wedding, religious ceremony, bride, walk down the aisle 2. (pertorm) a civil earemony, say their vows, exchange rings 3. go to 8 reception, paronts of the groom, best man, praom B. + Preview and do the task Resd the instructions aloud. ‘Aska Sto give the first answer. Have $s complete the task, + Have Ss compare their answers in pair. Then correct answers with the class, Call on individual Sto each read a completed sentence. 1. Dan more canfidert than; younger? Lisa the biggest; tho most important; ae hard as as successful ss; earl 2. Dan as difficult 8 Possible answers 1. The interviewer asked Lisa why she had decided to get ‘married in hor fortas, He also naked (ned) i vihether sne felt more confident than she did / nad when she was younger. Lisa told him /explaines / said thet) getting ‘marsied was / had buon the biggost devision she ever made she had ever made ! she'd ever made ~ and ‘obviously i's ft was the most Important. She said (thet| she waited / she had waited ! she'd waltod because she was working / hag been working / she'd been working az hhacd as she could on her caresr. She s\s0 told Dan {thet she might not have been os succassful as she is/was If she hed gotten married earlier. The interviewer asked Lise to tol lm If/ whether staying single is / wos as dificult asic uses to be. Lisa told him / ssid (that) sho dosen't cidn't think so, She alse sald (that) people generally don't! didn’t Fool az Pressured as they usec: to to get married. She told Dan [that) she thinks / thought ie / it was better to take your tims. She said ithat) when she was young, she was / she hhad been / she'd baon loss sura than she Is (wes now ‘bout life. She told him that har advice for young people | /wvas 10 enjoy life sed not to rush into marriage, 3. The interviewer asked Lisa total him / gekad if Lise ould tall him how much she/ they spent /nad spent on her ! their wedding. She told him / explained / id (that) thoy weren't ute, She also said (that) they chose / had ‘chosen everything as carofully 9s they caule to keep. the costs down. She explained that they even bought / had avon boughs the lesst expensive dress they could find. Stil, she said (hat| they would / wil be paying for the wedding for years! She ssid (thet! they would worry about that the next following day, [WUVVVVTVTUUUVUUUUUUUUULUUUUYVYUVUUVUUUUUUUUUUUUUU ‘Lisa as pressured as; betor loss cure than, co 3, Lisa es caret ran D Pair work ‘+ Preview and do the task Read the instructions aloud, Have two Ss read the example conversation, ‘Tell Ss to complete the task, reminding them to use expressions ike no doubt or so what you're saying is, © + Preview and do the task Read aloud the instructions sand the sentence stems in the box. Remind Ss to pay. attention to verb tenses and check to see if backshift is. needed, Tel Sst use this structure when requesting information: The interviewer asked Lisa to tell hire + Do the task Ss work individually to complete the task ‘and then compare answers in pairs. * Follow-up Have several pairs tell the class which ideas they agreed on. Extra activity - pairs Partners write five questions about the information in Exercise 1, part B(eg., How old is Lisa? What was the biggest decision she ever made?) Each pair then joins another pair, Pairs take turns quizzing each other. Find ‘out which patr got the most answers right. Checkpoint: Units 10-12, T-136.@ That's talent! CD This task cecyces vocabulary for describing intelligence, is and abilities. I also recycles verbs with two objects and the conversation strategies of asking for details and of using vague expressions when you don't ‘need to be precise. A. = Proview the task Read the instructions and the ‘examples aloud. Point out that not all the underlined sentences can be written in a different way. + Do the task Have Ss complete the task individually and then compare answers in paits. Check answers swith the class: Call on individual $s to each read an stem from the exercise. Answers 4. My sister has a enpaeity for understanding others. You lenove, she has great lnterpersonal sils. She's very ‘sensitive to people’ feelings anc everything. She ahways ‘ives me 008 advice My best friend is very musical Snes able to plek up any instrument and play ft fiend lont a guiter to ter once: ‘She was playing twithin three weeks! 23, | love to talk end I'm prety arouse. m prety skilled at learning langusges, 109. My gerents tought some Ralion: nguage COs for me when Iwas a Ki. istened to ther allthe time. 4, sent some ealigraphy pens to my niece for her bint Sho has a talent for drawing ond li that. © Traveling (CD This task recycles adjective forms and adverbs to modify adjectives also recycles using relative clauses twit chem, where, and whose tn-addition the task Tecycles the conversation strategies of adding softening Comments and of agreeing with someone and then taking a commeat of your own. A. « Preview the task Read the instructions and the ‘example aloud. Ask Ss to write their answers on their own paper. + Do the task Have Ss complete the task individually and then compare answers in pairs. Check answers with the class: Have two Ss read the conversation in. item 1, and ask another two to read item 2. Answers 1. AWhat’s the most phytcally challenging thing you've aver cone? 1B Wiel the tek to Mechu Piechu was kind of exhausting. But it was worth it because itis an incredibly impressive ‘My frend did the cit relatively easily whieh was ile depressing because he’s ten years old than me. He was fine, but | wee totaly oxhousted ty the time we got there. the first morning there, whon we got up early and watered the auntiso.Thet was just amazing | | T-137 Checkpoint 4: Units 10-12 5. Mi sister’ really good at singing and dancing. She made usa recording of her last show. My mom sant Ito everyene! (no enengel 1 My brother has always read a lot since he ws ite, H's ‘ery iterate You know, he's very smart and he's capable of ‘oing anything realy. 7. My dads 20 efficient t slving problems and things. | gave him ey math homework last wou. He cd it in 20 minutes, He just very fogica, | guess Pair work + Preview the task Read the instructions aloud. Ask. two Ss te read the example conversation. Ask, "What fare some other Vague expressions we can use when we dorit need to be precise?” [2nd things, and things like that, and stuf ike that, and all and that kind / sort of thing, and everything] + Ss work in pairs to tlk about people they know, using the ideas in Exercise A. Encourage them to use In what way? to 26k for details. + Follow-up Have a few Ss tell the class about someone their partners described who they thought sounded interesting. 2. AWhat's the most frightening thing you've ever dene? 18 /m not relly eure, Maybe going on a roller coaster on my bichday, | was ssately terrified, Theresa rually great ermusement pork near hero, where young people goto telebrate birthdays. Arye, | start off completa relaxed. 125 sort of OK, il we gat tothe toa, when where! looked down and started seroaming. twas windy that day, so twas particulary en B Pair work + Preview the task Read the insructions aloud. Have two Ss read the example conversation forthe class. Ask, “What expression is used in the example to soften the speakers comment? [kind of] What are some other “expressions we can «se to soften comments?” [sort of, a Jit, alittle bi, sighiy, somewhat, not really, nt quite] ‘= Do the task Have Ss work in pairs to share stories. + Follow-up Have a few Ss share their experiences with the class Extra activity — palrs / groups Pairs or small groups tell one another about the happiest day of their lives, Encourage them to comment on and. ask questions aboot one another's stories.Speaking naturally © Unit 1, Lesson 8 Questions with answers A comets Preview the task Read the instructions aloud, Say, "Notice the intonation.” Play the recording Ask, “Inthe first question, notice how ‘the intonation rises slightly on the stressed syllable and then. falls” Ask, “What do you notice abovt the intonation on the suggested answer?” rises] Play the ‘About you B corms Preview the task Read the instructions aloud. @ Unit 2, Lesson which clauses A Peon 7 Proview the task /Ask Ss, ‘What does a non-defining which lause atthe end of a sentence do?” [It gives an opinion bout the clause before it] Say, “Listen to what the speaker does to show it’s an opinion.” (For ‘more information, see Language Notes at the beginning of the unit.) Play the racording Ss listen, ead along, and repeat B 8cor nace 1a Praviow the task Read the instructions aloud. Play the recording Ss listen and zepeat ‘About you © Pair work Proviow the task Read the instructions aloud. Remind Ss to pause slightly before the which clause and to use falling intonetion. Ask a Sto read the example aloud, Do the task Have Ss complete the task. Ass discuss the sentences, go around the class listening for the pause and the falling Intonation, If necessary, replay Exercise B and have Se repeat. Extra activity — pairs Ss write five statements about celebrities and give them to a partner. The partner reads them alond and acids a which clause. T-138 Speaking naturally Play the recording Ss listen and repeat. Have pairs ask and answer the questions. Go around the class, ‘correct intonation, ‘About you © Pair work listening for the Preview the task Elicit possible replacement words for Jammy (e.g. friends, co-workers, Write them ‘on the board "Ask a pair 10 cead the example using a suggestion on the board. Ask Sto look at number 2. Eheit possible replacements for politics and religion (eg, an employer, yo nr salary). Do the task Ssask and answer the questions with a partner, ‘Speaking naturally © Unit 1, Lesson B Questions with answers ewete ae ou ote wa aE aay hn 5 you nahn vr oe igh? he ens A. corm meet matte ta th naman see Reps 1 te gene x? Yu fa 2 Whe you adage? Rajat 2 Wha es isin do ouput ale” or phone tc? {How mac yut ssc yuna ele ot 4. We doyea think ite nap aen arr? Senate? ‘scan Seti ch omen 1 todo you pour a Yar fre? Um yo acy ee end cl myo: Hw ato? © Unit 2, Lesson A which clouses ‘they am hag tonto a oer tra 209 rots ase, when proba happen ot ‘Pact wars rattan otras eras wth mab iat A corn macdand tant te elometon Dev Raped he map stents 1 cos Lamar pat ae tenet abel 1. Phatgaphcsare shes blew iin om 2 thems! meu lhe hut ha, nh {plete so hee en hey dcr we the-art hme stele etic bespsremthe 5 Renengentetonerefecn sn epee mates pin Veh cll revhch mb enka seg] Peron Die rein i ns you se it? (A Tapeh hefner Hats grghr ihn boeing em ce lng purse, 1 Tem Some pelngpr lai ped tre ih ely ht NDNDODODOODOOOMD MMONNONNNNDNDNNDQHOHKOHDOC0N0QAN0000FUVVUVVUYUYVUYVUY VEE CTU TET UTFTZTVZTVVIVVUUVVUVUVVUY peo Speaking naturally © Unit 3, Lesson B Auxiliary verbs A Peo toe Proview the task Say, "When people say did you and had ‘yor they usually ceduce the forms, blending the werds ‘ogether” Read the instructions aloud, Play the recording Sslisten, read along, and repeat. Ask, “How are did you and had you reduced?” [The final d and the initial y change to aj sound. Did you can be said as a ‘About you © Class activity Praview and do the task Read che insteuctions and ‘example aloud. Assign Ss roles (A or 3). Say, “When you are Student B, answer Student 4's follow-up question.” Each Student A asks a different Student B each question. When all have asked all 6 questions, have $s switch roles. cone-syilable word) B Wicos necese Preview the task Read the instructions aloud. Play the recording Ss listen and repeat. Remind $s ta reduce Did you and Had you. Speaking naturally @ Unit 3, Lesson B Auxiliary verbs ais a sets de Di od Hed ety rap wh an cos tse? as oss ys wo sai as put rect ‘need you ete? ae 1 eons Len sndrpat me gui, 1 dou a Fa anne ofl jo? Wha do ef? Wacken 4: Dioula Egy ou ese arg hyd fi? 4 thal poten sping Bg ony lg fo youd ae can Dion my ean Hon many doom Ped one fm he eben ou eda: Be) aod and ste forton tors Raph org | © Shao tn mea er esi ena em aren 4 Did aan od Wel? 4 Semi yor ha fom? © Unit 4, Lesson A Word stress [A tana fad inten he neraton aon, pean ttre 1B tense Us Undrentide et Ton tk and me | Wadd elie onan garage? Daya ey exper noig ope! 2 Howyoacanowies fag ete ees ou ma Ege op 3 ie once nna se per romain 4. Haves ded on acter? How ch compet ste rin ha ld 5 airy mating Pgs eur serer es He oes ae Weds? 6 How muh do ov on set carpe? 7. Dojouhmeta met Sedna br epee ery set han? {Wiehe stro prea nent Whar Soon ‘Walk around the room, listening forthe reduced auxiliary verbs in the conversation, Ifrecessary, replay the recording for Exercise B and have Ss repeat again. © Unit 4, Lessona Word stress A il coz tees Preview the task Ask So, “What isa stressed syllable in « word?” [tsa syllable tha’ louder ‘allt clearer / gets more emphasis. | “Wht does it mean when a word is stressed on the first syllable?” (The first syllable is sida litle louder and more leary] (For more information, see Language Notes at the beginning ofthis unit) Read the instructions aloud, Play the recording Ss listen, read along, and repeat. ‘About you B tov rocks Preview the task Read the instructions aloud. Sslisten and undedine. Play the recording Ss listen and undedine. Pause the recording after the first sentence to point out that the frst syllable (man-) is underlined, Play the rst of the recording. Check answers with the class: Have individual Sseach read a sentence sloud and say which syllable they underlined. Answers 1, management: experience, nowiecgs evidonce; 3, application: competition; 6. computers. Say, “Now ask and answer the questions with ‘ partner” While Ss do the activity, walle around the class and listen for the correct word stress. If necessary, have Ss listen to and repeat the questions ftom Exercise B Speaking naturally 7-139.————————————_ Speaking naturally @ Unit 5, Lesson B Shifting word stress A, @hcon.T0ck 16 Play the recording Ss listen and write $ oF D. Preview the task Say, “We looked at word stress in Unit 4 Tothis lesson we lock at shifting word stress, which means eee word stress that moves or changes from one syllable to ‘nother on different words in the same word family.” 1.0;2.5)8 4, D;8. 0:6. D Play the recording Ss iste, read along, and repeat the ‘About you rine orcs, Porc out that the slblesthat areredend Group work Shave boxes over them are the stressed syllables. fate aa haa epee te ‘i Preview and do the task Read the instructions aloud. Tell ave Ss read and repeat the example words again, this time $5 9 number the priorities, and then discuss their choices ‘without listening to the audio. ieee B Pi coz. tank 7 {Walk around the class and listen for the correct word stress Preview the task Say, “Listen to these pairs of words. Are Follow-up Have groups report their priorities, the words stressed on the same or on a different syllable? Write Sor D? Unit 6, Lesson A Silent consonants © Unit 5, Lesson B Shifting word stress A 4icp2 tack 26 Notes at some weeds inhesare wont Soma fore ianed onte Proviw the task $2y,"At you knows it canbe ticenereretaiaman: tena Peetu gus the corect pronunciation of some . ci mimi vartig ia nglsh, One reaon for thsi thet es eee rere may not be pronounced atl” oe foie Play the recording Ss listen, read along, and repeat. B Picoz.tae27 | ehcp Rn an insane Raph eae 2 Gtnse,Uranothne pf yore Autre cn the sar ree ‘Sianrymme 300 Pee ny Preview and do the task Say, “Read these 1 Se oct Stee - concn 2p! cre cama seme sentences, Draw a line though the silent Consonants in the Words in bold.” Have Ss ‘complete the tas and compare answers with a partner. Play the recording Ss listen end check. etl © cae fo ment ab hen mann = re Sore LS Ertan hens V0 = Nat ny T= les aan pos pyran one ts ert pop aan 007s creed tanec yo seth mot no TEM ert Patan cert of or be Nee cacao xvid het en en mde tl © Unité, Lesson A Silent consonants Answers LA Could lights, B right, listen, thous 2. clothes, B doubt, might: 3. A design ould, designer, B Know, foreign, Honest et te {A payehology, B Though, hal, OUTS, eee Es 52 ne doit. als, Sake pes erase ih hn oe Play the recording again Ss listen ané (A. tocorm fant ee Enon efomavin atone Rep he mri rss 1b ecrey fants snes Ore e/g th atone repeat. Tithe tan ed noe ‘About you. Ta cauk! yal eth pee mene en 4 Gig eye yee oud et ind, © Pair work 24 Doyouthia other Se Seetin eee? Prview wed do tre taei Mend the Arete spor tr nghcenbrt cle he 22 instructions aloud. While Ss do the activity, walk around the class and listen for the ‘Correct pronunciations If necessary, have Ss Jisten to and repeat the questions and answers in Exercise B. 2. prow teedindesgeneun, cold ou nee son Sine Se ge deers een es all an, “ok taney ang tthe ptorf oeing aoa my toes pur sapagsnie, One exp to eh Sema newb atos mab seesivgrasey || T-140. Speaking naturally Speaking naturally 1 5 4 ¢ {JUUVUVVUYUUVYVUUUE wer er ee we Be ee HOKU EB UUEEUUYVVYUY Speaking naturally o Unit 7 Lesson C Conversational expressions A cos, re0e 10 Proview the task Say, “When people use conversational expressions ike these, they tend to say them quickly, as one ‘chunk’ They dont pronounce each word lowly, deliberately, or separately Even when the rest of what they say is slow cor deliberate, exprssions like these tend tobe faster. The rey word in the expression has the main stress” Read the instractions sloud. Tell that the sylables in red receive the steess. Play the recording §slisten, read along, and repest B icos.tocen Preview the task Read the instructions aloud. Play the recording Ss listen and repeat. Speaking naturally © Unit Z Lesson C Conversational expressions ‘eo sone olan ag ene Bhan a moniroeebe hoe ae ad end nt tcan oe patina Rapa ne eam setc, 50 Lend pat Sey tespaens olde qu yoo 1g th ran rng rt dy Bt fi 2 Tobe honet wipe essen bape wie cals What eae eee 5, Toe youth th hare Bac ore What I eg ete tenor Lmean fib ra oma) © Paros Onestne owe Dee BA anon ti? @ Unit 8, Lesson C Strong and weak forms of prepositions aks isp nt rm fh pss oat ‘atin andot nomanes Th ube nek cams the moa the "Sore ec rte ag cin Sach an nt ch or oe Ovamara unary hth yovaa a? Inorohecaree ‘yee oak te ee? ye Riad ant ithe nations Rapa ne etn. (hs Un ht ony os ft proton ee ‘Sv Thenpmetes uth pene 1A Matec you xan CES nt shi ack at 1 Welkyween genom enter xh athlon elgg. 2 Sadao dk peng ico kan Coop fou oom gc 2 tanta bn tales to lave ews 2.4 Which bed oni 24 What odd mice ad ag Ad ey Obey allt naneat warn rsp ar im ou ok he ot nda Tht at schon nsrnayopce, aera Sie Felon poen nd ets (motte oi lace eveghane wk About you C Class activity Proview and do the task Read the instructions aloud, Reming $s to use conversation expressions, ‘Wall around the room, listening to hear that conversation ‘expressions are being used and are being seid quickly. necessary, replay the recording for Exercise B and have Ss repeat again, Extra activity - palrs Pairs practice Franco and Sarah's conversation from p. 78 ‘gain. This time, they pay spe conversation expressions quickly, Ge Unit 8, Lesson C Strong and weak forms of prepositions A Pho Ta0K 22 Previews the task Say, “Prepositions in the riddle ofa sentence are usually reduced or ‘weak, To wsually sounds like ta; for sounds like /se?. However, prepositions at the end of a sentence are usually clear or strong” Read the instructions aloud, Play the recording Point out thst the words in red are pronounced mare strongly. Ss listen, read ‘along, and repesi. Ask Ss to read and repeat the ‘example sentences again without listening to the audio frst, B tic. tece Proview the task So, “Circle the strong forms of the prepositions. Draw a line through the weak forms. Notice that the prepositions are in bok.” Play the recording Ss listen and circle or draw a line through the prepositions. Check answers with the class ai) {oh B Seem, ab: A of, tant 8 2 of 2. ~;B ofA a B Jot of 3 Alt6 fo 8 35 om, 16x Goof Practice ‘Tell Ss to practice the conversations im pairs, taking turns playing each role Extra activity - pai Fairs choose the first question from one of the conversations in Exercise Band have their own conversation. Partnees monitor ‘each other's use of strong and weak forms. Speaking naturally T-141Speaking naturally o Unit 9, Lesson C Stress in expressions B cos rack 36 Preview the task Resd the instructions aloud. Play the recording Check answers with the class. Play the recording again. Ss listen and repeat, A Ph cos, Teck 38 Preview the tsk Say, "Look atthe lsd ofthe chart. Remeber that these expressions are used when a speaker ‘Mant e focus ona fic or express an opinion. The mein Tress Iran the topic hiss shown by the larger rd box. Monieand yistleswitha smaller ed box seals sened Answers bur motas tongly. This is sometimes alld secondary tes.” 4, for, sal 2 fy, m3. comes, happinet; Say." Lookat he tp example onthe right. Sirssing know 5a, m6. far, end. avgest that Chere maybe othe actors the speaker isn aaaae of Now lk athe example onthe Boom ight Suessing | meansits only the speaker’ opinion. I means, ‘tsenly what “think Play the recording Ss listen, rad along, nd repeat know: ‘About you. © Pair work Preview and do the task Read the instructions and the Unit 10, Lesson B Silent vowels A Peoa tees Preview the task Say, "Vowels in unstressed syllables are often silent - they are not pronounced, or are very reduced so that they are very difficult to hear” Read the instcuctions aloud, Play the recording $s listen, read along, and repeat. B cos mack? Proview the task Read the instructions aloud. Play the recording Ss listen and draw aline through the silent vowel. Play the recording again Say, “Listen again and repeat the questions” Answers +. interesting: 2. fava; 3. preference: 4. valuable; 5. genéraly, family: 8. avsrage: 7. business; 8 traveling: 9. evsnings: 10. diffsrent. About you © Pair work Preview and do the task ead the instructions aloud, Have Ss complete the task, Wall around the room, checking for the silent vowels. If necessary replay the recording for Exercise B and have $s repeat agnin Sey, "Now find a new partner. Tell him or ber ‘your first partner's answers to the questions.” | T-142_ Speaking naturally example sentence aloud, Have Ss do the task. ‘Walk around the room, listening for stress in the expressions. Speaking naturally @ Unit 9, Lesson C Stress in expressions Next worse he obser ns tame Moctolleweaierinentyotanee Sineon ‘sets sesucta seomomed,(xoatant ean eno an eae ra en canto rover Vn ceed Anta ey coy Intern of mane (= pve sexts [tees Rueda te ation ar Rau ame sane 1B. tcrsy Aten Gc ten worsen el anion The en ae, | Grn rostn tana aay 3 hentcometa apyiaes hep ch-nre pat as ng et 1 Sotarart Koes ooze pare wear hr Tey dere ese, SAGES teonenned teres put bag ses Eyam. {Aetna ode aeons eal ey bie tora Bee. ene) © Poko Bann hm sense inet Mh a oon ram wh? eel a Afra Be mato dae haan wt” © Unit 10, Lesson B Silent vowels og amir Tho ‘monn 1A coun tude be amin tom Rpm nce 2 oe Lown mw fetch tao fe enn Tenn ei Siete 2 Wes our frre pasion nyu ont St 5. Mttrcbal ar pear iewayaaenshr tnt 2 ites amps ewes ae oo dopey goatee $ Sayasinewageestas prop ontinen sl {inn deten finger 1 wetioyctsiebecrag rec oi ca 1h Sobor detoe nen ta os ie pe? van Pink meting a emerge ynmtoe in Een Bhan Me ne “ail © Poem hi rar tt parr ani esto Ve Val A AV VL LL VL ED) dak at eeSpeaking naturally oe Unit 11, Lesson C Consonant groups A Meoa task 2s Preview the task Say, “Sometimes, one ofthe consonants Jina group of consonants doesnt got pronounced.” Read the snstructions aloud Play the recording Ss listen, read along, and repeat. B 48 cou rece Preview the task Read the instructions aloud. Play the recording Ss lsten and draw a line Answers 1. A bes gift: B gold nocklaca, last May, mast beautiful 2. best friends; B cosfs too, send ther @ Unit 11, Lesson C Consonant groups ‘ede at ene mae sonnet onde grb Creme sO So are eareeess ieee eee Se ey nepas ae aaa Soe Fe aoe ee alunsrcba a or et fer ey neces [A $048 Sanda tna tina shove Rapa he gl einen 1 er Fath comin Lock te wo inl Se ough oe 1A What ebb yuseere cen? Nom tea erp Peers pee 2.4 Dowsing youre Gnd bt ad? 1 Saeilan Lats nl erp. em coc 4 Tau rt Sted un yoko at ben 1 Ady #3 mat andthe my pron ob meant ye ava Pati emi be Paton ps in Yor on EM. © Unit 12, Lesson A Stress and intonation Speaking naturally 3. last time; B don'f know, montis ago, just got 4.A nexf Saturday: 8 next Sundey, asfed my. Play the recording agein Say, Listen again, and repeat the questions” Preview and do the task As students do the task, check for the unpronounced consonants Say, “Now practice again, giving your own answers.” @ Unit 12, Lesson A Stress and intonation A coe rece 20 Proview the task Sy “Speakers use stress ‘and intonation to signal new information and contrasting ideas. Information is stressed the first. time itis mentioned, [tends not tobe stressed in responses” Read the instructions aloud. Play the recording SsTisten, read along, and repeet B conten Preview the task Read the instructions aloué. Play the recording Sslisten and cirle the ‘words with main stress. ‘Check answers with the class: Have a $ read each sentence and then say which words are circled, (The words with main stress appear in the Answer bax in bold.) se man mnt 3 Answers ) ee ee 1. tot very good searing : eecareeten tongue , 10 waren A ramay daria 2 eal Wo nring nguoen is 2 8 Se ur ante goad men? 12 wr you got organ? efficutt : ie aoe 2 Yeah 1s extremal dieu > ae eee ae aren Ae tee ate A coe einen emetad eee, aoe cimigs DB deer tm ttemenee nese be ounesaerenanetemn Br wont Modo alent fer musi! > Rn A Yeah. I cent even sing In tune, “grou ee irene 2B Well, can't singin tune or play an > een instrament or anyeing , +s Miteeanees Tall Sst practice with a partner. Walk > 1 Sa stem around the om listening othe ses and t 2S areas ear eae ee peo for Exercise B and have Ss repeat again, Speaking naturally 7-143Grammar extra Unit 1, Lesson A ‘This Grammar Extra provides review and practice of questions for the present and past tense and present perfect forms, Questions If done for homework bricily present the grammar chart, Go over the task Instructions lo make sure Se understand what todo. If done in class Present the grammar chart Read cach question type aloud, and call on two Ss to read the questions. Then go over the information about the Wh- words a the botiom ofthe chart. Understand the grammar Focus $5 on the form for some question types, esking, €. “What forms of be do you use in the first type?” fam, ate, is] “What are the past forms of be™™ [was were] “What form of the verb follows a ‘modal verb?" [base form] ‘Ask Ss to suggest other questions. Encourage 4 ¢ « ‘ 6 4 4 them to use different subjects (eg. your Unit 1, LessonA Grammar extra classmates). Questions: inion cao Weoe aeons ‘ A. Preview and do the task Read the ‘HosPeyaur Sighs ves te you? teu ard 4 instruction aloud Sx complete Ue skand then Sowewajer por) Waseca ton! eal ee ee nna Check answers with the class. War ame di yo gata Toop? Dla ou pat up on? ¢ Neereimgencoss” enna street) | Answers ecm eral | tiers 13.900, doing Pe tae caster saosaa iar volo Dare 14. Were, hanging eter kre nei t ze - paeumapaaad tema ereew, 4 were 1Bhave, kno EACa Gena eemenmnieereerey 5.00, know 1B Hoa mess oats need crema i B.does ve The boon ing Tonite thio incon ‘Mahan bcs ‘ Paper ‘tev boon _ { Fear se eevee ea nan nn et Bai, ott 18.teve boon eemtette 1, wher pth ii ¢ 10.044 go out tering ae a es ' Tove dora t2.con ewok 1 epoeemnninnes 12 Are, getting 20. shoul spend moet 1 Toa gemiinbtm) | pee eee B_ Proviow and do the task Read the 2 ie a ener t Ieee Saeed Peeler Gs oS complete the task. 2, Foo emph enacted 2) 1 Femocieeffeseet seein nae 5) ee ; fe Se rae ca ee ‘ cae ene { io ee hat 8 — oe des) t rc reall Bi, Inyouropinlcs, hew much tiene yeu, practicing, 1 Aer] B vie aroun steno te gator Ove ric eatin youn ‘ yee os Bea aj on a eB \ “Grammar os { 7-144) Grammar extra: Unit 1 1VVOOVVOVOVVVVVUVVOVHOUUUU VDUUPUUUYVUVUUUUUUUUUY pre Grammar extra Unit 1, Lesson B ‘These tivities review and practice frequency expressions and ther placement, and state verbs [nthe present tens. 0 Frequency expressions Present the grammar chart Read the information aloud. Understand the grammar Have Ss ook at the chart. Ask questions and elicit examples for each pattern: “Where do adverbs like offen goin simple present negative statements?” [after don’ or doesn't] "And with present continuous?” [after dam, is, are (i) “Where do longer expressions go?” [atthe end of the sentence) Present Common Errors Read the informetion aloud. Preview and do the task Read the instructions aloud. Say, “The first answer has been done.” Have Ss discuss why itis, correct. Ss complete the tak and then compare answers in pairs, Check ansivers with the class. Unit 1, Lesson B © Frequency expressions ‘nse amat ore omen eb io fr dba panama ses arat Soma oboe ae orp Upc coneuaty tne Thy taney ing ae ons + gic adm aly yoo oct ng ta pra a ana og 7 my 00a ater oa ‘Tse sdebn congo tne heat mas uly en vara, pony catty Qearnaiy "st as ny er Grammar extra the dover! ser mong teres bpenent covets mn Goat wm ed Answers 1. Inever make phone calls after 10:00 pam. 2. Wy dae wil ‘occasionally text me during his lunen break, / Oceasionally ‘my dad wil text me during his lunch break. 3. My sister normally checks her erall before broak‘ast./ Normally my sister checks her email bafore breskfast. 4, | rarely send personal stters these days. 5.| generally instant message / Gonorally nctant message my frionds ate at right. 6. Ry best friends constantly sending me text messages during the day. Have Se rewrite the sentences so they’te true for them. Follow-up Call on several Ss to read their sentences aloud. @ State verbs Present the grammar chart Read the information aloud. Undorstand the grammar Have $s look at the chart. Ask, “Are these verbs used for actions?” no] Explain that state verbs are used for emotions, thoughts, possession, the senses ~ not for actions like eating o- working Present in Gonversation Read the Jnformation aloud. Elicit additional examples. A Preview and do the task Read the Snstructions aloud. Ss complete the task: Chock answers with the class sein cnn te sets Te reo sear ey 1 tebe peal sere 100 pm Zoe ats poe ca Si Answers (Scsonty Ine parents a 03 gos 1. does, meen 2 Mra ny cng iat Somers 4 lend jee ee 3.2re, thinking 5 age my reac el Lc 4 Does, know { Mytet eset mage: and) EDachevd @ State verbs ea (om nm ck Datel sans nae ‘nse ed ear eh ma ne ro doeat ae 0 Tae He foke eet Lites a does M i het ena ot mene pn ne Devarhaw nyaze’? Sut kw jashig 3 coo an Tewoe peor SUT rani sacra (Shao racouneanscnx? on ay Pr i oh. ‘A Conglasne quesian eh at hen, Us tsp pean or rast cede. 1. Wh_—_ he wdc?) 2 yeu ho eae ee wp scl e eeh 3 eerie ri ‘enone rm rvtovedte rete? ino : jejunal ont fe) ‘ag vo yor one neve tte unions Grae strato a yous B Preview and do the task Read the instructions aloud. Ss complete the task Follow-up Have some Ss read their ideas aloud, Grammar extra: Unit 1 1-145Grammar extra Unit 2, Lesson A ‘These activities review and practice subject and object relative causes, and the choice of singular or plural verb forms in relative clauses Verbs in subject and object relative clauses Present the grammar chart Read the text aloud and have Ss read the examples Understand the grammar Clarify the difference between subject and object relative clauses. Ask, “What does that refer to in tae second example?” the subject TY shows] “And in the Fifth?” [the object the cithes| Present Common Errore Read the information aloud. Proview and do the task Read the instructions aloud, Ss complete the task and then compare answers in pairs. Check answers with the cass. Write the two. answers for item 6 on the boare., Say, “There are two ways to interpret this sentence. Why does the first answer require plural verbs in the ‘which clauset” [The which clause modifies the plural notn talk shows] “Why isthe verb in the second answer singular?” lit a comment on the previous clause] Answers 1. which takes; shows Follow-up Ss write Five sentences, using the ideas in Ue unit, Thea they work in pairs to read and comment on theit sentences. Ask some Ss to share their sensences with the class. T146 Grammar extra: Unit 2 Unit 2, Lesson A Grammar extra ‘Verbs in subject and object relative clauses intone cn, aa nen sb un 2 ce igus wtb s cua peste peters pune Subic aati ase sopet sat ee pacts Venaw “tne arangee ser Sse (Vabone tet ange suchen aot ceccesoy be Nomtaing Coir whch ued onc me pba re cm see ‘iphone ae toh coe gs 8 ‘canecroaoe cine hme eb Detring Fa made etme ed cins at mrmmesarta pose (whe/emn iy rae acir tae Ne dfeing ashe whic ra asso ay ha alone vere ‘ym cese na sero ester case ce ik peal cee Assaone ncn misggusres Caer seras main at cete meh ety ec ‘Sapir olve orang hy nad wha ha ry Conglesthcataee ih gular prem af ha vere apenas | tual joc gras buon” nck ae] ou raph lances picpesed (ey) yeutbar bau ete al phgspns Bap ich 5. Sums nho__ tel bone th cel oer _ uy ne eat 4. Fons posse __ prt a eee enter eee lay yo Pree 5 Aphoogeparis lea) edeinyioaar__ hej Cheatin pron ten wich Capa er ch bet heiemraabi pale > Fahondecgaar eta (eel) pBetchan den) cto ee 1 Onopko enero nd tit ction Peden) poche iho wesroa Aare gedaneacohe (athe pbc wich [erie a och nga pasuuwuuuuVvUuUUUUUY weer uvevuwuuvweYy Grammar extra Unit 2, Lesson B These activites look at how to use that clauses to present a point and whet clauses to eraphasize a point. @ Using that clauses Prosent the grammar chart Have Ss read the information sand ask questions as needed. Understand the grammar Have $s ook at the top part ofthe chart. Ask, “What's one way to start a sentence that describes a problem One that presents a fact?" For the bottom part of the chart, ask, “What words add more {information to the nouns in these sentences?” [with ‘watching too much television; about TV) Present Writing vs. Conversation Aska $ to read the informatien aloud, Unit 2, Lesson B © Using that clauses Yan cs ptr br gto des tr Mn i rien Tae etal tien rac on co ‘That ng ‘heaps man alae hatch who eh Ten boom ret ‘Macd/emating tng artis to wea 00 ux Ian Ss aapemie nick * Yoana tomcon ie ate neg ean apt sun + glee ‘Deter wih wating 6 mh tlt tle Ne ge eos Teor: tg about TV tor aya harkens wt Ravi ane icon tr ho carat wine Yoni ng) Gen tne 4a sf at rr ero by eekeaog 2: Versailles tng sno yop Ce eek) 3 Se chien moreso ise rn eva hs eh Te ong hig 4. Tijd cveaha tu shorthe lien wath (Tins eer pany @ what clauses + Yalan te wt sins emobatin wp a apn Garena cena rowen’mom Faw ete The sacra ce + ier tng nna eared re Fao a ‘A outa nae snans by sng tar vith 8 nat {inet get noon spree 1s Teen sien (arbre) 2 chide edgy adie cenit (a Fin) » Kihara hes ir ges Chey ee) {Ben edlod Tsk pre es econo etngecnih tc “| mde oo un ne! sno cn Le Theat oo ik aching. ‘en gh ws “Depa. Whababene Winer eregtoay Grammar extra Preview and do the task Say, “Rewrite the seatences by ‘introducing them with the snformation in parentheses Ss complete the task and then compare answers in pairs. Check answers with the class Answers 1. One good thing is that ..;2. The reality (that! .. 3. The interesting thing fs (that)... :4. The problem with parents today s thet)... © what clauses Prosent the grammar chart Read the information aloud. Have Ss repeat the ‘examples, Understand the grammar Have $3 come up with additional exemples. Present fn Convorsatfon Read the information aloud. Have two Sé use the expressions to replace the ones ia the chart. A. Preview and do the task Say, “Rewrite the sentences, starting with a wha? clause that gives the information in parentheses” Ss complete the task and then compare answers ‘in pairs. Check answers with the elass, me is hat... 2. What 'm saying is (that) 3. Whot’s realy seary Is (that); 4. What's clear is (that)... instructions aloud. Ask aS to read the ‘expressions. Ss complete the task. Follow-up Have some Ss read their ideas to the class. Grammerextra: Unit2 T-147Grammar extra Unit 3, Lesson A “These activities review and practice use and placement of time expressions with the simple past and present perfect Time expressions with simple past and present perfect Prosent the grammar chart Read the information aloud. Ask $s to read the exemples. Understond the grammer Have Ss look at the chart. Ask, "What do we use the simple past ro indicatet” [a completed time in the past} “What do we use the present perfect to indicate” fa time up to nov that isn't yet complete] "How are time expressions like faday or this week diferent from expressions like yesterday or lately?” [They can be used with ether the simple pastor present perfect} "How do we use forand since?” [for: period of time; since: point in time Ask Ss to give additional examples foreach point in the chart. Present Common Errors Have a read the information aloud. Ask Ss for examples using other time expressions, A. Preview the task Read the instructions aloud. Say, “The first two blanks have been filled in.” Have Ss discuss why these answers ere correct’ Do the task Ss complete the task and then ‘compare answers in pairs. Check answers with the class Answers |. moved, have gone, found 2. have traveled, have visited /'ve visited 00k 2, have buen "ve been, haven't had 4, nes had /’s had, lost, was. hasn't bean 5, have been /"ve been, have gotten /'ve gotten 6, have happened, met, got B Preview and do the task Read the instructions aloud. $5 complete the task. Follow-up Have $s work in pairs and take turns reading their sentences aloud. Encourage Seto ask questions to find out or check information. Have afew 5 read their ideas to the cass. TA48 Grammar extra: Unit Unit 3, Lesson A Insane caeres masa scohed Yori he joc pict el vata ar fahasebistonbens Tivo Silpedmamape it ie iran ore ianmday ae ee ates hans nyt seni ape Tomer ace puma “scans un mpm wh ie as nthe ese are {eth et) anus wn sary ca ‘esos nym se erating acer \hbve own ry sce te sary br nym och aN) ‘Tins arose usa oer ent srr Yad OF om rd yaar “= Unseen spereat tre. Us sacewins pra ns a = pine Feast torary nse 95/ anv ca "gor mg rege CK On “ot aerate [A concise ere athe pl po pat pte othe ea pares 1 Asie ea neo Choc i eae ao Si ngs gk at Be Wine grats bate ad) agar eg ew 2 Mpa (ene nthe ps kyo Tada |. yb end tae womb ak ee had Ls ee enaple A otphandhe—thoandlnereraloegtine Hehe abewsbatietg eae Repro eee a pony yap ino here oman ght | [pst mss AleceingPagpe)in any cael be Pe fal Seoenewacihl neping nieve geOmaret atin Ta) apo seas A (rot ic take 18 vreteurantencor out oat gpl youn Us th eso she ‘Aes mptt met oprtn Grammar extraswuUVvUuuUuWTUUUWVUUUY wo wwuwve PITT EIVOOVVVVVOOVUY aaa ‘ct] Bea soseacnecs tata noting epee out hn spn prc an Grammar extra Unit 3, Lesson B ‘These activites review and practice the use and placement of time expressions with the past perfect. ime expressions with the past perfect Present the grammar chart Have Ss read the chert AP and do tho task Read the instructions aloud, silencly. Then ask individual $5 o reed the examples aloud. $s complete the task and then compare answers in pairs. Understand the grammar Have Ss look at the chart. Ask, Check answers with the class. “In the first example, which action happened at an earlier time?” [had eaten} “In the second sentence, is the verb with Answers sill affirmative or negative?” [negative] Point out that yet is 1.44 nover been there before ‘mostly used in neyative statements and questions. 2. didn’tfind it until after — Focus Ss on the example with (not) until after. Ask, ‘What hhappened first. and what happened later? first. bought a new watchs later: found the old one] Do the sime with by the time, never... before, earlier / previously / years ago. Unit 3, Lesson B Grammar extra ‘Time expressions with the past perfect + voveinum ro oto om mentesers wiht pret ‘sendy aya Sy fg oe met cA heard ate nr et renee Te at canter mint Paba ez pt sb ore se at Wy ge ha hr a a ae Te tty wt wnat 600.0 a Deets Tra st bythe Feat hace ‘Sa nasa Get ne | eMAG stenaar ane bore termina "pore seach at seg enn ee Iie ee aa pray 20 ae ‘ioe aac ura am bctse| dase ye og ‘A onpaa te sentences wih papa ne mpi n ne a | Lat sumer ink wenn in asl elton ma ahs coy bec een ee bar el eck ete 1 Anwothielet hing ard go many cra ed find ‘begtane0 ne 4. el endplate gach woul tit ‘stig sence met pes ae een aeny—pecemsr al 5. Ted le. stonedbecse__ fal psd patie nang nee Emereing 2B keine phe gis mr ohe Feng elane 1 Lak they cto tg eal calew oa efi eed, srybngword oe eg idiom aay cnt pr, i dives tne of heat ee a Tlf a eh yf a many ben ar et Teas B Preview and do the task Read the instructions aloud. Have aS read the example, Have Ss complete the task. Encourage Ss to ‘write their sentences in paragraph form, Follow-up Have $s read their stories aloud to 1 partner. Then have a few Ss read their stories to the class Gremmer extra: Units T-149Grammar extra Unit 4, Lesson A ‘These activities review and practice quantifying uncountable nouns, the use of singular verbs with uncountable nouns, and nouns that are both countable and uncountable with different meanings. @ Making uncountable nouns countable Prasant the grammar chart Read the text love, calling on Seto read the examples. ‘Understand the grammar Ask, “Do uncountable nouns ‘have plural forms?” [no] “How can we use numbers with sncountable nuns?” [by using a piece ofor a countable noun to refer to an example ora par) Have Se igees sentences for cash coin a bil luggage ~ bag. and work — jb oF position. Present Common Errors Have aS read the information aloud. Ase “Why ave the ersied-omt words rong?” {ncauntabe nouns dont have plural form.) @ More about uncountable nouns Present the grammar chart Have Ss read the information sfently and then ask questions. Understand the grammar Ask. “Do academic subjects and sports that end in -s take a plural verb?" [nol Explain that you use the countable form of a noun when you want to describe = specific example Preview and do the task Say, “Circle the correct words” Ss complete the first part of the task and then compare answers in pairs. Check answers with the class Answers 1 compatition 2aleng time ‘experience 4s 5. Doos 5.» business 7 imtoraste 8 Dows ead aloud the instructions for the personalized task Ss complete it and then compare ideas in pairs Follow-up Have pairs tell the class about theic T1500 Grammar extra: Unit 4 Preview the task Read the instructions aloud. Say, “The first answer has been done.” Have Ss discuss why the answer is correct. $s complete the task and then compare answers in pairs. Check answers with the class, asking Ss to explain why each answer is correct. Answers 1. piece of advice; 2. ajob /a position; 3. piece of equipment; 4 trip: 5. ag suitcase / piece of luggage: Unit 4, Lesson A @ Making uncountable nouns countable iar ee peau ace Grammar extra pecs ote” poe onectur Sawshers mera na ara same, 1. Bearskin ob ieve Herne apenas Oly 2. Fy nang drroenday recht hen pop lt _ lone 2 Wtakcetotmeesecaceqopnen tone Orcas un scseie 4 Tne began When ou fbe corp ieon heer 5 oncom rach ngage tienen ene ah Sensjontersepnne sot yoa uy ake Deans oe @ More about uncountable nouns eda nal eur son, omc Fremont nsec Winmornratrs aed sian Shes ove socal busaetes Mate amperes ong gws eget Joel soe sr panes | Scars ni en termi een | Ae lcane fg caTcamption compte ae dost 2 Baten kr onan te! gine? De Desecnams re pee wl Koel Boutin te pls cnet ante gle. {Ba Deer tena em dpe yot EVE VE Va VE te yates wf ies SSou MONON HN OH OHHHHNHADNO DHE Ss Li orGrammar extra Unit 4, Lesson B “These activities review and practice the use of the definite article in expressions that describe location and with meals. More about the definite article Present the grammar chart Before starting the presen- tation, ask, “What isthe definite article?” [the] Have Ss read the chart silently, Understand the grammar While Ss are reading, write the locations on the board ~ in a different order from the one inthe chart. Ask Ssif they have any questions about the information inthe chert. Then have individual Ss come to the board and ‘write a or atte in front of eaci word on the board. Present Common Errors Ask 2 Sto read the information aloud. Ask, “Why do some people make this mistake?” [Some ~ but not all - English nouns take the] Unit 4, Lesson B More about the definite article ‘pry shem mera nogym te sarge po a a en sare alta wane ars squarat att elon er vata 2 otto wv Sy compner net rao ener bare 2th ak ‘rhombus Ine at en oS come yh pny ct a eh Sa opm frac rg srg ph han plo Monrermens wot cg yt gato gn osreb olmak retin ho cab Ge ns a pein rch 2 ekg 5 Ofna belly Loan. beantel atta bees____ cary 1 Ses litaring ign bch ene Im ung enpenve 1 Ocutunaly Maat hama bakes pce dpe rk. 164 ooyeudoanhing min fr mace got 2 Walenta Tercera gt rot fatonin 8 sc enti et gad 2 Wells scme le shayetoasomaing wd esp at___ eto sechigin— dawrarpie— bekbawmecnh 7-4 Ooyscer dosing haar —_das eos retmset? © Umsemeimetgpemier der once 1 weaidyometo eee heh tt 1 Wah ken besa gy ar who san) vmayour um encueta nagbeten tore ase fon 8, Grammar extra Da ue ah tea eon wean, ac arta opseone Bae as A. Preview the task Read the instructions aloud Point ‘out thatthe first blank has been filled in. Ss diseuss why this answer is correct. Do the task Have Ss complete the task and then compare answers in pairs, Check answers with the class. Answers Lae B= the 2A Baan 4A B the, the BAR a 8A B the, - the nA B- B.A the a B Proview and do the task Read the instructions aloud, Have aS read the example. Ss complete the tak. Follow-up Have Ss take turns reading their answers aloud to a partaer, Then have Few Ss tell the class something they learned about Grammer extra: Unit — T-151Grammar extra Unit 5, Lesson A ‘These activities review end practice conditional sentences with continuous verb forms and other ways to talk about conditions ‘with even ifand unless G Continuous forms for conditions Present the grammar chart Read the text aloud and call on $s to read the examples. Understand the grammar Ask, ‘What does ypothetica! ‘meant [not true or real] “Do these past continuous examples tefer to the past?” foo] “Why noi” [Past forms are used for the present when they describe hypothetical events and ations "Which form is used te introduce hypothetical situations inthe past?” (past perfect continuous} Proview and do the task Read aloud the instructions for the first pert ofthe task. $s complete the task and then ‘compare answers in pars, Check answers with the clas, © even if and unless to talk about conditions Prosent the grammar chart Have Ss resd the information silently and then ask questions. Understand the grammar Tell Ss to think about the meaning of even if Ask, “Did the speaker ia the second exaniple save some money last year?” fno] Present Common Errors Ask Ss to suggest additional examples with unless Preview and do the task Read the lnstructions aloud. Ss complete the task and ‘then compare answers in pairs, Check answers with the class. Answers 1, | had to put the donation on my credit had a very good job. 2.B I couldn't find a jab when | got back | wonted time off work. 3.8 | didn’t want them. € Lonly hada few things Follow-up Have $s write their own answers to the questions and then compare ideas in pairs ‘Ask Ss to share their ideas with the class. T-152_ Gremmer extra: Unit 5 Answers 1. were trying; 2. hadn't been working: 3. were thinking: 4. wore walking: 8. wore planning Read aloud the instructions for the second part ofthe task. ‘Ss write their answers and then compare ideas in pairs. Follow-up Lead a class discussion and have Ss share their fdeas about the issues in Exercise 1. Unit 5, Lesson A Grammar extra © Continuous forms for conditions jars hoping ges nach yh we won fn \ieu vu pincer Serge woe ea mea ova * ais pre ones oms oes pce tsar oe st [Thess had bow eg esa ee wv abe te ms 2h eacrnpa ttre ort hans 0 hb ben okig er Conplats the exons with sonia ow he vet Tha naar he gusto ‘yea nd yer danas rt mr opal po dG) 2ifyor seen wh wold re den dite hs yea at | 1ifjoa_— aba ging oat aterm wi You tone! Wy eh) 1th seal deifen dona he set and reser aoe eon Go Sins tone your canary aldo ea @ even itand untess to taik about conditions ‘yer ou mono alana warns oe coe a. Teta preachy een et ra 9 {Buia oe sn may: ot won 4 ey ed ee ae eer a ee eet ete ene Pree cee Te ob aia movy ic ay mes ara ‘wots ny ss woe wa my ese Tie Eon eh ened To Cy Ftd ee ey ‘Conpe te mvs with he dave In bo, Menon ane pari 1s ve nly fortes Ud verapateh. thd (eri tmeaTooie Youll dpe porte 1. onilym pmo ttry ee ab 5 sory. twos ees Ree olsh poops pata 1. Wald grey yor npg ya he cane hl aena 5 Sit inka T tg my ageny > 5 Grammar extra Unit 5, Lesson B 5 Teve activities view and practice the use of ith eth woul and show how to expres trong wishes with fon a ienps 9 @ Use of wish with would % ——Presont the grammar chart Read the text — , Understand the grammar Ask, “When do you use wish , 9 Nebo” fo ulkabom antonio shange)_— IO vouwotta 2 tis you wou ev Present Common Errors Remind Ss that hope is used to talk people would be ...; 5.1 wish they would they'd do... ; P ——sourshings you want tobe rusia the atures preset or pa. yeild 38 won they wou ® A. Preview and do the task Read the instructions, AS 4 B Preview and do the task Read the instructions. Ss Pee pee ara eer Eels eT gear en eeran esa ? ; ; @ Strong wishes with if only Present the grammar chort Read the chart. Understand the grammar Ask, “When can you use onl?” [to express astiong wish bout something difficult or impossible] “What should you do ifyou use joy in writing?” [add a main clause the sentence Presant Common Errors Ask, “Why is the crossed-out sentence wrong?” [lt sounds os if the speaker wants to be sick] Unit 5, Lesson B Grammar extra © Use of wish with would "canis mat lowly nce wit odd eae Graton Sire you mal a Yor ast oo 0 wih woul evn yeni fe ces ana cnc? a ar weal pone ony * Yon cermin pri atona rg pop oti Sse ca! [ea thy np sing soln etre bases oe nghoatons papi uli sons as 1 ) shy car psp pie esas el 4. Whpentoplebema pateeie ) §: Taped devomatang sb wer pon 6 Pepe seni dog snore A Preview and do the task Read the instructions and the example. Have Ss discuss why the answer is correct. Ss complete the task and then compare answers. Check answers. ‘p|_ Nemacamuis sh shar you vedo change aha cee ith Answers " = 1. only we could find... 2. only people recycled / would recycle. .-; 3, Fonly people weren't / wouldn't bo... 4.IFonly we could redlet...:5. Ponty they would ex 6.Ifonly Ihadn’t quit... } @ Strong wishos with only ‘reve mins net by forename Yaa e Nee eect iat re prs = Men pnts re nos oaane esi imi oe ta a ress Wanton mow creo a hrs ‘ania pcs na 9 Henly cou pet Sota +n ewe sedamanchone or marca Wes {fv ono cond mnt eae we might ws the probe oy culpa eau a be aft ter B Preview and do the task Read the instcuctions. Ss write sentences and then, ‘exchange ideas, ‘ere eo OR era nc NT emdmetete ‘Anion was igh os rome waht, arene ane om oe emer 1 Wane a apnea oe Tn ns Sn 3 Lino why pope dor ere wre 2. Prope mona mid ue hg 4 eth secaud petted Canter 5. abe occa he melee ——_ 1 ite esting wht of your oun Une Wanie Grammerextra: Units T-153Grammar extra Unit 6, Lesson A ‘These activities review and practice the uses of will and be going to and the use of present forms of the verb in clauses that refer to the future. @ Plans and inten ns with be going to and will Present the grammar chart Read the text. Understand the grammar Ask, "Whats the main difference between be ging to and wilt!” [Use be going to when you've already made plans or intend todo something, Use wil for decisions made as you speak One S surnmtarizes the uses of future continuous, and others suggest additional examples. Present Common Errors Ss rend the information and suggest offers to make. Preview the task Read the instructions, Make sure Ss know shy the exemples are correct. Tell Ss there's an item where both answers are possible and they should explain each one. @ Present forms in clauses that refer to the future Present the grammar chart Sead the chart silently and then ask questions. Understand the iesning of as soon as. Ask, “WI clauses? What verb forms ave used there?” [present Ask, "Which are main clauses? Ts the present used there?” (no) Proview the task Read the instructions slovd. Havea § read and explain the example. Do the task Ss complete che task. Check answers with the clas. Answers 1. a6 long as you pay me back next week 2. uniess Uget a raise 3. until gota full-time job 4. in case thay don't accept credit cards 5. provided thet we pay in cash Units Do the task Ss complete the task. Check answers with the class, Answers A libs leaving plan thoy've agreed (decision for a plan the spesker ha {2 1m going tebe leaving |sorething already agrovd); I ‘ako cara of (offer! A til see [decision mace at the moment of speaking! 2 Will you be coming in (polite quostion; the other answer is possibie i 8 is asking about A’ intentions) A T'l'get (otter; won't be tate (promise) Unit 6, Lesson A Grammar extra @ Plans and intentions with be going to and will ‘aye abe Unt ane ys me om Tee Sheng ob werkng he som going fo ge ea oo eso oy + rs at see Satna moa anaeacen teers otal ans Tih bois apan bocca wae re ssn fat cont pp pe eons apo he Ti extn i= srs ronan a Wea ur (n= caseat) Woy parme ct seman ars ab ce Ceretna mac apropos Say hy ou Biba pena 1 Sp cabo jt a tri ou Nab eg 1a th he ‘coe ued ingdng eas Utes end oat ec herd 1 heal ih aay ny herein igte being of ne Tosa e 50, pel} ae cf FW tsca ofan et comerep Thnk Sct mpulginse/Clicyou onion mining ss 2 lnc ay. yo be comingin| Aron argo come ns 80, 7 {themes odes tm pga Mga sy 70 Ct be’ Fl ang tbe @ Present forms in clauses that refer to the future use epee tse gn nes blr ae er bce [rey gett a rom Par: naar ovata 8M onscreen 8 et Pinellas nano wl ant tba soraioga soar ava pet sa oe Us ra parr cn th hes hres el an poe inl od pa nd ‘teria herave Toe acresore meas onset sows Whit ota ha Sretigese enon [a paslag eager yf ce asa rt “her tpn pened hat proving: py i ok + Unsure pttyY.yn aama Conte he vnteoat ag he ons Th rt he em Soy Ha, Mend ng al or i) tcp ne) eta nse ated a)UuUGd IF OOVTVGUGCUVOV OU OU CUE = Grammar extra Unit 6, Lesson B ‘These activities review and practice the afirmative and negative forms of riodal verbs that express necessity and possibility. @ More on necessity modals Present the grammar chart itead the text. Have Ss read the examples, Understand the grammar Ask, "Which modal verbs do you se to say what's adviseble?” [should (000), cught (0) to, hha better (0%) Esplain that although these modal vers are similar in meaning, had beter (no) is usually stronger and 4s used for specific situations, not to make generalizations. Say, "Have fo, need fc, and mut aresimslarin meaning in the affirmative. And inthe negative [no] “What the difterencet” [Must nt indicates that something isn't allowed; negative forms of have fo and need io indicate something isn't necessary.) Proview the task Read the instructions. Have aS read the example, Make sure Ss know why the answers are correct. Unit 6, Lesson B © More on necessity modals he a He ans m nce bis me et gat avatars pars Ysa his 1 Ue att et smyrna eco cinoma Yume ya arabe Pre acento Nm ‘show toned to cars ders eae sy ee CA Conekta ne sean wh rial fi fe On ct ce pb Shonortstnrsenertedantin ov ne rye 1 Meee pep et Lae, otc Ltd ar shalt nh you a 2 Sanat lin th foetal win ae 3: Inet ae ose neu yo di Heap nme ao opus ekinggh b sprang pe toe dom bee oe weet en The aeg ON Heme @ Possibility modals in th affirmative and negative «sain mph ale moet uta ht carey ot con ‘my /might hava ohd amin ty = apatite \Aemey nat migt nat hve nn eee = Wx pac ne Tepes he Samat ayy «ey ahs ‘tna atte Tees mant eb coming hth Seo comns Therma Maa by tr «8 poate net ean iam be se «Hepa ats bused ice the eprops mal vate ache ete 1 Ta detrei il n RD the fae tea. 2 iycamos ar weno eaoere ebay nue ced gy Mi vk sng slg atc eh ty ered ah Grammar extra Do the task Ss complete the task and then compare answers. Check answers. Answers 1. must ave ta /ngad to: 2. must have to/ need ta, don't hhave to! don't need to; 3. must not 4. must/ have to / need to, don't have to / don't naecito, must /nave to /need to: 5. should / oughito;€. shoulda’ 'd better nc, should / ought to/'d better. Read the instructions forthe second part and have $s complete the task. Have some Ss present their sentences to the class. @ Possibility modals in the affirmative and negative Presont tho grammar chart Ss read the information silently and then ase questions. Understand the grammar Ask, “Which ‘modal verbs do yo se to make gueses?™ [may (no), might (not, must (ne) Pint ct that while may and might ae similar in meaning, rus! expresses more certainty strong probability rather than possibility. Say, “Can't is often used in place of couldn't to talk bout possiblities. Wht does can’ mean in that context?” [t's nat possible} Proview the task Read the instructions. Have aS read and explain the example Do the task Ss complete the task, Check answers with the class, Answers 1 might 2. could, can't 3. may not, might 4. might not, could, may not Follow-up Call on $s to read cach item aloud, substituting another modal Grammer extra: Unité T-155Grammar extra Unit 7, Lesson A ‘These activities review and practice objects with separable phrasal verbs as well as phrasal verbs followed by the -ing form of the verb @ Objects with separable phrasal verbs Present the grammar chart Read the text: Ask Ss o read the examples Understand the grammar Ask, "Do shorter noun cbjects go before or after the particle?” (either before or after) “And longer noun object?” after] “What about object pronouns?” [before] “Where do indefinite pronouns and pessessive pronouns go2” {either before or after] Preview and do the task Read the instructions. Ss complete the first part ofthe task and then compare answers, Check answers. 8 Phrasal verbs followed by the -ing form of the verb Present the grammar chart Read the information. 85 repeat the exarmples. Understand the grammar Have $slook back at page 74 and identify the phrasal verbs in Exercise 1A that are followed by the -ing form of the verb, [look forward to, put off] ‘Ask, “Which verbs in the house rules consist ofa verb,a particle, and a preposition?” look forward to, come up with, put up with, run out of] Present Common Errors Read the information. Elicit additional examples, A. Proview and do the task Read the instructions. Elicit the first answer. Ss complete the task and then compare ‘answers, Check answers. Answers 1. gets sround to doing: 2. puts off doing: 3. end up doing: 4. gt out of shopping; 6. take care of buying; 6, keep on trying: 7. given up trying: 8.'m looking forward to look Torwaed to moving B Preview and do the task Read the instructions. $s complete the task. Then have them read their stories in pairs. Have afew Ss shate their descriptions with the lass. TABG Gremmer extra: Unit 7 Answers 1. put away everything / put everything away; 2. waka up ry parents and my sister; 3 turn on the television / turn the television on; 4. give it back: 5, nick up everything / pick everything up; 8. throw away bottles, cans, or any food packaging Ss complete the second part ofthe task Have some Ss share their sentences with the clas. Unit 7 Lesson A Objects with separable phrasal verbs 1+ We specs vt, acan tt ces fer ca cn chp aly gas’ ra pel ‘ant pala om ww TV. / Da esta TV ‘Daft he, como an ae es ih ng remo ean Grammar extr, “Oty rors ra ie sh ae Hemet | i le eee ae eee ‘yfeonrat bore basta nav pe ee ‘Sus evga rsane a ae se anting one any ee faves dt er et Ma rss cen sy! Cn a set pinta. 4 teow meth. ep (erg tou) Ent teweson ern ee ee) ‘Gat amaryl page @ Phrasal verbs followed by the -ing form of the verb ‘Pre acei gran tc dng Bot og Wah ey CoN | re man 1 a raver sar ang he ss Ha es ny en * Cocina npaatoen arta Si rERt aye aS Reese 2. Ny eve sera i |) any cae ape 2. Heatarrdds (| esha! edo te le 2 Serf asl wpe {These repo fry ihe yee 6 feasted ne ste cation tego 2 Aap ged ey eo eat tment ene ea teapares a Beenlafhe ee hae am Ro?JVUUVGUUYUVUVUYYY vuvevvvwuvuveuY" wwveu vuvvcuwvvvsw Grammar extra Unit 7, Lesson B ‘These activities review and practice additional patterns with infinitives and it clauses, More patterns with infinitives and it clauses Present the grammar chart fave Ss read the information silently and then ask questions. Understand the grammar Ask, “Whats the patern in the first part ofthe chart? [too + adjective + infinitive] Have Ss suggest additional examples with this pattern. Do the same with the other three points inthe chart. Ask about the last section, “What does its nat uncommon meant” [Its common ] “Whats another way to say Its possible?” [Is not impossible.) A Proview the task Read the instructions. Have aS read. the example, Ask, "Which pattern from the chart does this sentence follow?” [the last one] Unit 7 Lesson B Grammar extra ‘More pattems with infinitives and it clauses ‘oo un elon dace «nie spec om, oh: Dn ret 06 en fa te 0 ea a loo tontae Siesta res Inestea yung krkrmrbn or pwns ‘scar nda pean ato a spy oe amy \Pithst/ ifr me sora coceane 1272! or fot of gee eS. ‘owe se ar int ina rg en print creer ero pees [Piro aay pate os many peopl ct ar ene * ep curt eae i ii oh 2 srry stn \Pomotenromenon elon yout a Fo 0 age (Cnet oman aie om tt ry 2. Cer ae ach pr oc ie tun) 4. eure ype ore esas yous (Ew ciet) 4: Passe andre why the hen ging cach ater ea) Tey singh ii ay gine aye heng) 2. hae and estes gr lng ri aa i on wc 1 Yada apogee ery prone) 9 Ysa move tck i ther pen afr shale (HEROD POL) 1 Cote edu ane nn gh tne ead) aereearmon ren tran ei. Dare pr ee Do the task Have $s complete the task and then compare answers in pairs. Check answers. Answers 4. It’s not unusual for parents te put alot of pressure 2. It's very Important te some parents for ‘some parents to let their kids have {ree time 3. It& not uncommon for eildren to think that thelr parents. 4. was dificult for me to understand my parents views 5.18 not easy for parents to understand 6.IVs always interesting to me /for me to ‘5¢8 how diferent families... Its not unususl for brothers and sistars to go ‘on fghting | B.l’s nevor too lata te apologize toa family ber... 8.1"’s probably not good for kids to move beck in with their parents 10 t's sometimes too hard far college ‘graduates to find jobs... B Proview and do the task Read the instructions. Have read the expressions. Ss ‘complete the task and then compare answers in pairs Follow-up Have a few Ss read one or two of their sentences to the class. Ask Ss to raise their hand if they had the same or a similar ides. Grammar extra: Unit? T-157-Grammar extra Unit 8, Lesson A ‘These activities review, extend, and practice question forms in the passive. Question forms in the passive Presemt the grammar chart Read the explanatory text aloud. Ask Ss to read the examples Understend the grammar Ask, “What ore some examples of auxiliary verbs2” lis, ate, ‘was, were, has, have, etc] “And of modal verbs” lean, should, will, might, ete] “Where do these verbs go in most passive questions?” [before the subject] “Where do they go in information questions when the question ‘word is the subject” after the question word] “How can you ask an informetion question about the doc?” [put by at the end] A. Preview and do the task Read the instructions aloud, Ask a Sto read the example. Have Ss complete the task and then ‘compare answers in pairs. Check answers with the class. Answers 4. Isthe population expected 2. Cen more food be procuced 3 Have any methods been developed /Has 8 ‘method been developed 4.15 vertical farming belng uses B Proview and do the task Read the instructions Have aS read the example. Say, “Look et B’sline in item 3, Does the word Ayroponic take singular or plural verb?” [singular] Have Ss complete the task and then compare answers in pairs. Check answers with the class. Answers 1. have crops been grown in water 2. ig this method of faring eslled 3. was hydroponics fist used by /was hydroponics used by fist 4. are most hydroponic crops grown 5.can land be conserves 6. would be raducad by urban vertical farming T-158 Grammar extra: Unit 8 Grammar extra Question forms “ezapdaco paced 98s eta pcewten peed sc) No Bmp 8? Trecsshiahg duced” oss bee dicesea) have bing aed” Tuhewmdemeped®”” Wiper sembped Cnr? “waa load” Courhaw Degrowme usr Mane ous beea grown ie) Moo hee aa grown embed ee be een Fim roe reyta 1 Went come wth att aha’ mv ds nol ne Goan Vesa tei pts ee a ak ars peg by oe rel scar een tbe maak. wba + oman sine bt hon een arin. Unc arg ma lope Onna oma moray dla b> ‘Cones has yo as eran tha pus the repent ith A Beta penlan ied epincenmin thet 2 he ppunnespckincen by ies ben eine ct 04, 2 Aci serine ten dap One ced er ming 18 Complete roman quan hs psa, 1A Merlyn cette 1 Mian llemingmaled bape 1 Marre andy Ercan Ce eH, 1 Mu began cope goon nmiuse 1 Cand caniecmned by RAGE dpe reo on et 1 upon ct oo Beazer mingsUUVUYUVYUUBUVUGY we ewww wwuuvwuy Grammar extra Unit 8, Lesson B ‘These activities review and practice verb + object + infinitive patterns and verb + object + adjective patterns. @ Verb + object + infinitive Present the grammar chart Read the text, asking Ss to read the examples, Understand the grammar Foint out the contrast between the pattern used with encourage (verb + object + infinitive) and the one used with discourage (verb + abject + from + -ing form). Ask, "Where does not go in sentences with the infinitive pattern?” [before the infinitive] Present Common Errors Read the information. Ask Ss for additional examples. Preview and do the task Read the instructions. Ss ‘complete the first part of the task, ss Unit 8, Lesson B @ Vorb + object + infinitive + bay a ot pl nb Sic = Fike dhe 360 oeoumgs ae oe rt pcre een rte mre evr Wn Wes ‘yd oat ‘Detormores encuragig pele att sso nner Gre gnu leon pane rm oto: Th ow wena net Rau o7UET I Hesnced my net wap eae doe ‘raceme sctnca Tan coors ur seen ond ew thr th your owe 2 encountering ah arc pene Tagmecntt 4 mage pape hres hw cob coate 2.toper/cnenpecl tn heres eon age aes, 5: ten mp cluge/éanging fen dob ang 4: gh why sete ae yc wt eee 4590 /eteetydl a a (tora ae ae rein od he! es iteyegioge/ mbt swept tree @ More verb pattems + serum Oe pent ott pone sung rroven a Iggy hepa ma any Conc is ere Rnd nn * Vrs nt mca acclaim Exe A. eh (mdse chews to salty cot ay tea ahd prt rely hat (lies Rs tabbed fade eon as gpa ak pee | ee ings rin, He see comics 2 low dn aloes asm heat 5 necting ptr nk westprel heron, 4 Myre eeffnk xd le sali ig 5: Aloendolmnepeichil peppers inaeeaeng She harlalhten py Grammar extra Answers 1. The gavemments encouraging people a Improve their ing habits; 2. The government may foted Us te pay 3 Special tax on sugar-filed drinks; 3. My college is ciscouraging students from drinking eneray drinks: 4. Schools don't want children to eat unhealthy snacks during the school day: 5. My éeetor advised me not to oat roo muh junk food: 8. My pron sre always remincing me to eat @ good breakteat; “7 My bes frignd has persuaded me ta stop eating meat, 8, My brother is trying to get me to loge some weight. 6 rewrite sentences and then compare ideas 8 More verb patterns Present the grammar chart Ss read the information silently and then ask questions, Have Ss identify the adjectives in the first two ‘examples. [busy, hard] Understand the grammar Explain that in this use, the verb fired means “to think or feel 8 certain way abou: something or someone.” Write on the board: I find clzese salty. Point ‘out that you don't use fs | Preview and do the task Read the instructions, Ask a § to read the example. $s complete the tusk and then compare answers. Check answers. Answers | 1 prefers; 2. keeps: 3. makes: 4. finds: 6. likes | LniniSeminietiutem tin ——_| hhave Ss share their sentences in paits. Grammar extra: Unit 8 Ts |Grammar extra Unit 9, Lesson A ‘These activities review and practice the use of singular or plural verbs after determiners and types of nouns as wel as determiners with and without of @ Singular or plural verbs with determiners Present the grammar chart ead the text, asking sto read the examples. Understand the grammar Ask, “What type of word comes after each, ever, nether?” [singular countable noun or the pronoun ene “What form ofthe verh shold you use?” [singular] “What can you use after no?” (singular countable ‘noun oF incountable noun + singular ver, or plural countable oun + plaral verb} “What kind of ver isused after nether of and none ofin formal weiting?” [singula:] @ Determiners with and without of Present the grammar chart Read the text aloud, asking individual $s to read the examples. Understand the grammar Sey, “Read the frst two sections of the chart. When do you use of aftera determiner?” [when you use another determiner, an object pronoun, oF alot of Ask Ss to suggest some additionel examples for each point in the chart. Preview and do the task Read the instructions, Ask a to read the words in the box. Have $s complete the first part ofthe task and then compare answers in ptirs. Check Answers “Lallof, None of 2. Mest, no 3. Every / Each, none of 42 Nether at Both of 8.A\l/All the, each of / every one of 5 both both of, Neither Have Ss write their sentences and thea. compare ideas in pairs. Have a few Ss share thee sentences with the class T-160 Grammar extra: Unit 8 Proview and do the task Read the instructions, Heve Ss look at the example, Ask, “After oth, do you need a singular ‘ora plural verb? Why?” [plural ~ because it means "two" “Have Ss complete the first part ofthe task and then compare answers. Check answers. Answers 1. have, has, 279; 2. know, presents: 3. wes / ware, was; 4, are, wants / want; 5. wants / want, have: 6. is, nesds. Unit 9, Lesson A Grammar extra © Singular or plural verbs with determiners * cathy kdwage rip wd ocean Sn tas re ‘ha ie oe, nn shar es ST oa ee pee fel ato oceans Sep aera enlies ced ea ae eamersenly asaiapmict rnwntn: naa renal ro + Fela met ae neire marnn and treat na wre pogetce oe \ornd eerste ben ete ton Nov far was haere 0 92 Fama Hosur cin he sated Sg! ove ee es larad El ot 1 ita btn San lhe ale tt thr cache ye No Sapotais ech pepeih ste 2. Ai cnt pointes owe yale psn etn a opp. 3, Treas Nether a them vase prt be ech cata! nee ater 4. Alay Edt? ced on ni a Nena wa 5 Nether ony pete wann an mete een Sho De hat he aiid «¢Nopiva/mecsreample cc Exempla neh sense ane @ Determiners with and without of vey ooh ee, mano trash + Were ota aren ona rw omer Mob oe et he wa aly wong Te. TEER Se etre ee fa cea aes rae rat es (Sanmean wuemenerenecces [A avr haga ep sd aera. Thre ey be are oe coe ear ere im pling uh aie esrereneged avant 2 prance odes gg Ne ath bemdivenie ny re 2. Sod" 2 my boyd raion Few img etme ote poe Eton we Set 5 Gar vmod ah ed ht red eu eww 1 vie ie anne ne pe yu tte the psn gh peta Rapa ‘patois coments © Reported speech: time and place expressions Tavnse by awry moet x fat se’ unrtmeg 9 at rang 60> ‘Grane veg ant dah ‘iewny > iene nytt bee “Wein gare toth bach hie rorag> 2d ay gr Wa bat eae “Yterayvusastoaiom 9 sent hares hr Owe otere a ay fo ano te Ahr deo Ts. eben rae ole hs rer Wecee dt ‘ety ba he she tne bv Thee reg ito aap copes Then cepa taron er make cl Tamora [incline wet ne gigi drake cus re fang ste han it a ey eng ren ee ming DO DOD DADA DANAOAD Rn en RR ee Aiea> > > 5 a > > d > d Grammar extra Unit 10, Lesson B ‘These activities review and practice other reporting verbs and reporting verb forms in reported speech. 0 Reported speech: other reporting verbs Present the grammar chart Rend the text. Ask individuel Ss to read the examples. Understand the grammar Elicit or give an explanstion for any verbs that may be unfamiliar to some Ss, eg. confer {say something is true that was uncertain before), remark [to give spoken statement of an opinion or a thought). Remind Ss that not goes before the infinitive in reported requests, Answers 1. werned us not to go off; reminded us to take 2. wanted to know if whether Iwas traveling: inquired it/ whather | packed J had packed /I'd packed 3.advised us to drink; added (that) t would be 4. complained (that) the flight had been delayed; also mentioned ithe) we should get suggestions, and instructions ~ not between fo and the verb Proview and do the tasie Read the instructions. Aska S to provide the answer forthe first blank. $3 complete the task and then compare answers ia pairs. Check answers Unit 10, Lesson B @ Reported speech: other reporting verbs. enue hea a eon hans mr mona ong Tomo ‘itereres yuan eb cena ea ca cur Sarre ean wo, ‘am ren aac SNK tne abd teh ty cm oo eter exces dete a rigs" an Vou snlchedn ty 70a madi Rg ware 3 0a a la Hck 28> Grammar extra Incomes re dtctuse ares ness imma a fit en hh cart conmee ar meson sy 6 mp sca ae ae oN "yr ey" eomplnad ee meant ed my vee oy ‘hye wong? Fe merits Reve me ong [lope aoe "Dor 9a ura a aden 49 et ye ne remind 4 Compote th setae cathe hana aring Una wie pa, | aerate 44D poof? Nese ieee fd” Teter. raoetal Heo renndd me ead 1. Tyee ee else "Dua age an hese age (emdiokzen) eas igule Tangled "Dask ira wae Heo Wb eagle Tetaur ade serie Headed 4 Otel “egies bn der chau Mesh penser Oeepenge (cmp Heche fered @ Reported speech: reporting verb forms meving set tnt 2 Sn sre C's hanog sare * Pte he cin sta ne ne “ihmoe hr ans eres" Rea sving ksh ad ees A bain yor have athens ee 2h eng annie haem agian Ring Fo 2 Thee eayeseece tesa Webern See 2 steda pee en dis sig Ud” Reon 4 Thegerenne teasing arn Tra ete ine ean he sap 1 ee epee ou Ton gu samo # pr Paper Your pre news 8 Reported speech: reporting verb forms Present the grammar chart Have Ss read the information silently and then ask quenions. Understand the grammar Ask, “When the reporting isin the present tense, what happens to the ves in the reported sentence? Why?” [Te doesn't have to "shift back” if the information fs sill true or relevant to the present time] “What verb form is often uted to report neve?” [past continnous] A. Preview and do the task Read the instructions. $s complete the task and then ‘compare answers in pairs. Check answers, Answers 4. that he's traveling: (that he's siting 2. that) the lights are delayed: (that) they'll be arriving 3. (that) he had / ho had had / he’ {that he saw /he hed seen / he'd s 4. {tnat the government is promoting: (thet thay don't want B Proview and do the task Read the Instructions. Ss complete the task. Then ask a few Ss to report thei partners’ news to the dass. Grammar extra: Unit 10 T-163Grammar extra Unit 11, Lesson A ‘These activities review and practice defining and non-defining relative clauses and prepositions in relative clauses @ More on relative clauses Present the grammar chart Read the text, asking Ss to read the examples Understand the grammar Ask, “What are the relative ‘pronouats in these sentences?” [when, where, whose) "Which "ype of relative clause gives essential information about a noun: defining or non-defining?” (defining) "Which type neds comma before it?" (non: defining] Present Common Errors Read the information. Ask Ss for additional sentences with non-defining relative clauses with whose. @ Prepositions in relative clauses Present the grammar chart Have Ss read the information silently and then ask questions. ‘Understand the grammar Ask, “in what type of Prglish can you use a preposition at the ed of relative clause?” [spoken or informal) “When prepositions start a relative clause, what relative pronouns can you use!” whom, which] “Which one is used for people?” [whom] Preview and do the task Read the insiructions. $5 complete the task and then compare answers in pais, Check answers, Answers 4. {that / which) we are going to for the ‘rehearsal dinner / where we sre going tor ‘the eehesrsel dinner 2. (ho / that) | share a fot of interests with 23. that/ which) we both veluntesred at / Where we both volunteered 4., for which we had paid a lot of money, ‘nas cole 5., with whom we had an argument 8, The guastion ¢o which we want an answer Follow-up Ss write five sentences using prepositions in relative clauses and then take toms reading them to a partner. Have a few $5 share thelr sentences with the class. T-164/ Grammar oxtra: Unit 11 Proview and do the task Read the ins:ructions. Ask a $ to ‘ead the example. Ss complete the task and then compare answers in pairs. Check answers. Answers 1. whose weeding ceremonies were outside 2. where we got married has just appeared in bridal magazine. 3., whan the trees are covered in snow. 4, whose main concern [gto find a husband for me, B.we went to a Japanese restaurant, where we ata sushi. Unit 11, Lesson A © ore on relative clauses Grammar extra S909 8 tom when may papa et mrad {el rer purents hd tl respon thm enter as murageessged rout Tiana a ti trend 274 or ter ‘hen worn hrs ha pote rs a svadeactznste wnat wana a chp of amare sete Stat with wis glen Uni ‘ur wine nbom sr none Ald comes cre cc | thoes Tha eden ermeninexcutie Leaps i mone tae 2: Thebe aeppndoab magecne Wel ean ee 4. Theat ae pared wnt coerce son Thebes semene rd 4 thenecarerenc pes The in ocen i ain me @ Propositions in relative clauses orale mie strand rr wo Fasc) Vemate azo cus nea Sabra Imacesa cova with noms ce | ‘Wontar ow bg 1 ral pecan tsb ret ed {Soc cates aia cet ect eB trav oboe ‘shsposcouatel Fes oyun att” OF ints Res wher ro ‘Aprmacren olan ascot 38 The ra tn alla at eyed ftv cazserretervlendsh ON Tu Rats tne Ct af 2 Tesco marys pron om ce lt mero 5. Myer web alte ( 5. Wecorpincla heb ane eed numer 4 45 Grammar extra Unit 11, Lesson B ‘These activites review and practice the pattern verb + direct object + prepositional phase as well as passive sentences with verbs that havea direct and an indirect object. @ More on verb + direct object + prepositional phrase Present the grammar chart Read the text. Ss read the ‘examples. Understand the grammar Ask, “Do you use foo: for ‘with give?” Repeat with the other verbs in the chart. Elicit additional examples. Preview and do the task Read the instructions. Ss complete the task and then compare answers, Check answers 7. send gift to someone: 8, made an unusual gift fo 2 friend, drew 2 picture of his eat for hi Answers 1. bake 3 cake for my sister; 2. give money to my friends, hand a nicely wrapped gift to them 3. offer siftto your host: 4 cook a rio bought an Undervrater camera for m= ‘Ss weile sentences and then compare them, Unit 11, Lesson B Grammar extra © More on verb + direct object + prepositional phrase + Won tin pment ne? Pom thy ce dM Ppa pe fy am, + rr ti tn Fo sh mepeincnan ase (echoes anny boi some fount ue Thee gh) (nea ar ap Nog ta ts tte serene eit pt sens Ta nthe sarasota hia fa nage rnc nsdn 3 We ther ten Seances ita hme hor sae 1 tome madestrenon ental gh dw inept 6. hyper onebaph owas usec anes rr ty @ Passive sentences «be peane thee rane! oes ore dco cn bso ete sare ssipet seve ht set recite pe SS a ine brceisbectn tee Desa adi emo ment Tseng sere ym. Parner tha gee fr Stn whe mnt ge | the hd go iii whe emp he oe. Wrasse cece by he cee ence cpa ee onetey fentoneemestartaniney ie & Simanehunsa reskin ebaicesgch pay Ane {tives rj rate 8 Passive sentences int the grammar chart $s read the information and then ask questions Understand the grammar Ask, “If me is the subject of the passive sentence, what word should you use?” [I] Elicit additional examples of both patterns. Proview and do the task Read the instructions and the example. Ss complete the task and then compare answers. Check Answers |. were given certificates (by the school 2. was givan to my fathar {by his company) 3. was sentagiftesrd 4.'m owad a lot of money (by one of my friends} 9. was nended to me 6. ware always givon a place of jowsiry (oy my mother! Grammar extra:Grammar extra Unit 12, Lesson A ‘These activities review and practice well + adje © well + adjective Present the grammar chart Read the text, asking individual Ss to read the examples Understand the grammar Ask, "When do you need to use a hyphen between well and an adjective?” [when it comes before the noun} Preview and do the task Read the instructions, Ask a S to read the exprestions in the box. Have Ss complete the task and then compare answers in pairs, Check answers. @ Advert and adjective collocations Present the grammar chart Read the information. Then call on individual Ss to each read a row, combining the adverbs with the corresponding adjectives. Understand the grammar Point out that these ere common combinations of adverbs and adjectives, but other combinations are possible, Have Ss think of something they can describe with different expressions, eg, ‘Can you think of something that is completely Unrealistic? virtually impossible? Do you know someone who is highly qualified in something? ‘widely respected?” Point out that -jy adverb + adjective collocations are never hyphenated. A. Preview the task Road the instructions, Ask aS to give the possible answers to the First item. Write them on the board, end ask, “Why 4s entirely nota possible answer?” [The article ‘would need to be an} Do the task Have Ss complete the task and then compare answers in pairs, Check answers. Possible answers 41. completely totaly; 2. highly, entirely: 3. totally /complotely/ entirely, totally ¢ completely‘ entiraly: 4, vitally, totally (completely: §, vieually, completely: 6. highly, highly, highly widely: 7. widely, B Preview and do the tesk Resd the instructions. Remind Ss to use adverb and adjective collocations in their sentences, Then have Ss share their opinions in pairs. Have afew Ss present some oftheir views tothe class. T-166_ Grammar extra: Unit 12 and show a cange of adverb and adjective collocations. spared: 4, woll-writen, well thought-out; 8, well educator 5. well off, well-known Ss write sentences expressing their own views. Then have them compare ideas in pairs. Have a few Ss shase their views with the class, Unit 12, Lesson A © well+ adjective ‘Youca a alm pnt Deo Hh ary man Aida Wh et tecton comes vara mel amare ict 9 al seta mal an ‘i al npn wat mp (rer ma ented fx fe Ena ee of Scere Grammar extra “ven si svc oes inant ov cit yan ow wl een ae 8 Wa wrt cm ‘Staite we walle ov chet nelienewm sche st! Sl yoerowm ie recoded sll ae, lo wpa ppd ces ou el tar 2 aay pep ator ‘hod Tey a reser erare ws rece they can ht heh igi ofa nandicece Reprint toner te ala @ Adverb and adjective collocations * Cat ive an eam wad we on coms Hc an omens = "Copacan cantata sve rowtitown sous sk rine ‘ete anion fa pane Se ge me ‘otal von, te, Pons crn! tao ne net Oman ray mesa enn net epee one = ‘gw o.tied unlay sinc sive oeeed coc ngs =inenrpaces lays won pea masees 'A Comat th setace when act tom ber. Tet ny mre ha ream 1. Beigased ah pe tne__ etd of pes toa grat nck 2 Snertpemesetiat_— suai opal herman Slime cowed ligt skanseg beste a 4 tin snertntinseolin ih dea widgivore sin pautettawe rr pet Wiigace fc bn {Yuin intigeter—guldea repent an Tho ot tengo mace cen i ie ats sl ‘om do you ayo tm stamens sone We see apeting ou mn iw, "Lape Ty ie bt end ae TaGrammar extra Unit 12, Lesson B ‘These activities review and practice patterns with comparatives. @ Patterns with comparatives Present the grammar chart Read the information. Understand the grammar Ask Sst identify examples of nouns, pronouns, and clauses after thaw and as. Make sure Sstunderstand the more complex information in the second part ofthe chart. Present Common Errors Read the information. Elicit ditional examples. Previews and do the task Read te instructions, Ss complete the task and then compare answers. Check answers JUVVYUYVYYUUVUYVUVYVSY Unit 12, Lesson B © Patterns with comparatives Aro stamens. Tecan a D8 thy do ‘fens har a br ‘nacan antes ne ose ae doh Shes proved me se ah pad Dover tre Thay tas sche hoy re at gas a 2 3 ‘+ Yousir as runt weirs ean day nd or Nesta ox ese 3 Stores cher ate ea Shanon} arco mien os dhe a ne open pate Then 2 Mystere tr than syace et iy We cet elo at 5p Eglh han pened ny ch em ate. 4. Je.stng ert ete nea no oe 5 Medhay pence amine in Ba myth epee oe 6 yet Ac anc ppl ly wel hy gs rete 2. One gut oar apy perl we own 4 Aoi ining bat inp Heron yaa @ More patterns with compar a 2 > a {tmbetr than clases eal eth Tye et oa. . > > > = y + Coreanevat ws cn epic wf anti ak hg scan Grammar extra va sw ra a het ose doe ie Possible Answers 18 Net as she does /as she can 3. a8 tke Ja ike to be, 30 0; 8. a8 my ‘moter / 98 my mother dass; 6. as her/ as she is; 7. ae him/ ‘ashe does /as a can; 8. shan he was /than he usec ta be. Ss write their sentences and then compare ideas, 8 More patterns with comparatives Prosont the grammar chart Have Ss read the information silently and then ssk questions. Understand the grammar Say, "Look atthe first section. How can you talk about changing situations?” [repeat comparatives with and) Have Ss identify the sdveros ithe second section and say which words they modify. [harder ~ practice, more ~ thought] Ask, “Why are the adjectives nervous and confident used with fee?” [I's a state verb A Preview the task Read the instructions. Havea S read the example, Do the task Ss complete the task and then conipare answers. Check answers, Answers 41. The more you read, the more you learn, 2, The more you do somthing, tne better ee onus ’ “+ Commianowes wo chan used A he pateen the» comoaraLve. the = comerntve ts how the 6MTCt +3. The harder you work, the happier you > pee ees z » SSR cec eer oem ‘the eicgou ong a tat a Fe into college. B > 4. Algom les ee 2 Wyospmcicessil more # beens eure > 6 Gating center ce get mae nd 7, Saving comet opr ha Boi er oe, {Wher adeeb pale I es Meme ‘rat Be yao with the setnse bow? your ne and sv txts. 2. I's becoming harder and harder toby zecords In most spa 2. The more | find out about polities the fess ike it B Preview and do the task Read the instructions. 8s complete the task and thea read their sentences in pairs, Grammar extra: Unit 2 T-167Language summaries Unit 1 Nouns Adjectives: Communication Time expressions job applicant immediate catch up with (someone) all the time Inethous of communication relevant contact (someone) constantly networking ; instant message (IM) every once ina while (valuable) possession Describing personality ‘keep in touch normally résumé aggressive Jose touch (with someone) occasionally in annoying make calls over the Internet Sodalmvoning | srg Paneer sseewsnnie instant messaging eccentric talk ona cll phone . conline debate intelligent talon alandiine ba ee online profile laid-back text (someone) ivarayoouee tt peer po saree aninted, ssemenimmatiette died get an invite (= invitation) social network open-minded sie teaat astectt wee nee social networking site pushy ing soci working. ee lewho speed-friending relaxed sites 1 dort mind people wh speed-friending event self-confident check out (omeone or ae sensitive imei) Re eesae ee og in 1s nobig deal. talkative: post (obnoxious comments / 4, Gokeeth ng) ake personally cone Photos) talk about Gomeone) behind touchy see what omeone) is upto Meat Gore me exsers ony) eee Oh, that’s awkward. Nae ania ‘What can I say? be a Formal verbs bee accuse (someone fing) hems (Gomething) vidoe: deny (doing) something Jude hain (comething) ase promote (something) win (a prize or contest) reject (something) regret (ing) (something) withhold (something) feom (someone) ‘Talking about habits How do you normally catch up with your friends? By phone? Trend to text when Pn taking my lunch break. Mostly Teallon ayy eel, Oceastonally I get i My ids ace constantly texting My sister regularly calls me alter dinner Questions with answers How often do yon tend to use email? Every day? ‘When do you update your profile? On the weekends? Finding out or checking information And why’s thar? But you emrailed her, right? ites from people, but I don’t respond. Linking with And, But, and So ‘And why’s that? But why do they doit? Contrasting ideas in writing (On the one hand, employers need workers who will fit into the company. On the other hand, an online profiles for friends ‘A sésumé it for eraplayers, However. an online profile is for friends. ‘résumé is for employees, whereas an onlin profile i for friends. While there are reasons to check an online profile, it isnot {aie to do this ‘ewpoin 16 Cambridge Unieray Prem 2012 pbotooplableww wewuwvwve d Q , d ’ Unit 2 Nouns Describing research Adjectives, ‘Adverbs crits (09 advertisements for direct avidly (consumer) goods cause oF ‘educational violence concern about extreme Expressions ‘ cffect(s) on harmful Coetety impact on harmless Ce celebrity cultore increase in/ of Gomething) hilarious oe ss inflcence on violent What's clear is that session (complex) issue without (omeone') pee link between Verbs ia permission a problem with arrange Hee caancand reasons for bbe familiar with ‘Talking about research pee lnnshp betven contribute to (inactivity) Expertsclaim that. movie trailer ee identify with My feeling /opiton is podcast eee i Research shows that ideo clip pesearew arena suber Gomething) Rater how that — er achers comy h Lika watch Gomething) on a big Thething/ problem / point inactivity os ‘There is evidence. language development Celebrity ‘What Fm saying fe that Iteracy ap What is most dlsturbing is invent that ‘obsess sugary cereals Describing research ‘compare 0 turn (someone's) attention to vary ‘Adding essential information ‘There are shows that / which pay for plastic surgery We love to read about the people (who / that) celebrities date, ‘and the clothes that) they wear. ‘Adding extra information Celebrity magazines, which outnumber news magazines, are ‘everywhere, Its natural to talk about celebrities, who we see as successful ‘people Linking ideas ‘One problem with TY time is (that) it reduces students’ reading time. Ins likely that TV viewing contributes to inactivity. What's disturbing is (that) TV may have an effect on. language development. Experts claim (Chat) watching TV is one cause of obesity. Which clauses I bet celebrities hate seeing bad photos of themselves, which probably happens alot. People always want to know everything about their lives, ‘hich must be dificult. Adding comments Which is stupid, I know, Which is incredible 1 don't gencrally watch them, which is unusual, I guess Introducing comments with You know what... ‘You know what ...? ‘You know what's amazing? You know what gets me? You know what Ident like? Listing ideas in writing First, it may become attractive to more young people. Secend,. Third, Finally, / Lastly, people can find all kinds of music fon the Internet, hotccopiable Language summaries T-169Unit 3 Nouns Verbs Learning, Expressions cthies acknowledge affect (my) grade do the right thing janitor bbe big thing (00) catch up on Work For one thing, lecture hall bea highlight complete (that lst) question have any) interesting life lesson deliver something) count toward (ont) final opportunities lost and found department fall backwards rade hhave the (most) initiative (subway) platform ignore fall behind on (my) work make the most aut of ai make (you) wa) finish (all the) questions Gomething) Lites highlights hake eye contact wth) fini the est work om ay) thesis gymnastics (eam) penalize give (a) atest highlight slam shut Teave (the last) question Sayings internship slap (Something) down blank Tite tn sh sgymmastis team flip Gomething to someone) mss (a number of classes) Fry i stranger than tug raise (ony) hand ncn, Adjectives venture struggle with the class ‘oan igh a Wook by invisible warn think positively ame severing Daag eties ‘ura i (en) est Yous gto and snl ceca foam ‘Time expressions ‘the roses. ‘Appearances get aa internship by the day of overweight Sart band since then, scruffy-looking so far sp until now Talking about the past Auxiliary verbs Lived in flay a few years ago. ‘The band didnt last. We broke up after six months. Marcos's band broke up Tye been pretty lucky. Life has been interesting so far, Marcos hasn't decided what he wants to do yet. ‘We were rebuilding homes. He's been coaching a soccer team, Sequencing events He raised his hand and asked a question. He had told us to expect a test. We took it last week. Pd been struggling with the clas, but I felt confident on the day of the test Interrupting a story Looking back, ‘When Fook back, . ‘When [think about it, T-170 Language summaries ‘Did you struggle with any clases last semester? ‘Whar cid you do about it Had you heard the expression “Life's too short” before this class? ‘Where had you heard if Coming back toa story (Bot So) anyway... ‘Anyway, (getting) back to my Story ‘Commenting on an experience (it no wonder (thal). No wonder. Viewpoint © Cambridge Unority Pee 2012 photoorghle RUA RRS> b 3 D 3 3 i d Unit 4 Nouns Adjectives Adverbs Considering advice desirable dlearly be tempted by candidate impressive (unfortunately Have you decided what your equipment invaluable interestingly enowgh) (ext career move) will bet evidence luckily don't know ifs really "me" help Verbs mote/ most importantly Tm having second thoughts homework ny obviously aboat it information falneats daly (enough) ts. fabulous opportunity. knowledge Gath sein seriously Ws not thar important. permission strangely (enough) Money isa factor. research Job search (ot surprisingly . software achieve (@) goal eee. train eal clear and concise ane a ee Pree finda solution toa problem acquire skills i : eilaties Work give constructive criticism Desirable qualities et compensa One factorto consider... have a need for experience in management fallow (gemeone’s) advice is make an assessment Perks and benefits have teining The shortage of to ae pend suidance ‘make mone} at do employers look for Puta high value on (subsidized) child care ogee in job epplicants? review performance benefit ce, the importance of. health insurance mec dear fail oven stand out perk submit an application Job search nouns An impressive résumé is important, Candidates face stiff competition. Explain how your work can save money. Feedback from a counselor is invaluable Give an example of how you achieved a goal Research shows what employers look for. Generalizing and specifying Classes after work area great idea ike to listen to music at work, TLwant to work for a company that has a salon Vd like to take the kids to the office My colleagues don't like the music (that) I listen to ‘The classes (that) Word stress advice deadline employer experience intormation Viewpin | © Carnie Divi Prem 2082 Showing your attitude leasty (andfortunately interestingly (enough) luckily more / most importantiy obviously ‘oddly (enough) seriously strangely (enough) (not) surprisingly Giving new information / Emphasizing Asa matter of fact, Infact, Writing a personal statement be based on decision to (che) importance of interest in responsibilities include paves Language summaries. T-171Unit 5 Nouns Health problems Size ‘Charitable solutions sccommodations growth big adopt an animal change (= coins) Jump gaornous jomacamsign i ticipate i r Problems and solutions STE ae cao challenge amor planta tree creation acai Health problems signa petition devastation Caregivers benign sponser child distibution dentist harmful support (women’s) rights ‘environment doctor malignant exadication general surgeon ‘Varia Expressions ren pees Number Problems and solutions the homeless Problems and solutions ye willing to give hanger billion illing to give up investment beg, . find a solution men Adjectives change (someone's lif) (the) gap between (he) rich gS remarkable create and (the) poor unbelievable devastate inthis day and age Peseta) world-class die Ws just idiculous.... Feasts donate live bolow the poverty ine sata Problems and solutions gradicate ai Gaal ia tht ine devastated invest ‘Gameons) disadvantaged (childeen) teat (a patient, an illness) there's no point in... ‘Charitable solutions environmental commanity development homeless (people 20) projects (@) fir price hungry, fair rade products pate poor Starving ‘unemployed wealthy Imagining situations, What would you do if you saw a homeless person on the street? If he looked hungry, Pd probebly give him some moncy. If you'd been in the car with Hannah, what would you have done? I might not have thought about it i she hadrit mentioned it. If they tl ved in their big house, would they have raised any money? “Maybe. But they might not be so close now if they had stayed there. Talking about wishes, hopes, and regrets Aya wishes we could eradicate poverty. She wishes the gap ‘between rich and poor was / were smaller Lis wishes everywhere hadn't gotten so pollute. in wishes someone would solve the hunger problem, "Tom wishes the governrvent would do something. ‘Tom hopes they (will) create more jobs. hope that makes sense. hope I didnt sey anything silly Word stress environment ~ environmental «eradicate eradication invest ~ investment pollute - pethtion T-172_ Language summ: Imagining possible scenarios imagine Suppose. Whatif. Responding to someone else When you agree strongly absolutely definitely ‘When you're not 100 pereent sure Tsuppase (that)... When the other person has a good point I suppose (itis) Polite requests in letters ook forward to would appreciate it if. I would find it difficult te Twould love it if L would prefer it if Itwould be useful if... Pat (you) in touch with (Someone) Would it bea problem if... Viewpoat © Combet University Pas 2012 piel ! 4 4 4 4 4 ( 4 4 4 4 4 § 6 ¢ q é 4 ee eewe Unit 6 Nouns Verbs Expressions used in convenience disappear presentations headline set of Gomething) sure you must be wondering miracle cure light up in the dark ‘Ob, It’s not plugged in, "notion ikness stayin business ‘Would somebody tur the lights of price ae privacy Eeressishs ‘Start the presentation rad sfety But ike what? einer Money / Business Edu, Let's get started (high-tech) checkouts Introduce the topic {information chip Money {vant to look. cebitcard cashless society betaling about debt identity theft ‘Check that everyone can see or hear retailer Discussing a situation Can you all see the screen? taxes But the prolem i, an ou hear meat the back? Technology Thave oy. Refer toa slide, a handout, or mi Iejust seems unlikely questions 28 ty game as se site, 1s already happening... ilallow time for questions and Corea Its just a thought, but if. ‘comments at the end. climatologist ‘There isa need for / might (not) bea There should be a handout going ecologist need for . around. economist ‘We might not even need (credit or debit Go to a new topic or person inventor cards). T'll turn it aver to ‘therapist ‘You might want to check: Let's move on. ./ look at. Adjectives but... End the presentation (become) common Socializing Aten tat al bas compte gente Ther most noone ere tonight, Dasabyon ve any questions or irevtabe (become) obsolete (become) (mors) popular You don't always fel like going out Td better stop (there) I just conclude by saying Describing future events Everyone's going to use cards more in the future. We're (not) going to be using cash 20 years from now. Every cel phone will (probabiy) have a chip. Cash (probably) wort be disappearing soon. ‘There may not be a need for eas, ‘We might be using phones. If we only use cards, what are the kids going to do? ‘You'll use your cell phone when you buy things inthe Future. Expectations, necessity, requests, etc. Expectations ‘There should / ought to be & handout going around, Guesses ‘The projector must be warming up. It ight / could / may be broken. Necessity should / ought to / have to / need to 'd better stop. Suggestions / advice ‘You might want to check out the articles on the handout. Ability Can you all see the screen? Failure (to operate) ‘The projector won't connect to my laptop. Viewpsnt 1 © Cambridge Unies Pree 2012 Requests Could / Would / Can samebody turn the lights off please? Team J could turn it up. Trl make the screen bigger. Permission May / Could Can } ask a question? Yes, you may Fcaa, Softening opinions T would imagine . Twould say... Ta say. would think... think. Modal verbs and adverbs in writing Certainty Education will certainly / inevitably / undoubtedly be different. Negative events It will inevitably be difficult for some, Certain after some time ‘Schools will eventually / ultimately disappear. Fairly contain ‘Students will probably / likely not sit in cass. ‘More certain Schools could / may / might well become obsolete. asm Language summaries T-A73— Unit 7 Nouns, Verbs: petro fe ie Couees House rules getaround to lee = ae ne oa is ea cupy (nye (@ lot of) pressure on aia oa scieras sibling ‘clean (something) up Sa cut aes time for (myself) come sp with (something) give Gomething) back sive up (something) po over (something) have (someone) over ‘move in (with) move out ‘observe the (house) cules pay rent putoff (something / someone) run out of (something) wake Someone) up Adjectives. independent lonely Feelings House rules get over contribute to household bills Tong for Something) have @ / no problem (with) look forward to (something) have (my) own place aicoteriomting” aatermer toning sone There bit tion drive (Someone / something) Family on ave at optics drive Gomeong) crasy hve un let (someone) down share secrets with Tecnu! = Tee ennns mide canning tame tagalong eit) tegalong cep work ol lei senortonrel astiing fetes) of your back en five omneone) break fix up (my) own apartment ion Gap eet fetus to omething) Fis not worth Making your meaning clear ‘What I'm saying is, What I mean is, Imean, In other words, ... Tm (ust saying Tim not saying... don't mean ‘Saying what you really fe Thaveto say... honestly (quite) Frankly to be honest (with you} to tell you the truth, Conversational expressions ‘What Fm saying is, mast young people can't afford to live on their own. ‘Tobe honest it's almost impossibie to buy your evn place. Using phrasal verbs Ifyou get back late, come in quietly. Turn off the TV. ‘Turn the TV /itoff, You'll get over the problem / it. often have friends over. If you run out of patience, come up with some rules. T-174 Language summaries Describing experiences It was impossible for her to have time for herself ‘We always had nice elothes to wea. ‘There was always serncone to play with I was a bit lonely being by myself all the time. Thad fan / a0 problems growing up in my fail. Is not worth worrying about What clauses in writing Wheat is important isa network of frends. ‘What is important is to have close friends, What is important is that you have friends. What we all wantis good friends. ‘What we all want isto have good friends What this implies is that you should respect your friends Viewpoint 1 Cambie Unser Fis 2012 phaUnit 8 Nouns Food manufacturing Farming and food increase (by! in) discovery additive deteriorate ise (by / to) production artificial Alavor export (that) stuff heart disease chef grow Adverbs urban ares a chemical frarvest indoors ver fod boat import chaise ean RM proximate conference mood swings food label eae disappearance muscles ingredient For your health cnvirenmentalist pain caneetcee benefit about loss skin matketingclaims ‘boost alms study teeth processed food build approximately survival ‘weight loss sr concentrate less than threat Desertbing trends contribute to ae on waste ieee decline in / of) cope with (depression) early a slimond increase (in / of) (that) enable over Farming and food apple the majority of jain (weight) roughly crops asparagus rise Gn fof} Etep (something) under drought avocado someone) from upto farm blueberry ‘Adjectives taeer food shortage cherry ccmilieaal prevent something) Expressions high-rise greenhouse chili pepper oa a vicheaoe net autrition ginger ei protect (something) of Polination Nico tee reduce (cholesterol) {amount / number) soi ci snackon in good condition ‘vertical farming sage Verba stop (Gomething/ increase / rise from waite mil av0i someone) from amount / number) ‘The human body mushroom start ¢ petition strengthen ta teouct) blood pressure pineapple ssumiber) bones raisin Describing trends 7, bl i 1e main problem ain salt account for with cholesterol soybean decline (by) depeession tot fall (by) Giving examples Strong and weak forms of Describing causes and results such as prepositions Blueberries are said to help you like “Some foods make vague claims” concentrate. for instance Such as? ‘Make the pain go awey with cherries. for example “Ciuims such as ‘improves digestion” Eating too much salt may cause your take (cereal) Ona menu, what's the firstthing you blood pressure to rise. lock at (food coloring) look até Researchers say chili peppers enable Llook at the desserts frst. you to lose weight. Information focus If you read food labels, what do yeu Avocado may prevent f stop your skin Experts expect the population tose. ‘The population is expected to rise A professor developed the ids “The idea was developed by a professor. ‘They haven't built vertical farms. YVertial farms haven't been built They're going to discuss the issue. ‘The issue is going to be discussed ‘They'll grow crops in water. Crops willbe grown in water. ‘The weather wont affet crops. Grops won't be affected by the weather. Someone must do something Something must be done. look for? ook for additives ~ for instance, food coloring hese do you get Vitamin D from? You can get it rom the sun. What's crewing gum made oft soften mede of gum, sugar, ond favors. ‘What do they da sugar to? To all foods? We added ta lots of foods, like cereals and... Viewpoint | © Cambridge Unive ee 2012 betsopae (Geom) aging. ives are said to keep your eyesight from deteriorating, Prepositions in writing jon declined by more Globally, the number of hives increased by about 45%. ‘There was decline inthe bee popillation of over 70%. A rise of 15% in the cost of hives allected farmers. Language summaries T-175Unit 9 Nouns Special events Expressions Successful people People graduation comony with get Dull a career around marriage proposal getahead Gomething) ones ‘opening night (at a play) get anywhere be happily married aniee spelling bee get (someone) down You just can't sit around, population get in (gomcone’s) way veaiting Work and sncoess Adjectives tld Tie emis billionaire rae set off the grow sae characteristic successful bet aa to aged sare igomething) is all over economic recession moe enpnpaees salsepreneue Verbs Ee tothe tip Gomething) isnt everything ea SE ong roomebi any ng et founder and educate) make the most of hheppiness contribute to Exprese or (Gomething) {job satisfaction (survey) {efforts) pay off Hillzace you! pasion eck Ihave along commute persistence stimulate hhavea shorter work week possession priority recipe vision Focusing in on a topic Neither produet was a success at frst ‘As faras (success) fs concerned, As fac as ateet) §9, ‘When it comes to happiness / being happy {alk about something) in terms of {somethirg) ‘As far 93 relationships are concerned... Introducing and softening opinions As faras im concerned, ‘As firas know, ‘As faras Team tell... Stress in expressions As faras I'm concerned, money is everything. ‘As far as success is concerned, it's important ‘Wher itcomes to money, I'm successful ‘In terms of money, ma pretty successful ‘As far as know, my friends are happy. As far as { know, they're happy. Talking about aif and none Each entuepreneur was successful No entrepreneur wants 9 fal Every restaurant rejected the recipe No restaurant accepted the recipe oth products got aff toa good start T-A76_ Language summaries: Both (of} these mea became billionsires [Neither ofthe men let failure get them down, All successfu people have a vision. [No successful people get ahead easily. All (of) these people were successful, [None of these people graduated from college. Al (ef) their hard work paid off ‘None of their work was wasted, Adding information “There are some peaple digging for clams. ‘ve got so many things going on in my Ife ‘We'd run around, playing in the sand, not caring .. ‘was sitting there, thinking. My happiest moments were playing on the beach, Being successful is feels good. remember sitting outside. ‘Adding ideas in writing aswell as in addition to In addition, Furthermore, ... ‘Moreover, Viewpwint 1 © Cambri Uniensty Per 2012 phooeopilex Despite / In spite of (causing) problems, tourists are welcome, She said (hat) there might bea deley. Tourism can be good despite / inspite ofthe preblems it Unit 10 2 > Nouns Aasalighs bumpy optto brave (negative) P streetlight shampoo challenging order effectson > hairstylist conditioner aepressing panic have mixed feelings > @)light sleeper scented candle encouraging warn about (something) ‘ba ‘ip exhausting whe tomrk tourism has its ; Describing travel plastic bag fascinating ‘The tourism advantages : experiences pillow frightening industry Maay people find > 16-seater impressive employ tourists annoyin > aventute Aug wean ite-changing bite The advantages ot ’ cabin industry puzzled generate (alot of tourism outweigh check-in agent awareness sorprisin trash) the disadvantages , ay re (better) understanding terrifying prance dap: . Ne > destination of tiring amounts of waste) Talking about ) dolphin building unpleasant strengthen (the local nusual travel , Gecdana business vast economy) (voyage trip) of a ? handful of (people) development ‘weightless ifetime ‘ landing growth Expressions ‘Travel at three times ’ ronkey Impact Verbs the speed of sound. > nulsance income S Travel would be such & pilot industry Describing travel ‘weird sensation ? prospect (be a) nuisance experiences Upunil th € voyage into the ; rollercoaster resort advise (omething) had canknows , sensation revenues check in never occurred to Live out your Star Tet ) silence energize me. Fantasy. subweb Adjectives experience (omeone) wanted to I'd preter to keep my D touragent eget fot py tft the ground. > voyage total spbangee jumping take a boat ip blast off into outer skydiving fo ona guided tour ce ; ‘Travel needs Describing travel eld fa thi) view scvupleof decades ‘Wa yust not worth the t eye mask experiences inform risk. ) earplugs amazing ) breathtsking ) ) Drawing conclusions “why shoulda] use hotel shampoo?” You mean ‘She asked me why she shoulda’t use hotel shampoo. ) 60) you're saying (hat) “Do you have any kids” "Thave two.” (60) what you're saying is ‘Avwoman asked me if have kids. [told her { have two. ' (Go) F guess... thea) “Where are you going on Yous next trip?” } He wanted to know where I'm going on my next ep. Asking for more details “Can you lend me a flashlight?” ' aes [My sister asked me to lend her a flashlight { Ao ulend ‘Don't use hotel shampoo.” t A friend told / advised me not to use hotel shampoo. , Reporting what people say Contrasting ideas in writing f jie plane's ata 16-tene Although Even though tourism crests jobs, ith | iceberg had heplane sj tose, Miah By hog eae Be EY eins ‘outs isa good thing although / een though it brings “There may bea delay.” Broken y “The Aights are full today and tomorrow." Hest flees on yas sestd, ca Nearest \ hem j Reporting what people ask and instruct ‘ “are you marred?” | People often ask me whether / i'm marred. | 7What do you take with you?” | Wesked people what they take (took with them. i Vien © Canrige Vahey Presa (eae Longuege summeries T-A77