Opportunities Intermediate Teacher's Book Michael Harris David Mower Anna Sikorzyfiska Contents What's in a Module? Key Features Teaching Help Students’ Book Contents Teacher's Notes: Learning to Learn 1 Adventure 2 Stories 3 Wheels 4 The Media 5 People 6 Learning 7 Careers 8 Culture Shock Literature Spots Assessment Guide Tests (photocopiable) Notes on photocopiable materials Photocopiable materials Language Powerbook Answer Key Tests Answer Key 10 13 16 19 31 45 57 7 83 7 109 123 127 130 138 141 153 160Module opening page introduces topic and motivates students, — Warm-up activities Module objectives tell - students thinking about students what they are = the topic. ‘going to do Key Words present and activate vocabulary fort topic. Presentation exercises help students discover how language is used Inthe Grammar Focus pages, Before you start provides readingtistening activities to give cantext for language Presentation provides simple context for focus on language and presentationtrevision of form, Cross reference directs students to summary of grammar rules, Practice prov controlled and freer grammar exercisesFunction File presenis everyday spoken Inthe Skills Focus pages, Before you start prepares students for reading and [Comparing Cultures gives| ‘amini focus on a cultural quote aspect af the topic UNQUOTE are famous quotations related to the topic Review pages revise ‘grammar, vocabulary and pronunciation Speaking and Writing Workshops provide carefully staged productive tasks Communication Workshop Cross reference directs students to detailed Writing Help reference Talkback isa final stage for students to think about what has been said or Check your Progress helps students with sel assessment,Key Features 1 Topic-based modules Opportunities isa veevel course that has been specially designed for the upper-secandary school ianguage learning context. The basic premise ofthe course is that secondary students learn English best when they are dealing with interesting and meaningful content. Thematic input provides a context for language and communication, and supplies 2 series of cognitive ‘anchors’ for learning which are crucial in a ‘monolingual learning environment. ‘The course is orgonised into eight topic-based modules. within each module there are different sub-topics, which provide variety and atthe same time explore the module theme in depth (eg, Module 3: overall topic wheels; subrtopics ~ cyding, traveling by aeroplane, solar car races, cars and trafic, a development issue) Each topic offers opportunities to explore tree kinds of content 4) Topics related to the student's own world \within each topic in Opportunities intermediate there are ‘opportunities to explore concerns and interests that are directly related to teenagers and young adults ‘extreme sports and adventure holidays (Module 1) lms and newspaper stories (Module 2), cycling and travel (Module 3); advertising and fame (Module 4); personality and romance (Module 5); studying abroad and choosing language schools (Module 6); career suitability and interviews (Module 7); travel (Module 8). ii) Cross-curricular themes However, there is always a serious slant and strong cross curricular and extra-curricular elements. itis important to remember that secondary students are in a serious educational environment and that there isan obligation to help them learn about the world Science ~ solar energy and the effects of pollution (Modi 3}. The Arts- history polar exploration’Module); the cinema (Module 2) philosophy (Module 6) Business ~ advertising (Module 4); jobs, career trends and interview techriques (Module 7) Social Studies ~ society's denendence on cars (Module 3) the media and advertising (Module 4); social trends (Module 5); education (Module 6); employment trends (Modul 7) emigration (Module 8) i) Cultural input Culture provides the third strand of thematic input and is particularly focused on English-speaking cultures: British explorers (the Scott expedition} and British travel writers (Module 1); Groucho Marx, British cinema and Hollywood (Module 2); traffic in Britain (Module 3); the British media and advertising (Module 4): @ novel set in India (Module 5) the education system in Britain (Module 6); jobs in Britain (Module 7}; Australian society, cross-cultural communication and visting Britain (Module 8) There is also an important focus on literature of different genres. Firstly, there are texts in the following modules: extracts fram Scott's diary [Module 1); an extract from Groucho Marx's autobiography, the story of Rip Van Winkle by Washington Irvine, and the medieval version of the Greek myth of Orpheus and Eurydice (Module 2); an extract from A Suitable Boy by Vickram Seth (Module 5); an extract from Sophie's World by Jostein Gaarder (Module 6). There are also four literature spats ‘which look at classics from English literature: Frankenstein by Mary Shelley; The knight's Tole by Geoffrey Chaucer, Sense and Sensibility by lane Austen; A Horse and Two Goats by R.K. Narayan. 2 Clear objectives, clear outcomes One of the key advantages of Opportunities Is that, throughout the course, there Is a clear direction for learning. Modules, lessons and tasks all have carefully worked-out stages and all lead up to clear communicative outcomes. a) The modules ‘Stage 1 Warm-up Each warmup page introduces students. to the module topic. It prepares them by focusing an key lexical areas and involves them through lstening and personalisation activities. The module objective boxes give students clear signposts as to what they will be studying in the module. ‘Stage 2 Four main input lessons Two of these are Grammar Focus lessons which provide grammatical input within the context of the theme. The remaining twa are Skills Focus lessons, which develop all four skills and provide students with strategies for dealing with communication, They also provide students with explicit lexical and functional input. Stage 3~ Performance Each module builds up to a Communication Workshop. These include writing and speaking tasks which enable students to use the strategies and language they have acquired throughout the module. ‘Stage 4—Review/reflection The Review lesson contains revision of the main language from the module. It is backed up inthe Language Powerbook by ‘test yourself’ activities and a ‘module diary, which enables students to reflect on what they have learnt in each module. b) The lessons ‘The structure ofthe lessons mirrors the module structure by following the same basic stages of learning. Stage I~ Before you start _\n this section of each lesson there are warm-up activitles which introduce the lesson su topic and help to prepare students in terms of lexis. In ‘Grammar Focus lessons, the Before you start phase includes reading and listening tasks which provide the context for target language items, Stage 2—Main input _ skis Focus lessons contain skills development activities listening and reacing) followed by a focus on vocabulary, Grammar Focus lessons have an explicitpresentation stage, in which students work out rules of form and usage. Stage 3 Main performance A\\\essons lead up to productive stage, in skils lessons, this involves writing and speaking activities related to the topic of the lesson. In grammar lessons, sturlents take part in freer written or oral grammar practice, which s again related to the topic of the lesson, ©) The tasks ‘The tasks in the Communication Workshop are all staged in the following way. Before you start In this stage students are prepared for doing the task. n the Writing Workshop, there is a mode! text plus work on style, linking and arganisation. In the Speaking Workshop, the input phase includes a Function Fite, a short pronunciation exercise and work on communication strategies. ‘Stage 1 - Preparation One or more stages of each workshop involve students preparing their performance: brainstorming ideas; writing paragraph plans; planning what they are going to say, rehearsing usetul words and expressions, Stage 2 Performance Students use their notes and ideas from the preparation stage either to perform the speaking task [eg roleplay/discussion) or to write a draft of their composition Stage 3 — Reflection | the Writing Workshop, when students have finished writing, they are encouraged to check their work and improve it, before giving itto their partners. Then, in the Talkback stage, students think about what they have written, react to what their partners have written or assess their own performance; and sometimes they act out a followup dialogue. This clarity of direction in Opportunities is not only confidence. building and motivating for students but also helps to foster independent learning (see Section 10, Learner Development} This approach enables teachers to plan interesting and rounded lessons, manage the class more effectively and assess the communicative performance of their students. 3 Process approach to skills ‘The development ofall four skils requires a clear and explicit focus an the actual process of communication, This focus helps students deal with communication in English and, at the same time, increases their awareness of communication in their own language. 1) Strategies ~ Strategies boxes contain communication strategies which help students to deal with and overcome communication problems. Strategies are systematically developed and recycled throughout the four levels of Opportunities (see Section 4, Skills Development). Strategies boxes focus explicitly on uifferent stages or aspects of communication and provide students with step-by-step procedures for dealing with them. After that, students have ‘opgertunities to carry out the strategies while doing a communicative task. ii) Staging ~ Communication activities are clearly staged. This ‘ot enly helps task achievement and builds confidence, but also develops students’ awareness af communication itself. ii) Integration of skills ~ Skills are closely integrated, so students can use the information or ideas from one skills activity while doing another. IvTRoDUCTION Example: In the Speaking Workshop (Madule 2), students plan and tell a story from pictures. In the Listening Workshop they listen to the medieval version of the story. Finally, in the Writing Workshop students write their own story following the same basic plot. 4 Comprehensive skills development Skills development throughout the four levels of Opportunities is systematic and all important areas of each skill are covered systematically a) Reading ‘There is plenty of reading in Opportunities, ach module has one ‘main reading focus lesson and there are aso shorter reading texts in both the Grammar Focus lessons, Most ofthe Wetting Workshops have model texts, and extra reading practice is provided in the four Cuture Corners and the four Literature Spots There is a wide variety of olfferent text types: biography extracts; newspaper stories; magazine articles and interviews, novel extracts; websites; questionnaires; advertisements; letters; reports; brochures and leaflets. ‘There is also a varied selection of reading task types: checking predictions, responding to open answer questions; truetialse questions; multiple-choice questions; ‘who said what" questions; matching headings or topics with paragraphs; sequencing pictures or texts; finding mistakes or discrepancies in texts; completing gapped texts with sentences; note and table completion; answering inference questions about texts focusing on opinion in texts; expressing personal reactions to texts; working out the meaning of words (through Contextusing dictionaries); focusing on linking words or other elements of text cohesion Opportunities intermediate recycles and extends reading strategies that have been used in earlier levels of the course. It also presents and practises strateges that deal with more detalled analyses of both the message in texts and the structure and cohesion of texts: dictionary use; working out the ‘meaning of words in context; prediction; writing and completing notes; dealing with cultural references; reading between the lines; using reterence and linking words, completing gapped sentences; distinguishing between facts and opinions. Literature Spots give students opportunities for more extensive reading and to develop some basic critical awareness, Background information about the period and/or the writers also provided b) Listening Each module has between four and seven listening texts. The \Warnt-up to each madule has short monologues that help to introduce the module topic. The oral sklls lesson has one main inputtext, which contains information relevant to the lesson topic. Itis followed by a text (usually a dialogue) which contains functional language and which is focused on in the Function Fle. ‘There are also some listening texts in the Comparing Cultures sections. Speaking Workshops also often have dialogues which present language and there are five Listening Workshop tasks, which include a radio interview, a stary and five songs. One zIntRoDUCTION short taskis given in the Students’ Book, but extra ideas for exploiting the songs are supplied in the Teacher's Book: Listening text types include the follawing: radio programmes and documentaries, public announcements; news programmes; interviews; short monologues; descriptions; dialogues in @ variety of contexts; telephone conversations; stories, songs; lectures, lessons and tals. Listening texts at this level nat only include standard British English, but also contain American, Ausialian and some non-standard English accents. ‘The following task types are used! checking predictions; Identifying speakersicontexts; matching speakersrtexts, multiple-choice questions; listing; open answer questions; text, and table completion, ‘who said what?’ questions; sequencing events; discrepancies between aural and written texts; ‘evaluating difficulty; reactions to texts; identifying important words, note-taking and note completion Opportunities intermediate recycles and revises listening. strategies that students have used at earlier levels of this course. It also helps students develop strategies for listening on their own and helps them to focus on contextual elements in dialogues such as style and mood. Strategies include the following: preparation for listening; listening for important words; focus an context and situation; listening for specific information; identifying opinions; preparing own questions; note-taking; identifying style ©) Writing Each module has one major writing task in the Writing Workshop. However, there are suggestions for extra writing in the Teacher’s Book and the Language Powerbook includes a ‘guided writing activity in each module. The following text types are focused on in the main writing tasks: an informal letter (Module 1); a story (Module 2); a report (Module 3); formal letter toa newspaper (Module 4); a description of a person (Module 5); a personal essay (Module 6); letter of application for ajob (Madule 7); an informal letter giving advice (Module 8) Strategies for the different stages of writing are focused on systematically n the Writing Workshops, but there are no explicit Strategies boxes. Strategies are integrated into the stages of the Writing Workshops, Extra ideas and language are also given in the Writing Help section at the end of the book. in Opportunities intermediate, the following strategies are looked at: brainstorming ideas (using questions/tablesitimelines! networks); audience awareness; paragraph planning (using diagrams); note-taking; drafting (using useful vocabulary and linking words); checking (conten/grammar/spellin); self and peer assessment. ‘Writing Workshops are carefully staged (see Section 2 of this Introduction), In addition to this, in the Talkback stage, students ‘have a chance to read, use and react to each other's writing, Exploiting students! own writing can be very important, as it helps students to see writing as a real communicative activity, rot simply the production of a ‘composition’ for the teacher, There are model texts in al modules and these are usually in the Writing Workshop. The following aspects of wrting texts are focused on: layout and paragraph organisation; style; use of linking words and expressions, The following linking areas are explicitly looked at in (Opportunities Intermediate: informal inking words (e.g. ‘and’ at the beginning of sentences); time linking words (while ‘immediately’, etc; addition linking words also’, ‘plus, ‘in addition to’, etc), contrast linking words (on the one hand! ‘etc |; purpose ('n order to); reason linking words (‘due to, 6 ‘because}, exempllication and emphasis (such as) ‘especially; conclusion (to sum up). Opportunites intermediate also focuses on various aspects of style: elements of informal style (Module 1); formal vs. informal ‘expressions (Module 4); formal expressions (Module 7}, inforral inking words (Module 8). ‘The Writing Help provides students with guidance and help at every stage and is an important aid to learner independence Each Writing Help has the following sections Layout Gives students a model paragraph plan Useful Vocabulary Provides sucients wth vacabulory useful to carry out the task Linking _ Gives exarnples of usell inking words which have been looked at ether inthe model text or ina previous reading tex. Checking Has questions to help students revise their first drafts in terms of content, grammar, lexis and spelling. To further help students with checking, there is @ Common Mistakes Checkiist in the Language Powerbook. This sa list cof common grammatical mistakes that students make, especialy when writing. Students can use this list to check their composition for mistakes betore giving it to the teacher, They can also add their common mistakes to the Ist The Language Powerbook also has @ section on writing in each module. This inchides more work on lrking, systematic development of punctuation {capital letters, full stops, commas, apostrephes), work on problem speling and guided writing activities. d) Speaking There are speaking activities in every lesson of Opportunities Intermediate. Within the course there is also a variety of whole lass, paiwork and groupwork activities. The Warm-up page has short personalisation exercises (usualy pairwork activities) which encourage students to reiate ther ‘own personal experiences to the topic that is being introduced The Grammar Focus lessons have guided drills which lead on to more open oral practice. The written skis lessons finish with a staged speaking activity related tothe topic ofthe lesson (e.g an information gap on to modem explorers - Module 1) The oral skls lessons have guided practice ofthe functions which appear in the Function File and more open speaking activities {especialy roleplays and opinion gap activites), based on the topic and situations covered inthe lesson. ‘The following funetions are focused on in Function Files inthe ‘oral skills lessons and in Speaking Workshops: expressing likes and dislikes (Module 1); expressing opinions and making stories ‘exciting (Module 2; travel situations (eg. buying tickets, checking in) and discussing suggestions (Module 3); expressing ‘opinions, agreeing and disagreeing and interrupting (Module 4}; describing people and discussing photos (Module 5); disagreeing and contradicting and asking fr information {Module 6; jb interviews e.2 asking questions) (Module 7) being polit (e.g polite requests) [Module ‘The Speaking Workshops have the following asks: choosing a holiday (Module 1); teling a story (Module 2; a discussion about 2 traffic problem (Module 3) a discussion about adverts (Module 4), describing and discussing a photo (Module 5); finding out Information about courses (Module 6); a short speech about jabs (Module 7); a roleplay ofan exchange visit (Module 8} Speaking Strategies are looked at either inthe oral sls lesson or in the Speaking Workshop. The following strategies are looked at ether in strategies boxes or inthe Function Fis:showing interest while istening (Module 1); making stories ‘exciting and dealing with mistakes (Module 2); preparation for speaking (ideas and language) (Module 3); interacting in discussions and interrupting (Module \;strategles for fluency (eg. using gestures) Module 5; dealing with misunderstanding (Module 6); making short speeches (Module 7) preparation for speaking style and politeness) (Module 8) ‘Te Language Powerbook provides additional practice of the functions presented in the oral skills lesson. 5 Discovery approach to grammar (Opportunities uses an inductive approach to learring grammar, inwhich students can discover grammar themselves and work cut rules of form and usage before comparing them with those inthe Grammar Summary atthe end ofthe Students’ Book Grammar Focus lessons alternate with Skils Focus lessons in each module and a total of sixteen major grammar areas are dealt wth. Opportunities intermediate both revises structures that students wil have seen at earker levels and presents nev grammar. The main grammar areas are a follows: Module | Present Srp, Present Continuous and Present Perfect and statve and dynamic verbs (Present Simple vs. Present Continuous); Module 2: ‘used to' vs. would’ and Past Perfect, Module 3: Present Periect Continuous and Present Perfect ~ simple vs. continuous; Module 4: the passive voice and 5) | © Doctor Grammar (9.6) The topics in Opportunites intermediate The key selfstidy features of te book Organising vocabulary Reacing English in te Third Millenium Reading Strategies. deal with new words in texts Using the tin cictionary - working out meaning Grammar sel-test pis grammatical meta language (ADVENTURE Seltassessment of grarimar (rganising grammar notes opie taling about fer dreams Speaking: parwork talking about dreams, mations Reading: history book The Race tothe Pole’ (Scot's feallng with cificult words Speaking: information gap ~ Marek Kamifsk: and Helen Reading: photo captions ~ Chisiina Dadhall and Benedict — finding uliplechoice Comparing Cultures: sport nthe \l5A and Uk Reading: holiday brochure - adventure holidays the LESSON. LANGUAGE SKILLS Warm-up (p.7) | Vocabulary: iravel, eoraph Listening: monologues — pei (Gollocaton veromoun - explore, wi, go, $0 on) T Explorers | Vocabulary: worduilsing - acjectves anc nouns (ro. 5) (e.g. dorkdarkness) ‘expedition to the antarti) Reading Strategies: | ___ a Thayer 2 Tavellers’ | Grammar Present Simple ciiviles that happen resularyi Tales Permanent stuatlors/states; Present Continuous Allen lep.10-19) factivties gong on at hs momenvtemporary actvties| | Listening and Reading: racia interview. and Present Perfect activities starting in the past and discrepancies between aural and wntten text Continuing nowindeinte pastipast events with results | tothe present) sronuneiation: contractions ls vs hos) 3 Gxtreme | Vocabulary: extreme sports, Listening Strategies: preparation Sports Funetion: preferences cartrast ike doing vs would questions oo 213) fke to 00} Listening: 1V reporter, dslogue Vocabulary: muit-part verbs (nobibes) Speaking: quostiocraire on spo Pronunciation: intonation in questions @ Adventure| Grammar: sitive and dynamic verbs (e.8 reaise/corryh Holidays| verbs that can be bath stative and dynamic fg nove) Hiealayas op. 14-15) communication | Speaking: choosing a hlday (holday advert9 palrwork discussion | Workshop Speaking Strategies: in.eractin Pronunciation: showine interest bbe te-1 | Ming in nformal letter rom someone on Palleay inking normal inking word nae LUstening: icerviow with Marek kainsk (Palsh exelorer Review [p.18 | Grammar and vocabulary revision Pronunciation: consonant sound L Check your Progress: sei! assessment 2 STORIES aa ‘Warmup ip. 15) Vocabulary: story genres, characters rom stories Ustening: tne beginning ofsiory extracts ‘Speaking: questions on readin h 5 Ue Stories —| Vocabulary: collocation verinourh Reading autoborraphy enact - Crouche Mark ipg.20-21) | Grammar: Used to ar woul tates vs actions) 6 Fims Vocabulary: fim and crema wores;mociies Uistening® recoded nesage complete crema (pe 22-23) | te, roi ete) Inirmaton oma boerire dalogues king abot hime Functions expressing opinions abou tis; raking Writing: notes sbocta im ones excing Speaking: dicusong ims an stars escriting aim Stone 7 Newspaper | Grammar Past Perec less an eve at Reading ewspaper sory ~ Paice Dog Catches Burgar® Stores "| happened enrier vs Past inple an evertin torpleinga summary pp 245) __| theast A Strange Tale (op 26-271 Communication | Vocabulary: ruli-part verbs ~stem verb ater get (ee get on with) Linking: time linkers (e.g. wheter Reading: sary ~The Strange Tale of Rip Van Winkle Reading strategy: precicion Linking: rarratie linkers Speaking: ‘eceuing the story Comparing Cultures: eens and folktales ‘Speaking: teling story pals Using picture cues) Speaking Strategies: desing with mistakes Workshop | Listening: 2 Greek myth - Orpheus and Eurycice (medieva version pp. 28-29) Listening Strategies: istening forimportant words Writing: a stor —from beginning ta end Review |p 30) | Grammar and vocabulary revision Pronunciation: would vs hod; vowel sounds | Check your Progress: sell assescmont | culture corner 1 ip. 31) Canads ~A Land of Diversity (Canada's rmulicutural identity) Language Problem-Solving 1 {o.32) Past modals had roldan't have tofcculd/couldn'vwas able tamwasn’t able roStupents’ Book ConTeNTS 3 WHEELS _ - LESSON LANGUAGE - ‘SKILLS ‘Warn-up jp 33) Vocabulary: diferent Kinds of transport eacayingy ‘Speaking: pevsonalzation —transpart you use On Your Bike ip. 30-35) 10 On the move Atansport words pedestrion/matanst, et) ‘Grammar: Present Perlect Continuus (or past actitles with consequences inthe present) ‘fepeated or prolonged activity the recent pasth ____Pronuneiation: aris yo ‘Vocabulary: airports and stations; multrpart verbs Listening: monologues Reading: newspaper article eturn ofthe white bikes! dalogurs Tsering: apart announcements tines, destratons ae voce oer ee ae ee ee eannanas tales eee cll ce saree hau 71 giary—— Grear es eee Sr CE ong ecw TS Sa ar OTT ectnes | Core rad scr | ino 38 car caer] Vocabulary: Tari FIC Wa ae TE eR TET reel Perea Nencig depin coiaing rte | __| Bae ecstatic Commnaneaon | Spans «deems ian We aera Rawal jon Spacing Seaisrne opr Gotten” | Pinetet dueworpeestine “ veuingarona beradodieerste Woes | Laling sGuane wll caas ion etiae Scr naan og oy £0 |S waren Heuxkiinea tel pa eee 4 THE MEDIA Wamp | Wocahian womans magaanes Temeapan —] Laas aig Te aliacs eben oe Pe ee ‘awa Wika Fanundition pace nares er bea Soe enn | Mahal artta en 14 World News lp. 48-49) | 15 The Price of | Fame en so) 16 The Advertising Game (0. 52-53) ‘Communication Workshop (pp. 54-55) Review 0.50) Culture Corner 2 ip. 5?) Ireland Celie Rules (culture in Ireand 5 PEOPLE mvp 959) ‘Grammar: Passives —Presert Simple, Past Simple, Present Continuous, Past Cortinuous, Present Perfect, Past Perfect; wil, can, be going to ‘Vocabulary: media words, multipart verbs — turn (eg tum over Pronunciation: convactions nd stressed words Functions: expressing oprions, agreeing and disagreeing Vocabulary: opinion avjectves ‘Grammar: ausatives ~10 havefget something done ‘Writing: a formal letter toa newspaper ‘Speaking! 2 discussion about advertising Speaking Strategies: ieracting in iccussions Grammar and vocabulary revision Check your Progress: sll assessment Linking: ca sting eas Listening: a ie.oeue Ustening: «song Pronunciation: word stveas shits e.g auvertiadvertsement ‘ewspapers names, measuremerts, express) Writing: writing notes for a newsnaper story Speaking: information ga~ tncing out about nas stories Comparing Cultures: the quaity and popular pressin tain Reading: nawspaperstory~ ‘Volcan Fears Mount Listening: odio programme Listening Strategies: tstening for specific nirrnation Writing: notes for opinions Speaking: discussion about TV, questionnaire about TV Reading: magazine article "Shock Tactics ‘Style: formal ve inforeal expressions Function: interrupting poopie Language Problem-Solving 2 |p. 58) articles ~uses of the define ance (geographical rames/species, eg, the elephont) ‘Vocabulary: physical appearance —hairfagelspecial features (a8 moustachevadjectives (eg. good:ocking) Listening: police TV appeal Speaking: describing prysical appearance [17 Tamara | Gramm the uture= reve of ete ms Readings raga aide="The Fate ard UF Foon” | Raasperetotzoy ont mi loco |" " : 1 personaly) Vocabulary: esr tes 7 mu pak Lisaring aD ht anions beeen | Ween Uiarina ueeple: Gert phon aching | Sich mooring sepa ancien, cms pees tncane penal) Wetipee rts dsc person Promunelton: showing interest Speaking: ening s person | __ . Cloaprtag Cabaret stoops 19 Fropla | Bram wor specter resend past= | Utes Slope pple on the beach Watching | cigh'enon mate, rag neve Each maa en | Reine ienee ot oa BC © 20 First ‘Vocabulary: verbs — communication; adjectives: Reading: novel extract — A Suitable Boy by Vickram Seth Impressions | (opposites) ~ prefixes un, dis, Reading Strategies: inference or ‘reading between the postr” | Pie Ratti enone -sreconme, | he Communication Workshop | (pp. 68-68) Review (p70) 14 such as, especially Speaking: dicusiing «polo Speaking Strate Weng: ging exarples ung notes | Speaking: taking about the first ime you met sorneane Commurvcating elfectvely (using gestur ‘and expressions, ‘obseringthelsteney, dealing with words and mistakes, involung the lstene”) Function: describing andspecuiating Writing: descrling » person you ircx’ and lke using dlagrams to write notes {Grammar and vocabulary revision Pronunciation: dificult Carsonant sounds Check your Progress: sei-assessireitStupeNTs' Book CONTENTS q 6 LEARNING aE I LESSON LANGUAGE Seis Warmup (71) | Vocabulary: miscellaneous word related to the “Memory Strategies: momorsing vocabulary module LUstening: monoiogues— people taking about how they remember things \_ ‘Speaking: questionnaie on learning hats and strategies | [i Understand: | Vocabulary: adveras — of manner, af quency, Reading: novel extract ~ Sophie’ Word By Jostein ing modifiors Gaarder lop. 72-73) LUnking: rexisian of key areas Reading Strategies: using Inking and reference 22 Studying Grammar: conditonal review (Ze, First and Second {stening: dsiogues ~universty students taking about ; Abroad’ Conditionals) presentation ofthe third Conditional ~ plans for halidayswat happened on the holiday pp. 24-75) ifys.uniess Pronunciation: contractions (7) } 23 Choosing Vocabulary: schools, mul part verbs related to study Listening: monologues — people talking about different Schools” Function: dsegreeing and contracicting politely schaols (UK boarding schaolUS alternative school pp. 75-77) Pronunciation: pote disagreement Listening Strategies: preparing own questions before listening” Speaking: ciscussion - - Comparing Cultures: ecucation ystern in Englandrwles 24 Teachers Grammar: wish and should have, Present —/ wish Reading: magazine feature ~My nspiration’ Nl Pup ipp.78-79) knew, Past ~Iwish had known | Communication | Speaking: roleplay a student phoring a language school to get information | Workshop Funetion: asking for formation on the phone Welling: personal essay about your ideal Ifyou have two lessons for this unt, a suitable natural break i ater Exercise 2. Eicon Before you start Exercise 1 "= Students look at the title and the twa photographs, Eiit ~ansivers to the questions from the whole class and encourage students to give reasons for their guesses. "Students then read the text to see if their guesses are correct. Encourage students to read the text quickly, scanning Itfor the answers to the questions and riot to worry about unknown vocabulary at this stage. 20 wa SKILLS Focus Answers 1 The South Pole 21910-11 3 Amundsen l Reading Exercise 2 ' Students work individually reading the text again more Carefully. f you wish, students can compare their answers in pairs before checking them as a class, = When checking students’ answers, have them read out the section of the text which gives the answer. Have students correct the false statements. Answers 17 2F 31 aF SF 6T Exercise 3 ‘= Read the text in the Reading Strategies box with the class and discuss the suggestions. Check if students can identity nouns, adjectives, adverbs, etc, by asking: What often comes before a noun?’ a, the, some, lots of + adjective + noun). ‘What letters do adverbs often end with? (1y) * Students find the words in the text and identify the kind of word each one is, Check students’ answers before they do the matching exercise. Answers ‘epotsinaun devastatadadjectve biteriadverd ambitiontnoun despersteladjective cheeriuladjective frostbiteinoun spirinoun remarkableladjective Students work in pairs, matching the words with the definitions. Remind therm to read the word in the text so that, they can make use of the context to work out its meaning ‘Answers ‘devastated 2bitterly expedition Adesperate Sdepots | Scheerfal 7ambition Sspiit remarkable 10 frostbite Exercise 4 * Students read the text again and write answers to the questions, Point out that question 4 asks for their own opinion and feelings "© Check students’ ansivers by having some of them read out theiranswers,Suggested answers ‘Amundson succeeded because he made rapid progress because hhehad teams of dogs puling the sledges and his men were on sls: Scot ied because he and his men hae to push the sledges themselves when the matorsledges broke down and the ponies had ificutles with the snow and the cold 2 They reached the Poe although they didn't win the race and they became heroes because oftheir courage. They collected ocks that proved Antarctica had once been covered ay plants, They became heroes because, athough they died on the return Journey they showed remarkable courage al the tlme, Vocabulary: Wordbuilding Exercise 5 1 When checking students’ answers, have them read the sentences aiouc! and spell te nouns so that you can check pronunciation and spelling T Answers 1 dafeness 2ambttion lsaster 4 exhaustion Seah braverytoticuty Exercise 6 1 Before students do the exercise, point out that not all the nouns can be made into adjectives, verbs and adverbs, ® Draw a table on the board (see Answers) for students to copy and coniplete with their words. * Check students’ answers by having them complete the tabie onthe boar, “answers oun adjective verb adver explorer explored explore pole polar ~ - rgensation organised organise. — | patience patient - patiently reparation prepared =—=prepare ‘bition ambitious ambisously | courge courageous — courageously success successful sucteed © successfilly Exercise 7 * Have two students read the example sentences aloud. Elicit a pair of sentences about another word fram Exercises $ anid 6 le. dark, pole) ' Students then work in pairs, taking turns to say seritences about Amundisen's expedition. 1 Have some of the pairs say their sentences to the class. Speaking Exercise * Divide the class into pairs and say who is Student and whe 's Student B in each pair Ifyou have an odd number of students, have two weaker students work together as Student A ® Students turn to page 111. Each member of the pair reads 2 different text. You may wish to have students draw the table ADVENTURE from Exercise 9 and flit for their own explorer so they have the correct information to give to their partner in the next exercise, Exercise 9 © Students make the table for the information about their partner's explorer and ask their partner questions so that they can fillin the information, Check students’ answers by having them report their Information to the whole class QUOT... UNQCOTE Read the quote and ask students what this quote tells us about Kamifisks character. Does he like preparing for expeditions? Is he a patient man? Is he an active person? Practe Student ok backat the actives verbs and adverbs they trade nExerieo and take turns to mae sentences uring one oF the words f you mish, this canbe played asa fear game Ithone team choosing a word forthe other team to use na sentence éxterson te these ames ard places on the board fr studs to match te explorers an the places hey weno ‘Neil Armstrong a) America 2 Christopher Columbus _b) the Maon 2 Captain James Cook —_¢ Greenland ‘Erik the Red d} central Atria S Marco Polo ©) the Pacific 6 David Livingstone Asia Answers ib 2a 3e 4c St 6a in groups of four or five, students plan their own expedition. Tell them to consider the following issues ‘the objective of the expedition, e.g scientific, exploration, ecological 2the people (6. friends, classmates, relatives| and the jobs for each of them to do during the expedition 3methods of transport and possible dangers, Apracticalties, e.g. accommodation, food, medicine, communication. ach group selects a “group secretary’ (or two students can share the role} to make notes about their discussion and to report back to the rest ofthe class.Objectives * Topractse using the Present Simple, Present Continuous and Present Perfect verb forms To compare information given in a reading text with that ina listening text, "= To practise the pronunciation of's in contractions in sentences such as He's gone’ andl ‘He's a nice man’ Resources used Cassette, Grammar Summary 1 Possible problems ‘Students may overuse the Present Continuous form for activities that happen regularly. Some students may have cificulty distinguishing the sounds /s! and rn the contractions n Exercise 9 Routes through the material © if you are short of time, set some of the exercises for homework (e.g, Exercises 5 and 6) > tfyou have time, do the Option activity © Ifyou have two lessons for this unit, a suitable natural break is after Exercise 5 Before you start Exercise 1 dents look at the pictures and read the texts quickly to find the answers to the two questions, ‘Answers Christina Dadwell has been to Africa, New Guinea, Turkey, China, Kamchatka and West Africa. She hes traveled by horse, canoe, dog. sledge and microight, Benedict Allen has been to South Ameria, New Gulnea, Australia ‘ancl the Gobi and Namib Deserts. He has travelled on foot and by camel ‘= Ask students if they have travelled in any of the same ways {Christina and Benedict. Which of these ways would they ike to travel? Which of the countries would they like to visit? Exercise 2 Useful vocabulary: agent, nance (y), mad * Dorit pre-teach these words, They are nat necessary for this ‘exercise, Students can be encouraged to guess the meaning of these words when doing mare intensive comprehension work ® Give the students time to read through the dialogue to get the general mearing before listening to the cassette 22 wi 2 Travellers’ Tales Grammar Focus ® Play the cassette twice for students to find and correct the eight mistakes ® Check students’ answers by playing the cassette again, pausing after each of the eight differences Answers 2 North Pole (nt South Fole) 3 teams not groups) 4 read my books (nat watch my documentaries) 5m learning Russian (not leaning Chines 6 12 oot not 10 foot) 7 vers of Russia not riers of China) to Peru (nat to Chel Tapescript Man: How long have you been a travel writer? ‘Woman: For ten years Aut 've always loved traveling. ve wanted tobe a traveller sincet was aki ‘Man: Has your new back beena success? Woman: Yes it's been a great success. thas meant that can finance my next expedition ‘Man: You've walked acrass the Amazon jungle and to the Noth Pole, You've been to every corner ofthe world, You always goon ur on, why? Woman: Well | think ts important ta test yourself. dontke going ‘with tears. Lsoetimes live with local people or tribes, but that's atteren ‘Man: How does your family fee sbout your tps? Woman: My mum and dad think mast But they always read my ‘Man: So, what are youdoing at the moment? Woman: Wel, m planning my next expedition, fn learniig Russian. | always try to learn the local languages, you know And | ambulding 2 12foot boat. | wantto travel around the rivers of Fuscia ard then sall across the Pacific 1 Peru ‘Man: But that’s impossible! Woman: | know 2 lotof people think that, but 'm making special preparations fortis trp. ‘Man: What are they? Woman: 'm afraid | can't answer that. tm sorry, ny agent is wating for me.I must go now, ‘man: Thank you forthe interview. ‘Woman: You're welcome PRESENT TENSES Exercise 3 = Students do this exercise working in pairs ® First, students identity the tenses in sentences 1-7. Check these answers before students match them with the uses (a-g) answers Present Coriinuouslg 2 Present Perfectle 3 Present Pertecué Present Simplola 5 Present Continuous! Present Perfecic 7 Present Simpler1 students then look back at the text and captions to find more examples ofthe three tenses. Have students read their texamples out tothe class and identify the ver form and say which use itis serving ‘Grammar Summary 1 can be read at home for consolidation. Exercise 4 ® Point out that the instructions ask which people could not say the sentences and why they could not say them. 1 Students can discuss the answers in small groups of three or four or alternatively do the exercise asa whoale-class activity, 1» When checking answers, elicit suggestions for what the two people could say instead of the given sentence. “Answers talc 2a 3c Exercise 5 1 Advise students to read through the text quickly frst before they start filing inthe gaps. Check students’ answers by having thern read the text aloud, Encourage students to guess the meaning of new words eg, botanist’, “orchic, rae, 'heumatsm, ‘properties’ using the strategies they practised in Lesson 1 Answers Thaveworked 2teach spend @have had |Shaebstdscorered am sudying 7uses 8am collecting have examined 10 believe Exercise 6 * Read the example prompts and text with the class, ® Ifyou are short of time, divide the class into four groups and have each graup write sentences for one of the remaining four verbs. "The groups then read their sentences to the class, When checking answers also check understanding of new words, € 2 ‘ethnographer answers 2lama traveller and a scientist. have been interested in Australia. ally ite, | sihave worked as #sclentist since 1991. | workat Lancaster | ures aneticgaper. Lam wosing an book sont ‘xstrallan food and drink 4 have wrtion more than twenty articles about Australian customs [rave written Books on Austral, | am wrtingyhave written a book onthe life of Australian Abovigeies, Sil n Lancaster. | have ved in the UK for twenty years. | am |waghave ives among the Australian Aborigines inorder to do research for the book Exercise 7 1 Students work in pairs writing out the questions in a table, Tell therm to add two or three mare questions if they wish. * Check the question forms before students go on to ask and answer the questions ADVENTURE Answers 2 Have you ever Ived abroad? 3 How many countries have you been to? | 40 you ike traveling? | 5/Ate youplanning a rip ora holiday anywhere atthe mornent? | ettow meny languages dotean you speak? | 7 How many languages are yous learning at the mioment? | Bare youinterested in any courtrytcultre? * First, students fil in the column for themselves. ‘= Then they ask each other the questions and filin the column ‘or their partner. Tell students they need not tell the truth ~ they can invent information about themselves and their lives, "= Some of the students then report back to the class about their partner. Exercise 8 Read the example text with the class and check comprehension and pronunciation of ‘archaeology’ jakiblodsi, ‘= Tall students to write ive to seven sentences about their person, using the three verb forms ~ Present Simple, Present Continuous and Present Perfect, Students then read their sentences to their partner: ‘= Some of the students then read their texts to the class. Pronunciation: Contractions Exercise 9 "= Ask students when the 's is used and elicit examples from them, e.g. “ohn’s book’ [possessian), ‘He's here (contraction). '= Students study sentences 1-6 and decide if's stands for ‘has! or is "© Check students’ answers by having them read out the sentences with the full verb form. | answers ] thas 2has 3is amas 515 616 '= Have students look at the phonetic symbols and say the two sounds, ' Play the cassette two or three times for students to listen to the pronunciation of thes. ‘Answers Th 2ht Sia! at) SIN OBI Students then listen to the cassette again and repeat the sentences, 7 Extension ‘Students look at the last section of the dialogue in Exercise 2, {from want to travel around the rivers of China and then sail across the Pacific to Chile’ to the end). In groups of three or four, students discuss: 1 What sort of ‘special preparations’ do you think the traveller is making? 2 What does a traveller’ agent do? nSKILLS Focus Sports Objectives ' To practise strategies for preparing to listen to a text * To practise expressing preferences. = To practise using multipart verbs. ‘= To practise using correct intonation in questions. Resource used Cassette, Possible problem Some students may not knaw much about extreme sports and so have less knowledge to use when preparing for the istening text. Background Extreme sports have grown rapidly in importance and the Extreme Games attract growing numbers of participants Other extreme sports include: ice canyoning (sliding down canyons), street lugeing (going down a street very fast ona board with wheels), underwater hockey (played underwater ina swimming pool, extreme mountain biking (riding ‘mountain bikes of cif. uote: George Orwell was ajournalst and novelist whose most famous books were 1984 and Animal Farm. Both ‘books attacked totalitarian government and the way it destroys individual freedom and corrupts society Routes through the material 5 Myouare short of time, set some of the exercises for homework (e.g. Exercises 7 and 8) and omit Exercise 6, © Ifyou have time, do the Option activity © Ifyou have two lessons for this unit, a suitable natural break is after Exercise 6 Src Before you start Exercise 1 ‘= Read through the Key Words with the students and have them match the words to the pletures. Exercise 2 "= Read through the Listening Strategies with the class, = Ask students what clues they get about the content of the riext listening text from the ttle of this lesson, the pictures and their own knowledge of the worl. 24 ‘= Give students time to read through the questions and guess the answers before you play the cassette Listening Exercise 3 * Students listen to the cassette and check their guesses ‘Answers ta 2b 3c 4a 5b 6b 7c 8 Tapescript sr i, mortem | various extreme sports that have become popularin the lastten | ‘Son andng chu a ut oda en, pak Selon ts rr ey, here Ya iandcanbelistas dogo. bbe byt ands aowareuttn terteone! he boat Tec A aN ee deta te ak bn teloeents What exacly are they? How dangerous are / sports is snowrating You sit ina reat speed ~and you Exercise 4 "= Read the entries in the table with the class and check that students understand that ‘would like to! means that the person has not yet done the sport. * Play the cassette for students to complete the table. Check students’ answers by having them make sentences ‘about Carol and Jonathan, ‘Answers ) Carl likes bungee urging; would ike to tey sky suring; wouldn't ke to try snowratting, Jonathan likes sking'snowboarding; doesn ike sailing would ke totry ice diving MNTapescript Interviewer: ote me, Cac, what sort of extremesports do you do? (aro: | ke bungee jumping. I's great, realy exciting Interviewer: But what mskes you do bungee jumping? Caro: el, get nervous, you know. But when 'm jumping fe! great. ts lke being a bird Interviewer: ell? What about other extreme sports? Carol: Win ove to try sky suring, but ts very persis, you iow. Interviewer: Right. Arethere any sports you wouldnt ty? Carol: prety adventurous, but even I would Ike to do sncurattng, There have been some terrible accidents. Gut | also ont ke cull sports. tate doing boring spor. Like tennis Personal, Id prafr to stay at home. Interviewer: Or, i's not that bad! Thank you very much, Carol, Ana row wehave another ‘extreme’ sports fan, Jonathan, Jonathan, what extreme sports do you do? Jonathan: Wel, prefer witer sports, Theres someting about snow lowe gone king. And | quite ke snowboarding, t's realy coo, Interviewer: 50, why do you doi? Jonathan: Well 2: sad, ma snow fanatic, And love sports \whete there’ speed. I cart stand siow sports. You know, tke saling Interviewer: What cther sports would yau lke to vy? Jonathan: 'd gute lke to go ce diving I'sounds crazy! Interviewer: Are there any sports you wouldn't ke to try? Jonathan: Oh yeah. | con't stand heights. 'd hate to do bungee |umping Itlooks absolutely teeriying Interviewer: it certaly does. Right, Jonathan, thank you very Exercise 5 ' Give students time to read through the list of verbs and the sentences in the Function File. Ask students if they can remember ary of the expressions from the cassette, Point cut thatthe numbering of the sentences follows their order on the ‘cassette and the grammatical columns. 1 Ply the cassette for studenits to complete the sentences. | Answors | ie 2idlovetotry 3wouldn'tlike hate 5d preter preter Tlove Bauitelike Scan'tstard 10'dqutelike Exercise 6 1» Read through the words and examples with the class. "Students write six to eight sentences about their preferences. Tellthem they can use other sports vocabulary it they wish, e.g football, squash, basketbal. Vocabulary: Multi-part Verbs Exercise 7 1 Tell students to try and do the exercise first before referring tothe Mini-dictionary. '= Check students’ answers by having them read out the text. "Answers starcdong amrealymerested in arrived notdo it dotasclannes wear organise explain Exercise 8 1 Students use the verbs from the text in Exercise 7 to complete this exercise. ADVENTURE Answers Turn up 2areyoulnta Shasjusttaken up setup 5 backed out Pronunciatio! Intonation in Questions Exercise 9 * Give students time to read through the questions before they listen ta the cassette. Students isten to the cassette to Identify ifthe intonation goes up ar down, ‘Answers The intonation goes up at the end of sentences 2, 3,4, Sand 8 "= Have students work out the ‘rule’ about intonation in (questions: The rising intonation is used in questions that can be answered by ‘yes ino’. The falling Intonation is used in question word questions, 2. beginning with "Wh: Speaking Exercise 10 "© Haye students read out the questions in Exercise 9, using the correct intonation, = Students work in pairs, asking and ansiwering the questions about sports, "= Each student then makes two sentences about histher partner. ' Give students time to read through the questions and predict the answers using their general knowledge about sports in the USA and Britain Students listen to the cassette and see if their predicted answers are correct “Answers 1 Thay have to wear helmets and special protective clethes because Itisa very physical game and they could get hurt. 2two 3yes 4no Stootball 6 rugby 7 Wwe d ipt see Teacher's Book, page 27 QUOM: ... ONQUO'RE "Read the quate to the class and ask them which sports are ‘serious’ and which are not ‘serious’. Ask thern if they agree that serious sport is ike war without the shooting Extension In groups, students work out and write a paragraph describing sports in their own county. The groups can then read out their paragraphs to the class 25 i eeeee—S—sSCSC‘(‘iaSObjectives ‘To dlstinguish between and use State and Activity verbs * To identify paragraph topics in a reading text. ' To distinguish between and use adverbs and adjectives Resource used Grammar Summary, Possible problem Students may have difficulty understanding the concept of State verbs and use them in the continuous form. Background growing number of adventure holidays are organised in the Himalayas. These even include trips upto the top of Everest. However, the number of expeditions has resulted in environmental damage and an increase in accidents as inexperienced mountaineers make the limb. Exercise 9s based on the Yet (otherwise known as the ‘Abominable Snow) There have been several unauthenticated sightings of this strange creature, and large footprints have been discovered in the snow. Quote: 6.K. Chesterton (1874-1936) was an English essayist, novelist and poet, who also wrate studies of Charles Dickens and Robert Browning Routes through the material > If you are short of time, set some of the exercises for homewark (e.g. Exercises 6 and 9) or omit one of them. © Ifyou have time, do the Options activities. © you have two lessons for this unit, a suitable natural breaks after Exercise 6, Before you start '= Ask if any students have been on an adventure holiday ~if 0, what did they do and di they enjoy it? "= Students read through the four types of holiday. Ask them which holiday is ilustrated on the page (Answer: Holiday 0). ‘= Each sturlent chooses one that they would lke to go on. = Asawhole class, find out how many students chase each type of holiday and ask ther to give reasons for their choice. If no student chose one or more of the holidays, ask the class: why they did not choose that holiday, Exercise 2 = Read through the topics (a-g) with the class 1 Ask students to read the first paragraph and decide the topic (el 26 A, Adventure Holidays cnn: rcs ' Students then continue, working individually, reading the text and matching the paragraphs and topics. = When checking answers, draw students attention to the importance of the first sentence in a paragraph, wich usually introduces the main topic of that paragraph ‘Answers te 2g 3f 4b Se 6a 74 Exercise 3 ‘= Draw students’ attention to the instruction to answer the questions in their own words, = Ifyou wish, students can workin pairs, discussing and writing the answers, ™ Check students’ answers by having several students read out their answers to each question. Reassure students that several ifferent answers are possible for each question, Suggested answors 1 1 They are ooking fr new, exciting holiday experiences. 2 Because they know their way ound the Himalayas very weil and they know the bos pl 3.70 make the trek easier andlt people enjay trnore 4 Because some people may want to stay on longer and vist other places SBecause it is a Class A trek with walks of up ta eight hours a doy. Perrersr sree vocab Stare AND ACTIVITY VERBS Exercise 4 = Students do the exercise in pairs, discussing whether the verbs can be used in bath the simple and continuous tenses or just the simple tense. = When checking students’ answers, build up the complete table on the board. Then students rake sentences with the verbs in each column, = Other verbs used only in the Present Simple are: love! ‘hate’, ‘suppose’, ‘mean’, ‘remember’, ‘belong’, ‘contalr ‘seem Answers nly simple tenses: understand know believe want ike preter need mean Simple and continuous tenses artive watch talk feo prepareExercise 5 f= As a whole class, students translate the verbs in the sentences and discuss if the verti means the same in bath sentences. Exercise 6 ‘= students look back at the text to complete the sentences, Answers ‘spectacular bh great cHantastic ol exciting ‘ithe words are adjectives. “= when students have checked their answers, have them make similar sentences ushig a negative adjective at the end, eg. ‘Itlooks terriblefawful Grammar Summary 2 can be read at home for consolidation. Exercise 7 1» Students work in pairs, discussing whether the sentences ‘canbe changed into the Present Continuous 1» When checking answers, have students say the sentence {b) ‘which can be used in the Present Continuous, ‘Answers Sentences which cannot be changed into the Present Continuous acdel Exercise 8 1» Advise students to read the text quickly before filing in the 05, +» Students compare their answers in paits and practise feading the dialogue aloud before checking answers as a class Answers 1Doyoulke 2love Jenjoy 4 ¥oyouthink 5 come know Pwant Bamworking understand 10 are nioving tmeans 12 dothe tourists difer 13smell 14eat 1Sdress Weornk 17 tastes 18 tke Exercise 9 = Ifnecessary, before students do the exercise, elicit from the ‘dass when adverbs are used and when adjectives are used, and do the frst wo items in the text with the whole class, ' Students then continue working inalvidually, completing the exercise. * Check answers by having students read the text aloud. | answers dow, 2strange loudly Ahorible Squicky oterble Tearehlly 8neevous 9 badly Exercise 10 ' Students put the expressions in bwo lists, ane of expressions that can be used in both the Present Continuous and Present ‘Simple, and the other of expressions that can be used only in, the Present Simple ADVENTURE Answers Eprescions that can be used in bath the Present Cohtinuous and Simple: have a shower, play foothal trink about, look awh, see the boss, watch TY, look Expressions that canbe used only n the Present Simple: know, want, Ike, sound interesting, eleva, havea date, taste good Exercise 11 ' Read the example pair of sentences with the class and elicit ‘wo sentences for one of the other expressions ‘= Students then work in pairs, using the verbs to make sentences with both tenses. © Some of the students then say their sentences to the class, QUOTE... UNQUOTE = Read the quote to the students and elicit other ideas for what is the ‘champagne af life for them. Then ask thern what is the "water' of ite (e.g goad friends, a hore) Practice ‘Write these verbs on the board: ‘have’, ‘feet’, ‘think’ Students look back at Exercise $ and, working in pairs, write two sentences for each verb, showing the different meanings, of the verb The pairs then read out their sentences for the rest of the class to translate into their own language. Extension Students look back atthe four holidays listed in Exercise 1 Students work in groups of three or four. Each group chooses Cone of the three holidays (a, cor d) and prepares a list of the ‘selling points’ for such holidays and any possible ‘difficulties’ The groups then try and ‘sell their holidays to the rest of the lass. ‘Tapescript: Lesson 3, Comparing Cultures “Amnetican faotballis ove of the most popular sports the United ‘States. 's. avery physical game and the players wear helmets and special protective clothes. Baseball is 2 popular summer sport and there are two major leagues. Basketbal ste third ‘mast popular sport; and top basketball players can earn millon | of dollars Football oF soccer, s only a minorty sport inthe USA, though the national team has qualited for World Cups recerdly, In Britain the most popular sport in winter is detritely football ‘and Some clubs like Manchester United ate famous al over the world, Rugby is another papular winter sport. Uke American ‘footballs very physical and can be quite dangerous but the players dont wear any protective clothing. Inthe summer, cricket Is the main sport. Very few countries outside Britain ply only ld colonies lie dia, Pakistan, the Caribbean, Australia and New ‘Zealand, Crcket's avery complicated game ~ i's very slow, anc sgames can take un to five days!e Communication Workshop Objectives ® To speak about a chosen holiday = To show interest when interacting orally. = Towrite an Informal letter © To use informal linking words in a letter. = Tolisten toa radio programme and extract the main Information, Resources used Cassette, Writing Help 1 Possible problem if some students inthe class do not interact confidently In theieown language, they may fel awkward using interactive strategies in English Background ‘There is spectacular white-water rating on the Colorado River, the river which runs through the Grand Canyon. GGreeniand is covered by a vast ice cap and lies mostly within the Arctic Circle. fis Inhabited by @ population of about 50,000, mostly Inuit, The isle of Skye is the largest and most northerly island in the inner Hebrides, a group of islands off the west coast of Scotiand The features of informal written style inthe letter are commonly used nowadays in personal letters and in e-mails. Routes through the material © If youare short of time, omit the Talkback stage of the ‘Speaking and the writing Workshops. © Ifyou have two lessons for this unit, a suitable natural break is after the Speaking activity. Speaking: Choosing a Holiday Before you start Exercise 1 Useful vocabulary: ancient ruins, rafting, reserve, snowmobile, vehicle ® Donat pre-teach this vocabulary, but encourage students to {guess the meaning of the words after they have done the exercise and listened to the dialogue. * Students read the advertisements to extract the main information about the holidays = Then they lsten to the dialogue to find out which holiday Ricky and Shulah choose Answer White Water Experience Tapescript } shah: which day wouls you ike vo goon, Ricky? Ricky: don’t know. They alook very iteestin to go on the wilde saa Shulah: Rea? Ricky: | prefer hot places, you know: Like South ica SShulah: Mir | think the mast exciting one se trip to Greenland Ricky: ves? Shulah | mean you can realy explore someshere whch alo ‘p2ope, especialy other tourists. foul be great cos you can {ga sking and mountaineering ae wel | mcr Shulah: would’t ie to gon the salar You non, siting around watching giraffes, You can see ther inthe 200, cat you? Ricky: Yes, bu the weather's terible h Greenland. t's worse than the weather here! Shulah: thats be ink ie Rleky: Ard the Greenland trip sounds quite uncomfortable Shula: 8u they do everything for you. Tents, snowmobiles, Wouldn't you ke to.¢0.0n a snowmobile? Ricky: No, not really. | don’t like snow. 6 preferto goto Afica SShulah: Wel, le'shave alook a ane of the others, What about canoeing and rafting inthe States? Ricky: Me. woulér' ike to go rating Ws really dangerous, ‘Shulah: Oh come on, Ricky. You'd love itn Colorado. Its hat th You can’t complain about that Ricky: No, and atleast they've got cabins. hate carping ‘Shula Yeah, | know! Ricky: And ike to try caning ‘Shulah: Right, And you could go to Las Angeles and San Francisco ‘ou love watching American police fms Ricky: OK -lers go there! Pronunciation: Showing Interest Exercise 2 * Students listen to the extracts from the dialogue. Draw students’ attention to the intonation of the expressions, ' Students listen and repeat the words and sounds. Stages 1-3 boring, cheap, clean, comfortable, dangerous, difficult, dirty, educational, exciting, expensive, interesting, safe, tiring, well-organised = Read through the stages with the class and go through the ‘notes about the Turkish trip and the example dialogue about Greenland so that students understand exactly what to do,1 students make notes about the trip they want to go on and the one they don't want to go on and rehearse privately what they ae going to say before taking to each other about their plays Talkback 1 The pais report back to the class so that the class can find fut which are the most popular and least popular holidays, Writing: An Informal Letter Before you start Exercise 1 1» Have students look at the letter and tll ou whereit was nite from (he Isle of Skye in Scotland} and winen (Sth ‘August * Read through the paragraph topics fa} with the class and ‘students to predict which topic willbe frst and which wi, belastin the letter. 1 Students read the letter and match the paragraphs to the tonics. ‘answers 1b 2f 3e 4c Sa 6d Exercise 2 +» Asawhole-class activity, go through the letter and elicit ‘examples of informal style ' Ask students what similar expressions they use in their own Janguage when writing informally to a friend Stages 1-3 1 Elcit suggestions of adventure holidays from the class and ‘write alist on the board for students to refer to, ‘= Read through the three stages with the class so that students understand what to do. 1» Refer students to Writing Help 1 on page 120, Look at the page with the class if you think it will help. ' Students go through each stage, making notes before they ‘write their letter in Stage 3. If you wish, weaker students can ‘work in pairs rather than individually, 1 Remind students to use informal style in greetings, goodbyes, inking words at the beginnings of sentences and ‘contractions. Talkback 1 Students work in groups reading each other's letters, Encourage them to use peer correction and help each other correct any mistakes in the letters, * Each group can then decide which was the most interesting hotday. ‘ADVENTURE Listening: A Radio Programme Exercise 1 '= Read through the questions with the class ™ Students then listen to the cassette and answer the ‘questions. Check students’ answers by playing the cassette again and pausing after each answer. Answers 119952 nthe fest expedition, there were two Polish explorers: in the secand there was only one temperatures 4 Hehac many other interests the limits of what humans cen do. reams 3 high winds and low SS He wants to test 6 your lateligence and your Tapescript Presenter: Good evening and welcome to Adventure, Today we're going total about madern explorers Lev'sbegh with aprile of Marek Kamifsk. nthe studio we have Matt Thomas who has recently interviewed the Polish explorer. Matt: Hi Presenter: Marek Karis’ two most famous expeditions so far wore in 1995, weren't they? ‘Matt: That's right. In te fist one tothe North Pole he travelled cn sks with Wojtek Moskal and got t the Pole on the 23 of May 1995, He called the expedition Poles tothe Pole unter: That's a good name. ‘Matt: Yes. And is second one was a solo expedition to the South Pole. He travelled 1400 km and got tothe Pole onthe 26th at DDecember~in the same year He called the second expedition ‘A Pole to the Poles’ Presenter: And did he have ary problems on this one? ‘Matt: Mmm. Hs biggest problem was wind, blowing with speeds tp ta 330 km per hour. And there were temperatures of minus 60. | degrees C. Antarctica’s a tough pace, you know. Presenter: So, could you give us some backgrourid on Marek. What kind of person is he? (Matt: n some ways he's nota typical explorer, He studied philosophy at university and he speaks six languages. He likes reading books on his expeditions One of his favourite authors Tokien, He also writes a lt himsel. He always uses pencils because they don’ treeze! Presenter: Right. And this sthe questian we always ask. Why does re dt? Matt: Wel, he wants to test the limits of what hurmans can do. ‘When I spoke tohhim, he told me something very teresting. He Said that on his polar expesitions he learned that everyone has limits, but the ints are in us, not outside us Presenter: Mm ‘Mat: Anh raises money for charity ~ especially chiens chante, He says that he feels the children are with him when he's on his expeditions, Presenter: Has he gat any achice for Young people interested in going on expeditions? Matt: Yes .. one very goad piece of advice's tis: the key toa successful expedition is your brains net your legs, andthe mast irnpertant thing is your dreams Presenter: Minin .. that's very true. OK, thanks Matt for that profile of Marek Kartik. Later we'l tak toObjectives ' To check and consolidate grammar and vocabulary presented in the module. *= To practise pronunciation of consonant sounds, Resource used Cassette: Background information. Antarctica (area 14,200,000 sq km) contains 90% of the world’s ice. Ithas the severest climate in the world, with the lowest teriperature ever recorded (-87.8°C) Routes through the material © you are short of time, some of the Review exercises can be given for hamework. Grammar Exercise 1 = Advise students to read through the text quickly before filing in the gaps. ‘= Students work individually and then compare their answers Inpoarrs before checking the answers as a class. ‘Answers les 2work Sarenowbeginning has grown Shavebecome bcost 7need Baregoing Dsall 1Ovist Visstarting 12show 18.re now destroying are going down 15 feel Exercise 2 ‘= Read the rules of ‘verb tennis’ and the example with the class. If you wish, give studlents time to look back in the module land note down verbs that can be used in bath the Present simple and the Present Continuous * Divide the class into teams and play the game according to the rules. if you wish, allow all the members of a team to help make the sentences far one of them to say aloud Vocabulary Exercise 3 1» When checking students’ answers, have them use the compound words in sentences. ‘Answe Vibicediving 2a snowboarding Me white water rat Aicskyaiving Sid bungee jumping 30. Exercise 4 * Chock stusients" answers by asking them to read out the sentences, ‘Answers Vout 2acioss awh 4up Sup oup = Exercise 5 ‘= Check students’ answers by having them use each adjective ina sentence, Answers ambitious brave dangerous dark dead desperate disastrous exhausted sad Pronunciation: Consonant Sounds Exercise 6 * Students look at the pais of words. Ask them to rehearse them privately, then have individuals say the pairs aloud, * Students listen to the cassette and mark the words they hear. Tell them to write number 1 if they hear the first wordin the palr and number 2 if they hear the second word in the pair ‘Answers and Tapescript Thee 2ten sink delothas Salty wore 7 van Bsark Smouth lead 11 dedt 12thick 13t0es dare 15 fought Exercise 7 ‘= Students listen to the cassette again and repeat the pairs of words listed in Exercise 6. First have the whole class repeat after the cassette choraly, then play the cassette again and have individuals repeat the pairs of words, Exercise 8 '= Students work in pairs working out the proverb. | answer Noth lured, nating gained Check your Progress '= Students look back at the module objectives and, in groups, discuss the answers to the questions, ‘= The groups then report back to the class so the class can find out which activities most of the students enjoyed, which they had prablems with and which grammar areas they need to practise more, = Give remedial grammar practice if necessary, using the Language Powerbook and the exercises in the Students’ Bookobjectives jstudents' attention to the module objectives and read gh the first four objectives with the class. Ask students about which ofthese skis (speaking, listening, writing is their strongest and which is their and to decide which objective Is the most for them in this module. rs n the drawings are: Sheriock Holmes, the farnous detective from the stories Arthur Conan Doyle (1859-1930), Conan Doyle was 3 idoctor who became one ofthe first successful ier. His frst Holmes book was A Study in Scarlet Holmes solves crime mysteries using his incredible powers of observation. The stories also illustrate late Victorian London. Dracula in his castle and sonathan Harker (the lawyer who goes out to visit him). This is from the eva, written in 1897 by Bram Stoker, an Irish writer sn interest in horror. Hood and Maid Marion. The legend of Robin Hood, jaw who robbed the rich to give tothe poor, against the bad John later King John} of England, ok over the country while his brother, Richard |, was crusades. and Romeo inthe famous balcony scene in which declare their love. This is from the play Romeo and by Wiliam Shakespeare, stories, ghost stories, ove stores, ‘myths, science fiction, travel stories, true stories Aidetecve story’Sherlock Holmes 8) horror storyDracula ‘llegendiRobin Hood and Maid Marion Dove storyomeo and Juliet ‘Ask students if they can think of the important characters in theother types of story. Phonics Exercise 2 1 Read the example sentences with the class 1 Students then think ofthe kinds of stories they most enjoy and why. ‘= Students then report back to the class. If you wish, the class can vote for their favourite type of story (and least popular type of story) Exercise 3 '= Students look at the Key Words as they listen to the beginnings of the stories, 1» Play the cassette twice for students to decide their answers, = When checking students’ answers, encourage them to give reasons for their answers, and, if there is disagreement, to ‘argue for their point of view. Explain that there could be two possible answers for some of the beginnings of the stories. Answers Thorrorstory 2science fiction 3true story 4 detective story S fry story eript 1 Thwasa dark anc foggy night, We drove and drove, At midnight, jst as we thought we were last, we sawa light behind some tvees. As we got nearer, we could see a house. It looked deserted, abandoned. We knocked on the heavy, wooden door. It ‘opened slow. tall man dressed entirely in black stood there. “Good evening,'he said in asiow, deep voice. ‘'ve been expecting sat 2 We were traveling through deep space atthe speed of light Suotteny, tne spaceship slowed down and immediately the system came into view. A bright star with twenty or more planets ‘One of these would be our new home, five ight years from our ‘own gala. 3 One of my earliest memories Is af my father running along the beach with Cur dog, Tess. | must have been about three years od [remember the do jumping up on me and lnacking me over into. | the water 4 The man ay onthe ground next to a white van, There was no doubt He was dead. | quickly looked in the pockets of his jacket — some money, a handkerchief and a theatre tickat with a Chicago ‘phone number written on i. Three murders in three weeks and the victims al killed in the carve way. '5 Once upon a time, along, long time ago, there veda beautiful princess, She was an only child ang her father and mather, the king and queen, loved her very much, One day, an old worran came to the caste. When she saw the princess, she smiled and laughed ina strange and horrible way Exercise 4 1» Students read through the questions silently and think about their own answers. «= Then students workin pais, teling ther partners about themselves,Objectives 1» To practise using ‘used to’ and ‘would! Resource used Grammar Surnmary 3, Possible problem Students may confuse the use of ‘would’ and ‘used to’ if they are sil not clear about the difference between State and Activity verbs Background information Groucho Marx (Julius Henry Marx, 1890-1977) was one of the most famous comedians of the twentieth century. He performed with his brothers (mainly Chico and Harpo) in variety theatre in the USA. The brathers became world famous through comedy films like Duck Soup (1933) and A ‘Night at the Opera (1935). The brothers had very different stage characters - Groucho was fast-talking, Chico incompetent and Harpo was a dumb harp-player. The tearn ‘of brothers broke up in 1948. Routes through the material © If you are short of time, set some of the exercises for homework (e.g. Exercises 8 and 9) and omit Exercise 12. © Ifyou have time, do the Options activities, © If you have two lessons for this unt, a suitable natural break is after Exercise 6, ere nny Before you start Exercise 1 ‘tum of the century, crowded flat, poor relations, tailor, pocket money, variety shows, candy ‘= Ask students if they know anything about Groucho Marx — have they seen any of hs fins? ‘= Students read the Key Words. Encourage them to guess the rmearing of any new words (e.g. pocket money, variely shows. «= Students make sentences about Groucho Man's childhood, using the Key Words, e.g. ‘He was born at the turn of the century’ Exercise 2 ‘= Students read the text and check ifthe sentences they made In Exercise 1 are true, 1» Have students read out the sentences that relate to the Ideas they had in Exercise 1 32 a 5 Life Stories GRaMmaR Focus Exercise 3 ‘= Students read the text and answer the questions. Ifyou ‘wish, students can compare their answers in pairs before checking them as a class, Answers "four 2 She hada lt of friends and used to advise them about 3 Ho did't use a tape measure 4 He bought sweets. 5 Because he only had encugh money for ane ticket = Ask students if they remember the first time they went tothe cinemaitheatreldisco, What was It ike? What was the best pan? Exercise 4 f= When checking students’ answers, ask them to put the expressions into sentences. | answers | id 2 ae 4a 5b 6c eer errr used to and would Exercise 5 ‘= Read the table withthe class and have students complete the sentences. ‘Answers used 2use Suse Awould Swouldrit 6 Would ‘= Students read out more examples of ‘used to’ and ‘would from the text and answer the questions “Answers People dd these things regularly They do not stil Exercise 6 1» Students work in pairs, reading the sentences and working ‘out the rule about which verbs cannot follow ‘would’ (State verbs) 1 Have students check back in the text to see that verbs following ‘would’ are Activity verbs ‘» Students refer to Grammar Summary 3 for further help. Have them read the Grammar Summary for homework ard bring any ‘queries ta the next lesson,Exercise 7 1» Read the lst of people with the students and check understanding of ‘retired’ 1 Students work in pars, discussing who could say the sentences and giving reasons. 1» Check students’ answers and have them give reasons for the person they have chosen, Answers ‘aretied businessman 22 forme marathon champion 5 arebred actress former night worker 4a dleter 1 Have students suggest sentences for the remaining people {abusinesswoman, an athlete) to say, using ‘used to’ or ‘would’ Exercise 8 1 Check students’ answers by having them read the sentences, ‘used to 2used to [would is possible but rot commonly used) | 3usedio 4 wouldn’tidrt use to; wouldlused to Sused totwould 6 didnt useto 7 would/used to | Exercise 9 1s Read the rubric with the class and check understanding of ‘paraphrased’ «= Dothe first item with the whole class before students continue working through the exercise. ‘Answer So ] Santence 3 cannot be paraphrased with ‘used trwould! because it isacompleted action (elt schoo] which happened only once, not | requ 1+ Have students paraphrase the other sentences in the exercise ‘Answers 20y family used to ve in the west of Poland and in 1970 we moved to Warsame Alused toivoud play bridge every day when was a stu Beercise 10 1 Students work individual, writing questions about the éhldhood ofa famous person. 1 Students then read out their questions to the class (without saying the name ofthe famous person}. The rest of the class try to guess who is being asked these questions. exercise 11 1 Read the example sentences about ‘the millionaire who has. lestall her money’ with the class and have students suggest more sentences for this person. «= Students then write sentences for the other three people. Tell students to write about four sentences for each person and touse both positive and negative sentences, «Students then work in small groups reading each other’s sentences and seeing how many different ideas they had STORIES Exercise 12 ‘= Students look at the two pictures. Elicit a description of each picture separately to check that students have sufficient vocabulary to compare them, '= Students then write sentences using ‘used tolwould’ about the street. 1» Some of the students then read thelr sentences to the class. Exercise 13 1» Ifyou wish, give students some examples by talking about yourself when you were six ‘= Students make notes for themselves about what they used todo when they wore six Exercise 14 ‘= Inpas, students tell each other what they ‘used to" and ‘didn't use to’ da when they were six '= Some of the students can then report back to the class about their partner, Options Practice ‘Students look back at Exercise 7. In paits, they choose one of the people and make four more sentences for that person to say. The students then read out their sentences to the rest of the class who have to guess which person its. Students look back at the questions they wrote for Exercise 10 ‘n pars, they act out the interview, one student reading the ‘questions and the other student making up the answers. Some of the pais then act out ther interview forthe classObjectives = To practise listening for important words and main facts = To give opinions about fis. = To practise using modifier. f= To practise making stories exciting Resource used Cassette, Possible problem ‘Some students may nat know as much about films as other students Background information The photo shows various things associated with fins: a movie stl rom Notting hil afm reel, cera tickets, 2 cinema information brochure. The food in the photo is popcom, a type of maize that swells and bursts open when heated. Popcorn is usually eaten warm with salt and buter. People in the USA and the UK often eat popcorn while they are watching afl ata cinema Quote: Alfred Hitchcock 1899-1980) was a famous fm maker, known worldwide as the ‘Master of Suspense’. He \was born in England but moved to Holywood in the 1930s. Some of his films are: Vertigo (1958), North by Northwest (1950), Psycho (1960), Routes through the material > Ifyou are short of time, set some ofthe exercises for homework (e.g, Exercise 8) > Ifyou have time, do the Options activities. > Ifyou have two lessons for this unit, a suitable natural break is after Exercise 5 iro Before you start Exercise 1 action, cartoon, comedy, disaster, historical, musical, romantic, science fiction, thriller, war, western ‘= Read the Key Words to the class and ask students if they can ghvean example of each type of film, @.g. Mickey Mouse Cartoon film (walt Disney) Ask students what s cof films they tke best. 34 SkiLLs Focus Listening Exercise 2 = Give studen brochure. ime to look through the cinema information «= Play the cassette so students can complete the information ‘Answers 7 wiy2r 21830 32 Bairected 9 staring 00 413.40 TOactress 56375 68450 7E2 ‘Tapescript Fi This sa recorded meséage forthe Picture House Cinema, Telford Programme for July the 27th to July the 30th, The films showing atthe moment are the folowing: Screen 1: Notting Hi, at 1230, 15.20, 18.30 and 21.20, Screen 2: The mturomy, at 1600, 19.00 and 22.00, Screen 3: Mulan, at 11 30, 13.40, 16.0 and 18 30. The price foral fms |s €3.75, except late shows: £4.50 Students and old age pensioners, €2 Here is some information about the flns showing atthe moment comedy, erected by Rogor Michell and starring ula Raberts and Hugh Grant, Anna Scott (la Roberts) 's a world famaus actress, She meets ard falls in Jve with Willa Thacker [Hugh Grant, the shy ower of bookshop in London. Noting i's a roman Exercise 3 eaters actor, actress, character, costumes, dialogues, music, part, photography, plot, scene, situation, special effects = Read through the Key Words with the class. Ask students ‘which words are similar in their language Exercise 4 ‘= Read through the questions with the class before students listen to the cassette to find the answers 1 Play the cassette twice for students to answer the questions. ‘Answers Christine 2 Malcolm ristine Christine 5 Maleeim Tapescript a Malcolm: So, Christine, what lid you think o the fle? Christine: | ealyked it.I thought it was absolutely bilant Malcolm: Win, it was quite fun suppose, but its nating special. My fayourlte character was the flatmate he was great. (Christine: ves, ut the whole fm was really good. | mean the dialogue was very clever ‘Malcolm: That's true. But the plot was abi ily (Christine: Thats rt the paint. The ‘me, Julia Roberts was as lutey fantastic in the fim. She'san amazing actress, nt she? SCMalcolm: Yeh. but Hugh Grant always plays the same part, You othe shy Engishiman. | Christin: Ob come on! He was really good! Malcolm: Wel, | trough ne was quite goad inthe mtervew scene, Christine: Yeah. That was great. Malcolm: So, what scene dict you ike best? ‘Chistne: relly loved the dinner seane, twas Sa funny! You kaw, ‘ahen she comes int the house wth “a Askstudents if they have seen Notting Hil ~ if 50, what did “ey tink of the story and the actors? bxercise 5 f Read through the words in the Ist with the class. Give Suents time to read through the dialogue before they Iisten tothe cassette so they can guess which words are missing, 1 Pay the cassette twice fr students to fil inthe gaps Check students’ answers by having them read the dialogue ou. ‘Answers Ybellare 2qute Sspecial Afavourte Sclever Gtrue Feily Bthepant 9furny 1Ofantastic 11 amazing 12 part thought 14scone 1Sloved 1650 | 1s Askstudents which tense Is used to express opinions about fis. Past Simple) Vocabulary: Modifiers Exercise 6 fe Students put the wards in two groups ~ thase that emphasise adjectives and those that reduce their effect. [Answers 1» Ficit sentences from students using these modifiers to talk about the weather, people they know, places they have visited eg. The town centre isr’t very interesting./"He's incredibly helpful” Exercise 7 1 Students use the words irom the Function File and Exercise 6 to write five sentences giving their opinions about fms and fm stars. « Inpais, students read each other's sentences and see if they share the same opinions. 1 Some of he students then read out their sentences to the dass. Writing and Speaking Exercise 8 1» Reali through the cues with the class and have two students say the dialogue using the question and answer prompts, €. A: What film have you seen recently? B: ve seen Notting Hil, I's a romantic comedy, 1 Students work individually, using the cues to write notes about a film they have seen recently. STORIES Exercise 9 ‘= Have two students read the example exchange to start the dialogue and elicit suggestions for how the dialogue could continue. «= Inpairs, students use their notes from Exercise 8 and discuss their lms, ‘= Students report back to the class about the flms they have seen and their opinions of them Listening and Speaking Exercise 10 1 Give students time to read through the gapped text with the class and predict what the missing expressions ar, f= Students then listen to the cassette and complete the text, checking if their predictions are correct. | answers 1 Suddenly 2Andthen 3 guess what? lL 4 Aftr that Tapescript christine: the diner scene great. Hugh Grant’ trends are at home getting the dianer ready. Suddenly Sue: Yeah. 77 Christine: he comes into the house. And he's with lula Roberts this big film star! And everyoody reacts aferently. The sister comes up to her. And then Sue: .. then what? Christine: .. she wants to kiss the star! And another friend stars talkingto her. And guess what? He doesnt know who she i, But then he finaly realises! t's realy funny. ‘Sue: can imagine! Christine: Atter that. it changes and becomes serious. During the dinner they al ak about what makes them unhappy. And Jala Roberts tell them about her problems ‘Sue: Mir QUOT... UNQOOT ‘= Read the quote with the class and ask them what sort of ‘dull bits of if are left out of drama, ¢.g. daily routines such as getting up, going to worldschcol, shopping, catching a bus, Practice In pairs or small groups, students choose a scene from film they all know and describe it in an exciting way. Refer them to Exercise 10 for an example. Students then read out thelr scenes for the rest of the class to ‘guess the ttle of the fil ‘Students look back at the cinema information in Exercise 2. Write on the board: Dates from... to Screen) White Wonder TIMPS ue Qn 3 Screen 2 The ast Party Times 1 on. 2.3 In pairs, students write down the dates for the fms and the times of each fit. The pairs then dictate their information to the rest of the class to write down, Have wo students write thelr answers on the board so that the restof the class can check their answers.Objectives 1 To practise the use of the Past Perfect. Resource used Grammar Summary 4 Possible problem Students may have problems positioning adverbs correctly inPast Perfect sentences. Background information The newspaper article is based on a true story of a police constable who, with @ dog, tracked dawn and caught sorne burglars in Northumberland fin the north of England) Routes through the material © Ifyou are short of time, set some of the exercises for homework (e.g. Exercises 3 and 8) and omit Exercise 10. © Ifyou have time, do the Options activities. © Hf you have two lessons for this unit, a suitable natural break is after Exercise 6 feerrrreyrrerree aan Before you start Exercise 1 reais antique shop, break-in, burglars, bus shelter, fields, footprints, police constable, police dog, railway line, river, silver, wod 1» Read through the Key Words with the class and check ‘omprehension of ‘antique’ and ‘breakin’ ‘= Students look atthe picture and the newspaper headline and guess what the story is about. Give them time to read through the gapped text quickly to get an idea of the story. Then students work in pairs, filing in the gaps with the Key Words. their completed texts aloud to their = Students then read partners, ‘= Students will check their answers themselves in Exercise 2, Exercise 2 f= Students read the newspaper article and check their 1» When students have checked thelr answers, have them read the text aloud, 36 1 Newspaper Stories GRAMMAR Focus Answers 2antique shop police dog 7Wwood Bfeids 9ralwaytine M burglars 12 buss 3 police coms ble Abreakin 5 oo! Exercise 3 ‘= Read through the questions with the class and see students can remember any of the answers without looking back at the tex ‘= Students work in pairs, reading the newspaper article and discussing the answers to the questions, 1 Her dg followed the footprints. 2 Because they thoughtit was 5 ‘ide’t want the police to find them w 3 The burglars were going home by bur Answers | later for it They them ‘4Because there were three burglars and she was by herself withthe Ask students if dogs have helpe they know any other storles of how police solve crimes een an Past PERFECT Exercise 4 1» Work through the table with the whole class. If you wish, write the table on the board for students to see how the sentences are completed, Answers hadn't 2plannea 3 hidden 7 hidden a hadert Exercise 5 Students work in pairs, order and identifying the tenses used to refer to each putting the activities in the correct Answers fe Past erect 2c Past Simple ab Past Perfo 44d Past Simple Sf Past Cantinuous 6 Past Simple Exercise 6 Students study the two sent sand answer Answers = Grammar Summary 4 can be read at home for cons oe ip? ie aco ee ee in e a‘Students look atthe pictures and decide which sentence what is happening in each picture When checking students’ answers, have them also describe jctureto ilustrate the other sentence. “Answers 1b 22 3b Read the example sentence with the students and remind remtothink about the position of the adverb, 1» Check students’ answers by having them read the sentences aloud. ‘answers hidthey heard 2hadr't arrived yet 3 hadnever seen Ahadakeady begun Shadn'teaten 6Haclanyane view? Exercise 9 1s Students work in pairs, writing one sentence using the cues, Inbrackets and inventing another explanation themselves, + When checking answers, ask students which of the invented ‘explanations they think is the best for each situation Answers {.Afamous pop graup split up because their last album had been unsuccesstul ‘2ayeung man started stealing because he had lost his jb. ‘The dog hid under the sofa because ithad eaten the famiy’s inne. 4kcar crashed nto a tree because the driver had fallen asleep, She Smiths went ona round-the-world cruise because Mr Smith ad gota pay rise Exercise 10 1» Read through the rubric and example sentences with the dass and rake sure students understand what to do, 1 ffyou wish, demonstrate the activity with the whole class for fer six sentences, having individual students add a sentence tothe previous one, '» Students then work in groups of five to seven continuing the story uti only one student islet ‘playing’ the game. 1 The groups then give the class an oral summary of the story Fe Students look again at Exercise 10 and write a similar story ‘about themselves, ending with ore of these sentences: lesson. The groups then tell each other their stories and the STORIESObjectives 1» To practise using prediction strategies when reading = To match a series of pictures with a story ‘= Topractise using multi-part verbs Possible problem Students may ‘panic’ when faced with a lengthy text, so itis important to use the Prediction Strategies to give them confidence before they read the text Background information ‘Rip Van Winkle’ was written by Washington Irving (1783-1859), a short-story writer and historian. He spent part of his life in Europe (1815-32) and wrote ‘Rip Van Winkie’ there. The story illustrates the changes that took place during the American Revolution and War of Independence (1775-83). When Rip went to sleep, King George of Britain was the head of state and the North “American colonies were part of the British Empire. When he woke up, the USA had been born —a democratic republic with a president. The frst president of the USA was George Washington. Routes through the material © If you are short of time, set some ofthe exercises for homework (e.g. Exercises 7 and 8) and omit Exercise 9. 2 Ifyou have time, do the Options activites © Ifyou have two lessons for this unit, a sultable natural break is after Exercise 5 Before you start Eenaareks mane f= Students look at pictures and find the things ‘= Check students’ answers by having them paint to the things in their books. Reading Exercise 2 = Read the Reading Strategies with the students. = Have students look at the title and the pictures and read the first paragraph of the text lines 1-6). 38 8 A Strange Tale SKILLS Focus 1» Elicit ideas about what kind of text itis and what itis going to be about. Do not give the correct answers at this stag. Students will find out i their predictions are correct when thay do Exercise 3 Exercise 3 1» Before students start reading the text, remind thern not to worry about understanding every word but to understand the main story, = Students read the text and check the order of the pictures, ‘answers 7 "foto lt page? 2 bottom ight page 27 3 pages 4 top page 27 Exercise 4 = Students work in pairs, discussing the answers and writing them in their own words 1 When checking students’ answers, have two or three students read out their answers if they have worded their answer differently, Suggested answers 1 Because he was lazy and didnt work on the farm enough He met an ald man who was carrying barrel and who was wearing ol fashioned clothes, 3 They were dressed in strange, ol fashioned clothes 4H hair and beard had grown ‘There were a lat af new houses in the vilage is hause was old and emt The name of the pub had changed is wie had ae. Exercise 5 ‘= Students look at the text and find the nouns that follow the verbs. ‘Answers play games 0 wark tellstories sperdtime gofishing gohunting f= In groups, stu verbs, . ‘= Write the verbs on the boardin five columns. The groups then report back to the class, taking turns to add their verbs to the lists on the board Vocabulary: Multi-part Verbs Exercise 6 ‘= Students find the verbs in the text and then match them to their definitions. CSCSfonvith somebody'S get bid get at samebadyit rowntosomettinglé getintotvoubler? get hacks? to get round to doing somethingyS ‘Sudents use the verbs from Exercise 6 to complete the text students! answers by having them read the sentences getonvith 2getinio Sgetback Agetsat Sget downto getroundto doing 7 get by Have students make more sentences of their own using the verbs. “Students then tell their partners ther sentences, inking Exercise 8 's Have students find the linking words in the text and have them read out the sentences with the wordsiin. i you wish, fave students translate the linking words into their own language and ciscuss what information they add tothe sentence jc. information about the time of events and the sequence of events). 1 Sudents then complete the text withthe linking words femindstuderts to read the text through quickly fist to get a ever idea othe story. 1 Checkstidents! answers by having them read out the story. ‘answers wile Zassoonas Simmeciately 4After Sater obefore | TaudienlyBinthe end Speaking Exercise 9 1 Read through the example sentences with the class and ict two or three more sentences, «Students then workin pais, teling the story and taking tums to say sentences. om Proce ite these linking words on the board: ‘while, suddenly, ‘after, ‘as s00n as, immediately’, “ater, ‘nthe end’ Students work in groups discussing and writing a short story Using these linking words in any order The groups then read out their stories to the clas. ‘tension Ingroups, students discuss and write a text about another Rip \an Winkle who has been asleep for ity years and then comes back today. Tell the groups to write eight to ten sentences descriting the differences that their Rip Van Winkle sees when hereturns to their country after fifty years asleep, if STORIESeg Communication Workshop Objectives = Topractise telling a story and writing a story, ‘= To practise strategies for dealing with mistakes, 1» To practise using narrative linking words, ‘= To practise listening for stressed words when listening to astory. Resources used Cassette, Writing Help 2. Possible problem ‘Some students ray find it dificult to create a story that needs a certain degree of imagination, Background information ‘The story inthe Listening Workshop is based on the medieval Englsh version of the classical story of Orpheus and Eurydice. This medieval version was influenced by Celtic legends, e.g. apple trees were magical and dangerous to sleep under. The story, titled ‘Sir Orfeo’, was composed in the late thirteenth or early fourteenth century, probably in London, and was written in Middle English This version has ‘happy ending, unlike the classical story in which Orpheus tries to rescue his wife from the God Pluto in Hades but looks back at her, so losing her again. Routes through the material © Ifyou are short of time, set some of the Writing Workshop ‘stages for homework and omit the Talkback stage, © Ifyou have time, do the Options activities. © Ifyou have two lessons for this unit, a suitable natural break is after the Speaking activity. Speaking: Tell a Story Before you start 1 Before reading the Speaking Strategies, ask students what they doi they think they have made a mistake when speaking English. Do they always know if they have made a ristake? Do they correct themselves? Do they carry on speaking? Read the Strategies wit the students Stage 1 «= Read through ll five stages with the class so that students Understand what they have to do 1 Then look at Stage 1 and read through the questions and story structure with the whole class belore students start ‘worleng in pais, iy f= Students wark in pairs, looking at the pictures and sharing Ideas for the story. When the pairs fave agreed their story, move on to the next stage. Stage 2 Peay ‘= Students, stil working in pairs, make notes for their story using the Key Words to help them, Stage 3 1 Remind students to use the given phrases and pauses to make the story more interesting t= Inpairs, each student tells half the story. As they are taking remind them to be avare of their wn mistakes and their partner's ristakes Stage 4 «Students make notes ofthe mistakes they made and correct them they can, Tel students ta ask you if they are not sure of the correct language. f= Make a note of any general mistakes thatthe majority of students are making so that you can do some remedial work with the whole dass ata later stage. Stage 5 = The pairs now form groups of four and tell their stories again, this time trying not to make the same mistakes Talkback 1 The groups of four decide which was the most interesting Nersion of the story and tel the class about it «= Remind the students to be avare of any mistakes as they are listening to the stories, However, they should not interrupt the speakers but ust remember the mistakes for later. «The class then votes forthe best version 1 Askstudents vistwercthe mechcommonmitalestioy: i heard inthe stories and see I they can correct the mistakes themselves,ening: A Myth the Listening Strategies with the class and check that understand the term ‘stressed’ words, as opposed to sylables within a word, individuals read out the sentences in the Strategies box dey in spring, she went walking inthe felds | students time to read through the questions and choice answers before they listen to the cassette. the cassette twice for students to mark their answers. Sj 1a 2 36 4c Sa 6b 7b Bc 93 upon atime, hundreds of years ago, there was a king called (ipheus andhis queen, Eurydice. They loved each other very much. king Orpheus loved playing the harp and he played it beauty. | |Euydice loved nature and Used to go outinto the country ‘everyday One day in spring, she went walking inthe fields. after ‘uhile she fel tred. She sat down under an apnle tre and soon {dlasleep. While she was sleeping, the king ofthe fairies came pastand saw her, Tekirg haus she was beaut and decided totakeher away | ‘wth him. ie took her on his horse to his palace ina beautiful een valley, When King Orpheus heard that his wife had gone, he ‘was very sa. He had loved Euryiice so much. He didn’t want to Inein the place which reminded him of his queen. He lett and went to look for Eurydice. Orpheus went tive in the woods. He ‘aokorly hs harp with him. For months and months he searched for Euryice. is only pleasure was his harp, When he played it, athe birds and animals in the forest would come and listen to the music (ne day, when he was in the woods, he saw a group of people: I es the king ofthe fares! He followed them unti they came to the palace ofthe king ofthe fairies, ‘rpheus knocked on te door. He said he was.a musician and he had come to play forthe king ofthe fares, He went into the palace and save ots of people — among them was his wife Euryice! He tried to speak to her, but she couldn't speak to him ‘and she couldn't go away with him. She needed permission from the king ofthe fares. ‘Orpheus started playing his harp. Everybody in the palace listened. "Your music sso beautiful that | wil give you anything you wish,” said the fry king to Orpheus, “Thank you, my lord will take my wile Euydice away with me The fairy king gave him permission toleave the fairy palace. Then, Orpheus took Eurydice back to his Kengdom and they both lived happily ever ater. Writing: A Story Stages 1-4 1 ead through all the stages with the class so students know what they have to do, Make sure students understand the tielce structure of the Orpheus and Euryice story and are aware that they will ned to wite the story in four paragraphs. « Refer students to Writing Help 2 for Stages 3 and 4 of the ty ‘STORIES 1 Ifyou wish, weaker students can work in pairs for Stages 1 and 2. 1» Students jook back at Stage 2 of Speaking and ether use the notes they made there or think of new ideas. 1» Students write a timeline for their story and decide where ‘each of the four paragraphs will begin. 1» Students write thelr stories and then check them for mistakes. Ifyou wish, students can work in pairs and help each other with the corrections, Talkback 1» Students work in groups of four or five, reading each other's stories and deciding which story they like best ‘= Fach group then reads their ‘best’ story to the class and say why they chose i Practice Students look back at the newspaper article in Lesson 7 (Newspaper Stories| and, working in pairs, draw the timeline for this story Students then close their books and some of the pairs draw their timelines on the board, The class discusses any difer ences in the timelines and how these differences would affect the way the stary is tal Extension In groups of three or four, students prepare the story of another myth that they know. The groups then tel their myths to the class who decide ifthe story is an accurate narration of the myth,Review Objectives = To check and consolidate grammar studied in this module: Past Simple, Past Continuous and Past Perfect. = To revise multi-part verbs. = To practise pronunciation of contractions. «= To practise pronunciation of the sounds fau/ and lo: Resource used Cassette, Routes through the material tf you are short of time, some of the Review exercises can be given for homework Grammar Exercise 1 = Students read the notes about two famous people and write sentences using ‘would’, ‘used to’, or the Past Simple. ‘Answers [NB The sentences with ‘would’ could also be use with ‘used to She used to live na pink house. The rooms were painted pink. She had pink furniture. She would always wear pink clothes. She would drive everywhere ina pink car, She would take her dog for walks ~ the dog was pink too. Alfred Hitchcock would always actin his own fs. He dct speak but appeared in some part ofthe fm. Sometimes he was man standing on a street corner. At ather times, he would sit on a train for bus, none film he appearedin a newspaper advertisement for losing weight, Exercise 2 1» Have students look at the picture and describe what is happening. Can students explain why the cow is flying? Tell students this is a true story «= Students complete the text and see i their explanations for the flying cow wore correct, ‘= Students check their answers in Exercise 3, Pronunciation: Contractions Exercise 3 1» Students listen to the cassette and check thelr answers, “Answers 2was ining I wasn't feelingldid't feel hadn't had | Shadn't caught heard 7wastiying Shit 9 destroyed TO gotback 11 didrt belive 12 showed 13 had told 14 wastiving 15d gone Y6had thrown 42 a Exercise 4 = Students listen to the six sentences containing the contraction ‘d. After playing each sentence, pause the casseti and ask students if the contraction replaces ‘would’ or ‘had! ‘Answers - Twould 2had 3would 4had Shad 6 would ‘Tapescript 1 When | was young Id walk to school with my older brother, 2: | went swimming after finished my homework 3: Whatd you do if you saw a cow fying down irom the sky? 4: She'd never been there before and she got lost 5: When | came to this towe, years ago, 'd never ved near the coast. 6: She'd always lookat you strangely when you asked her a question, Vocabulary Exercise 5 1» Students complete the sentences with the verbs. ‘Answers I ‘gotby 2getdownto Sgetonwith 4getroundto 5 gets at ene ] Pronunciation: /ou/ and /o:/ Exercise 6 ‘= Students listen to the two sounds and repeat them, ‘= Students work in pairs, putting the sounds in the irregular verbs into two groups. = Students listen to the cassette and check their answers ‘Answers Group 1: broke chose drove rode spoke told woke wrote Group 2:bought caught saw taught thought wore Exercise 7 1 Students work in pairs, working out the words in the prover. They can use the Phonetic Chart in the Mini-dictionary tohelp ther. ‘Answer “Theres no smoke wathout te = Students discuss the meaning of the proverb if you hear a rumour, there is probably some truth in it) and whether they have a Similar proverb in their language.ture Comer’ ise vocabulary: face, separatist, tolerant. re-teach this vocabulary but encourage students to the meening of the words as they read the texts out any of the students have been to Canada or have ‘or friends living there ~ encourage them to say what koow ofthe country. jets work in small groups of three or four, discussing they know about Canada and writing notes about the The groups then poo! their ideas before they read the texts. ‘Students then read the texts and check their ideas ise2 “Sudents workin grous, reading the texts and discussing answers to the two questions. ‘Tre groups then exchange their ideas as a whole class, “Answers ‘There are many afferent native peoples in Canada and many | ieeirant communities who speak ther own languages, eg | tan, chinese, etc. “They are more tolerant, e.g. most Canadians would not abject if ther chidren married someone ofa diferent race. Canada has a igh standard of ving e3 Students discuss in small groups where they would ike to 'n Canada and what they would lke to do there The groups then tell the rest ofthe class their ideas, ise 4 ‘Sudents work individually thinking of three positive things about living in Canada and one negative thing. Students then report back to the whole class end see how: “many different ideas they have had, Beercise 5 “s Students work in groups, discussing and writing a description of areas to visit and things to do in their country fncourage the groups to add maps and visuals to their texts if they wish 1s The texts can then be displayed or passed round for al the hss to read Did you know? + Students read the text about te origi of the name, Canada, 1 Ask student if they know the origin of any other place: ames in their country or elsewhere.MopALs IN THE PAST '= When checking answers, explain that there may be more than one possible answer and encourage students to say why There are notes on the use of Past Modals on page 128 ofthe _-_‘eY Chose @ particular modal expression, — they are doing the exercises or for reference at the en Anreers while they are ding th pe retool tae 2couldn't 3could 4couldeit 5 didn'thave to 7were able to Bhadto couldn't tOcouldn't i Exercise 6 Exercise 1 lc suggestions ram the eless of what sever yoorlica ‘= Students work individually, reading the text and matching and cannot do. the expressions wat rear Students then tink about themselves at that age and wite ‘= Students compare their answers in pairs before checking six to eight sentences using past modals. answers asa class Exercise 7 ‘Answers ie 2b 31 4g 5d 6a 7e 8. ‘= Students then work in pairs, teling each other about ther childhood memories. f= Students then make similar texts about themselves when ‘= Some ofthe pairs then tell the class about their memories they were young before they started school. Exercise 2 = Have students complete the table on the board so that they can all see the full table. ‘= Students then make sentences using past or present expressions. ‘Answers haveto don'thaveto carit_isableto_isr’tableto Exercise 3 = Students can do the exercise in pairs. After they have finished the exercise, they read both sentences to each other to check that the meaning is the samme. ‘ couldn'vwasn'tableto 2couldn't 3hadto 4 could SWereyou ableto _6didn't haveto Exercise 4 = Students do the exercise working individually. = Check students’ answers by having ther read the sentences aloud. ‘Answers ‘didn'thave to 2hadto 3 coud 4 couldn'tasr't able to Bhadto @couldr'vwas able to 7wereable tohwerent able to 2 didn'thave to Exercise 5 ‘= Students work in pairs, discussing how people lived in the: ‘Middle Ages and completing the sentences, 44ention to the module objectives and ask commuter’3 cyclist! lory driveriS motors pedestrian’a ofthese actives are new, For example, they hewspaper and magazine articles but nat a ‘= Ask students to look back at the Key Words in Exercise 1 and give the names of the person who flies an aeroplane (pilot), rides a motorcycle (motorcyclist), drives a train train driver), sails a ship/yacht (captain, sailor) Exercise 4 1» Play the cassette twice for students to identify the five ‘speakers from the definitions in Exercise 3 Tomy driver 2pedestrian cyclist 4 motorist $ commuter ‘= When students have checked the answers, you may wish to play the cassette again for more intensive comprehension ‘work, e.g. play the first speaker again and ask: ‘What time does he start work?’ (6 o'clock) How far does he drive?’ (100 miles) “Students workin pais, reading the Key Words and fing the table. Tapescript 11 Wal, usualy start work at about six nthe morning | don’t checking answers, students may wish to discuss both usualy do long distances ~the furthest | dives about a hundred dinoise pollution and which types of transport cause the miles. ts very stressful know what mean? Driving all day. And st polution. the traffic’ really bad nowadays, much worse than when | started. Traficjams everywhere 2 Look at themi Cars parked everywhere, And crossing the road is fbioyle bus car coach lorry motorbike tain van really dangerous. People drive so ast. | was going across the 1 the underground travels under the land) road the other day with my grandson, and suddenly thi big lorry boat ferry hovercraft ship yacht came along and nearly hit us. And the pollution, is really terrble raerlane balloon helicopter these days Cause pollution: aeroplane boat bus car coach ferry 3 People say im mad, ‘cos always ride to school. love it and Preiccpter hovercratt. loery motorbike ship actually its much quicker than the bus or ever a car because the | ‘Viteunerground van traffic’ so bad these days. And it keeps me ft, doesn't 7 | Have wheels:bicycle bus car coach lorry motorbike 4 know | use it too much, but public transport is terble where ‘ran Weundegound van Ive We Ive ot of town, yours ana need the cro go pe shoring, o goo werk to tke the it schoo fez | s tyto gerne 7.25 20|haveto getup ort and waktothe | station. te problem s thatthe wai are so unrelable these Using the table in Exercise 1, students ask and answer | days. They'e often late or cancelled. But suppose wsbetter | ene | Regret ee a semi i Some ofthe pairs then report back tothe class about their | _ Work. pare. 1 find out which means of transport none ofthe students has Bean on and which means of transport the majority woul ke wagon 1» Students match the Key Words with the definitions. 1» Check answers by having students say the definitions in full séitences, e.g. ‘A commuter is someone who...” ee EeObjectives ‘= To practise using the Present Perfect Continuous, ‘= To read a newspaper article and understand the main points. ‘= To.act outa dialogue explaining what has been happening, ‘= To practise the pronunciation of if and /ng Resources used Cassette, Grammar Summary 5. Possible problem Present Perfect Continuous i dificult for students because there is no equivalent in many other languages, such as Polish. The contrast with the Present Perfect i dificult too. ‘The aspect which students wil find easiest to grasp Is the ‘incompleteness of activities because there isa similar conceptin languages such as Polish, Background ‘Amsterdam isthe largest city in The Netherlands (though the capital is The Hague). Its divided by canals into about 90 islands joined by aver 400 bridges. itis one of the most important trading centres in Europe. The ports linked to the North Sea and other European countries by a network of railways and canals, notably the North Sea Canal, which is navigable by oceangoing vessels. Main industries in the city, are shipbuilding, sugar refining, publishing and the ‘manufacture of heavy machinery, paper, textiles, clothing, slass, cars and chemicals. A major European stock exchange 's also located in Amsterdam. Amsterdam has been an Important centre of European cultural life since the seventeenth century and is the home of the National ‘Academy of Art and the Royal Netherlands Academy of Sciences. Its Rijksmuseum contains one of the largest collections of Dutch and Flemish paintings in the world Routes through the material © Ifyou are short of time, set some of the exercises for homework (e.g. Exercises 4 and 7) and omit Exercise 11 © Ifyou have time, do the Options Activities, © Ifyou have two lessons for this unit, a suitable natural breakis after Exercise 6 Before you start Exercise 1 f= Find out how many students use bleycles and when they use hem. ‘= Discuss questions 2 and 3 as a whole class. Note down the students answers to question 3 on the board so they can check their answers in the next exercise. 46 9 On Your Bike GRAMMAR Focy Exercise 2 f= Students read the newspaper article and check their answers to question 3 In Exercise 1 7 provide hee public rarsport q ‘= Students read the text more closely and answer the questions, 1» Students then work in pairs, comparing their answers ta questions 1 and 2 and discussing the answer to question 3, ‘= Students then check their answers as a whole class Encourage students to defend their opinions when discussing question 3, Answers Save energy reduce pollution less tatficin ety centres, Exercise 3 ‘Answers 1 Thieves stole the bikes 2 There is less traffic in cantral Amsterdam Exercise 4 ‘= In pairs, students read the dialogues aloud and match them to the pictures. ‘Answers 1¢ 20 3A 48 PRESENT PERFECT CONTINUOUS Exercise 5 ‘= Students look back at the dialogues in Exercise 4 and complete the sentences in the table, 1» Haye students read the sentences aloud and draw their attention to the formation of the negative and question forms. ‘Answers 1 been Zhaveritbeer) been doing SHave oben Exercise 6 f= In pairs, students read through the four uses (a-d) and then read the dialogues again to decide which two uses the sentences in the table express, Answers bestudents what tense is used for the other two uses (a, Past Simple) through Grammar Summary 5 with the students in toensure that they understand the form and uses of the Perfect Continuous, Bek students: How long have you been learning hlvig in this townicoming to this schoolwvearing 7 Doth frst tem with the whole class, then have students Individually ‘Check students’ answers by having them read the sentences ave been cycling been playing biHashe been seling c)hasnt been driving @)'sbeenraining fs been smoking Read the exarmple with the whole class. Doitem two with the whole class elcitrg as many “supgestions as possible. “a Students then complete the exercise working in pals, ‘answer fist sentences ‘2itsbeeneatnga bone. 3 He's been getting the bal AShesbeen sunbathing, 5 She's been jogaing Brercise 9 ‘a Students workindividually writing their sentences They then read thelr sentences to their partner before checking answers as a class, ‘Suggested answers {shes been swimming. 2 He's been exercising Hes been eating chocolates. 4 He's been panting "Exercise 10 1 Read the example dialogue with the whole class and point tut hat each student in a pair has hier own questions and vers 1 Divide the clas into pairs. if you have an odd number of students, have two weaker students work together as one member ofa pair Remind students to use the correct. intonation (fling intonation) atthe end of the question, |» Students use the cues and act out the dialogue. Go round andmanitor the activity as the students are working 1 Have some of the pairs say the dialogues for the whole class tohear ‘Answers Stet A Questions ‘bj You're tanned. Have you been sunbathing? No, (haven't. I've { ‘been using the sunbed at my cut | aibar ese te. Haveyou beeneringine, hmvert:rvebeen: | Seong bal forthe last ow days pation owe you been wating oun th gy haven't. ve been jogging alot recently WHEELS Student 8 Questions: a) You look tired. Have you been sleeping all ight? No, haven't. ve been sleping too ite bi You're fit. Have you been cycling alot? No, [havent velaeen| Swimming every night. You laok angry. Have you been arguing with someone? No, haven't. ve been wating for Mary for an hour | 1 You're late. Have you been wait for the bus? No, | havent. ve been trying to catch a tax Exercise 11 = Read through thelist of adjectives with the class 1» Tell one of the students to think of a reason for being tired ‘and to look ‘tired’. The rest of the class ask questions until they guess the reason for the tiredness. f you wish, seta limit on the number of questions asked, e.g. students can ask up to fifteen questions and then if they haven't guessed the reason, the student tells them it = Students then play the gamein groups of four to six. = Some of the students then report back to the class about their group, e.g. "Maria looks sick because she has been eating ‘green apples.” Pronunciation: /n/ and /qg/ Exercise 12 = Students work in pairs reading the sentences and deciding ‘which of the underlined words are pronounced with the ing! saund, = Check answers by playing the cassette and asking students tolisten to the underlined words [nawert | eng seaming 1 Play the cassette again for students to repeat the sentences Opt Practice Students look back at Exercise 8 ASk them to workin pais, thinking of as many explanations as possible for these situations 1 You se your friend in the street. She is wearing very old ity clothes and her face is city. 2Your friend arrives very late at school. there isa policeman wth hi Extension Students look back atthe dialogues in Exercise 4. In pas, students choose one ote dialogues and continue the conworsation, Some ofthe pas then say ther dlalogues forthe class to hear = es aeObjectives f= To practise focusing on situations to prepare for listening comprehension. = To practise listening to announcements for specific Information = To practise interacting in travel situations = To practise using emphatic stress. ‘= To practise using multipart verbs. Resource used Cassette, Possible problem Some students may find difficulties identifying the ‘mainiemphatic stress in a sentence, Background Uf students travel in the UK, they will probably do so by train ‘or coach. Most train and coach companies offer “Student/Young Person Discount tickets. Coaches are usually cheaper than trains, There are many different train ‘companies offering inter-city routes and prices can vary soit is always worth checking by phone or at the train station ‘before you make your journey. Most cities and larger towns offer special daily'weeklyimonthly travel cards for local travel (Quote: Rudyard Kipling (1865-1936), British poet and writer, author of children’s stories the Jungle Books and Just So ‘Stories. He was born in India, brought up in England and then returned to India as a journalist. His other works Include the novel Kim. He refused the post of Poet Laureate but was awarded the Nobel Prize for Literature in 1907. Routes through the material > If youare short of time, set some of the exercises for homework (e.g. Exercises 2 and 10), © ifyouhave time, do the Options Activities © Hf you have two lessons for this unit, a suitable natural break is after Exercise 5. Before you start Exercise 1 f= Have students laok at the pictures and say where they are (airport, vain) f= In groups of three to four, students answer the quastions. 1» The graugs then report backto the class, @.g. Two of us have been an an aeroplane, One has been once and one been three times. 48. 10 On the Move SKILLS Foc Exercise 2 ‘= Students work in pairs, putting the Key Words inthe correc columns, 1» Check students’ answers by having them read out the wor Ineach column so you can check pronunciation too. Answers /Aeroplanes/Arports: checkin seat ticket ‘Trans(Stations: platform ticket collector Both information desk passenger trolley fight gate passport corteo! = In pairs, students then look at the pictures and say which af the Key Words they can see in the pictures = Have students report back to the class and describe where things are, using prepositions of place, e.g ‘next to’, ‘near, ‘opposite’ Listening Exercise 3 ‘= Give students time to read through the information and see what needs to be filled in, «Students listen to the cassette once and see how much information they can get, 1 Ifnecessary, play the cassette again before checking. answers, Answers Gate 12 2Flight BA1473/Gate 153 LondontGate 23 4183418/ Barcelona _5TA1598/1B 6 0A1967/2urich Tapescript 1 Would passengers for Air France fight AF2146 to Ottawa please proceed to gate nurnber twelve 2 Would passengers for British Aways flight BA1475 to Budapest please proceed to gate number fiteen '3 Would passengers far Polsh Aties fight LOT1 482 to London please proceed to gate number twenty-three “4 Would passerigrs for Iberia fight 183418 to Barcelona please proceed to gate number thirteen '5 Would passengers for Turkish Anes fight number TAIS98 to Istanbul please proceed to gate number eighteen, { {6 Would passengers for Olympic Airways fight number ON1967 to Zurich please proceed to gate number rine eeen students have checked their answers, have them work reading out each line, e.g. Flight AFZ146 to Ottawa from Gate 12 ise 4 fea the Ustening Strategies with the students. Ask them to ‘of other suations and the sort af language they would to hear, 6 g ata bus station, ina restaurant, In ina hospital fents then listen to the dialogues and decide where they aking place and what the people are taking about. falar, taking about ter seat numbers at atan station, auyinga ticket Satan arport, checking in the luggage 's Give students time to read through the dialogues and guess the missing words. Then play the cassette again for students to complete the gues and check their guesses, ‘aswers TBraseme 2seat ‘chet Tretuen —Btwentyfve pourds (£25) Marve 11 haf pastten (10.30) 12 baggage fight 1Sboarding card 16 passport control 314A boarding card Sairhostess platform 13passport 17 gate | Pronunciation: Stress and Meaning Exercise 6 1 Read the sentences to the class and have students repeat them after you, using the correct stress 1 Then have one student choose one of the sentences to say andanother student give the correct response, Students then ‘ioue practising in pairs 1 Give students time to read through the sentences and aherative responses before playing the cassette 1s Sudents then listen to the cassette and select the correct response, 1» Check students’ answers by playing the cassette again, passing after each sentence. Tapercript 1 Frc wars to go to Cracow ey tala 2 dike a single ticket for a morning train in a aor-senoking comparemert 3 Aman tld me to goto gate number tuo at vee o'clock 1 Inpats, students practise saying the sentences to give the ‘other responses. 1 Then have some of the pais say their sentences aloud for the class to hear Wueeis Speaking Exercise 7 ‘© Demonstrate the activity with one of the students changing the information in the gaps in dialogue 2 ‘= Students then practise dialogues 2 and 3 in pairs, changing the information in the gaps. 1» Some of the pairs then say their dialogues to the class. Exercise 8 f= Students work ind-vidually, making notes about what they have lost and the fight they were on Exercise 9 = Demonstrate the activity with one of the students, taking the part of the lost luggage assistant yourself and asking detailed {questions about the flight and the lost item, f= Students work in pairs, acting out the dialogue at the last luggage counter, ‘= Some of the pairs then say their dialogues to the class Vocabulary: Multi-part Verbs Exercise 10 ‘= Students work individually matching the two parts. They then compare answers in pairs betore checking answers as a class “Answers 1 As Iran onto the platform, the tain was just pling out 2 The plane took of tie minutes ago 31've already checked in my luggage | 4He was going through passport contral when he realised he didn’t have his passport '55he pulled up susdenly atthe traffic lights QUOTE... UNQUOTE ‘= Read the quote to the class and ask why you travel ‘slower' if you travel with other people. 1» Ask students if they prefer to do these things alone or with someone else: going on holiday, shopping for clothes, visting @ ‘museum, going to the cinema, istening to music, cooking, doing homework, watching a video. Practice Students lookback at the Key Wards in Exercise 2 and take turns to make sentences using one of the Key Words Extension ‘Students look back at the beginnings of the sentences in Exercise 10 and, working in pairs, write as many endings as they can for each sentence, ¢.g.'As Iran on to the platform, 1 {ell down saw the train arrvingl saw you looking for me." 49