Helena Gomm Inside Out Teacher's Book Upper intermediate aa MACMILLANHelena Gomm Inside Out Teacher’s BookMacmillan Education Between Towns Road, Oxford OX4 3PP, UK A division of Macmillan Publishers Limited ‘Companies and representatives throughout the world ISBN 0 333 75764 5 (International Edition) Pack ISBN 0 333 96762 3 (Level TV) Book ISBN 0 333 96740 2 (Level IV) Text © Sue Kay and Vaughan Jones 2001 Text by Helena Gomm. Design and illustration © Macmillan Publishers Limited 2001 First published 2001 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by ayy means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publishers, Project management by Desmond O'Sullivan, ELT Publishing Services. Designed by Ann Samuel Illustrated by Martina Farrow and Martin Chatterton p10. Cartoon on [PIO reproduced by kind permission of Private Eye. Cover design by Andrew Oliver. Printed and bound in Great Britain by Martins the Printers Ltd, Berwick upon Tweed. 2005 2004 99876 peaseDez of nse Ou is the belief tha the most eflectce for largurge fri ism personal level eater thon “going through the motions! ‘conte about ohen students engage in af by ating from understanding and ha coroon to talking a Fengll toa partner about your most per intermediate students perntermediate students are well on their way to becoming, geet communicators. They usually have enough a hei disposal which, together with a few tried andl a communicative strategies, enable them to function more deqately in most situations. They accept that they eed some remedial work to deal with a few persistent peary errors but are keen to tackle more complex expand their mental lexicon and develop more of a forthe language. though they “oroushly, occasional ‘silly mistakes’ will reveal gaps in Aeirdepth of understanding of certain structures. A more walytcal approach may help iron out these residual jms whilst atthe same time encourage them to periment with more complex language and so maintain _sserse of progress and forward momentum, may se cavered all of the basic grammar ey typically have an active lexicon of somewhere en 20 and 3500 words and ean recognise many prticulaly if their native language shares the same miss English. However, a lot of these words and fxresions are only half known: they may be unaware of fone important collocations as well as the range, Iiwiation an fneabout ‘hal known’ words is likely to be more useful inthe long ran than the more natural inclination to race fad and kara lots of "brand new” words. igh there may still bea few instances where they fail Ioundertond a listening or reading text (an obscure accent bruniamiliar writing genre), they are usually able to get fe gt and pick out specific information when required particularly with spoken Figlsh- are the hidden layers of meaning where things cas mpster, accent and wnfomiliar cultural references into play: Understandably, this can be very Isiting and undermine confidence. register of the items. Time spent learning, they often miss out on they can get by in most situations, and because they pouelnerested in expanding the quantity rather than ply o/their nguage knowledge - more ‘new” words rather re about ‘old’ words ~ there is a danger that their unt language will Tossilise’: i. that their language ces will become permanent features of their fethllnge this poses to the teacher isto create a situation in| disscom where students consolidate and expand on what Introduction they already know, become more fluent in how to use it in both written and spoken forms, and improve their comprehension skills ~ in particular, their ability to ‘notice’ more complex aspects of language that may previously have passed them by. Inside Out aims to help you do this as easily and efficiently as possible. Teaching strategies All the strategies employed in Inside Out aim to promote learning by focusing on personal engagement, both intellectual and emotional, Accessible topics and texts Each unit is built around a set of two or three related topics, ‘These have been selected to be meaningful to virtually all students: they are subjects about which most people have something to say. Grammar awareness / grammar practice The course covers the main grammar areas you would expect im an upper intermediate course book, but ina way appropriate to the needs of upper intermediate students. At upper intermediate level, there is little point in teaching, ‘conditionals in the same way as at lower levels, ie as if the students had never seen them before. Upper intermediate students already know a lot about conditionals ~ and this, applies to most of the structures that are generally taught at this level, But students still want, expect and need grammar to fill gaps in their knowledge and deepen their understanding ‘To provide appropriate grammar study, Inside Out includes ‘Close up’ sections. These follow a three stage approach: language analysis; practice; personalisation 1 The language analysis stage promotes ‘noticing’ of language features and usage. The language to be ‘noticed almost always comes out of a larger listening or reading text where it accurs naturally in a wider context. We do not believe that self-contained, pre-fabricated example sentences are a good starting point for analysis. At this| point students are encouraged to articulate and organise ‘what they know, and Incorporate new information. ‘This stage will work both as individual study or as pair/groupwork, In general, we recommend pair/groupwork as this provides a forum for students to exchange and test out ideas before presenting them in the _more intimidating arena of the whole class. Unlike other books which use the ‘guided discover approach to grammar, we have generally avoided gap fils, and multiple choice questions. Research showed us that :most students are unenthusiastic about using these techniques to study grammar. This may be because they associate them with testing rather than learning, Instead) we provide questions and discussion points.2. Inthe practice activities students manipulate or select structures, testing their theories. As they do this, they zlso become more comfortable with the grammar point. ‘The sentences in this section are designed to be realistic rather than relying on invented scenarios about imagirary people, Many can be applied to the student’s own lives, and this facilitates the next stage. the personalisation stage is not a conventional free practice, where students, for example, take part in a role play which ‘requires’ the target structure, As Michael Lewis has pointed out, very few situations in real life actually require a particular structure. Furthermore, when they are faced with a challenging situation without time to prepare, many students will, naturally, decide to rely cx what they know, rather than what they studied half an hour ago. For these reasons, personalisation is based on, actual examples of the target structure, Students apply these examples to their own lives, opinions ancl feelings, Very often the sentences or questions from the practice stage are reeycled for the personalisation. For example: ‘+ Replace the names in the sentences in 1 to make the sentences true for you. + Work with a partner. Ask the questions in 2. Give true answers. + Work with a partner, Which of the habits in 1 would ‘most annoy you? Put them in order of most to least annoying All the Close up sections are supported by Language reference boxes, which give accurate, clear explanations backed up with examples. These appear in the unit, right where they're needed, rather than being tucked away at the back of the book Personalised speaking tasks Inside Out is filled with speaking tasks. Their main purpose is to develop fluency. While they are not intended principally as grammar practice, they are linked to the topics, lexis and grammar in the unit so as to include opportunities for students to turn input into output “The tasks do not requite complicated classroom configuraions “They are easy to set up and enjoyable to use, Most of them ‘encourage the students to talk about things that actually matter to them, rather than playing roles or exchanging invented information. Personalised, authentic tasks challenge and engage students, and this encourages linguistic ‘tisk taking’ Can [use this word here? Is this how this structure works? Research into second language acquisition suggests that when students take risks they are experimenting, testing theories about how the language works. This isan essential part 0! language learning, Anecdotes “There are also extended speaking tasks, where students tackle a longer piece of disconrse Wh've called these ‘anecdotes’. They are based on personal issues, for instance, memories, stories, people you know. When you learn a musical instrument, you can’t spend all your time playing scales and exercises: you also need to learn whole pices in order to see how music is organised. Aneedotes give students a chance to get to grips swith how discourse is organised. ‘The anecdotes are set up though evocative questions. Students read or listen to a planned series of questions and choose what specifically they will talk about; shyer students can avoid matters they {eel are too personal, As they prepare for the anecdote, students also think about the language they will need. This student preparation is a key stage and should not be rushed. Research, by Peter Skehan among others, has shown that learners who plan for tasks attempt more ambitious and complex language, hesitate less and make fewer basic errors “The simplest way to prepare stuelents for an anecdote isto ask tem to read the list of questions in the book and decide which they want to talk about. This could be done during class time oor as homework preparation for the following lesson. The questions have check boxes so that students can tick the ones they are interested in, Ask them to think about the language they will need. Encourage them to use dictionaries and make notes ut not to write out what they will actually say. Finally ‘put them into pairs to exchange anecdotes. ‘A variation is to ask the students to read the questions in the ‘book while, at the same time, listening to you read them aloud: ‘Thon ask them to prepare in detail forthe task, as above. Alternatively, ask the students to clase their books ~ and then to close their eyes. Ask them to listen to the questions as you read them aloud and think about what they evoke. Some lasses will find this a more involving process. ILalso allows you to adapt the questions to your class: adding new ones or ‘missing out ones you think inappropriate. After the reading give them enough time to finalise their preparation before starting the speaking task Repeating anecdotes Consider going back to anecdotes and repeating them in later classes, Lot the students know that you are going to do this. ‘This will reassure them that you are doing it on purpose, but more importantly, it will mean that they will be more motivated to dedicate some time and thought to preparation. ‘When you repeat the task, mix the class so that each student ‘works with a new partner, ie one who has not previously hea the anecdote. Another approach outlined by Michael Lewis et al. i Tenching Collacations (page 91) is to reduce the time allowed to deliver the anecdote each time itis repeated: inthe first instance the student has five minutes; for the second telling they have fout minutes; and the third three minutes, Repeating complex tasks reflects real interactions. We all have cour set pieces: jokes, stories, And we tenel to refine ancl improve them as we retell chem. Many students will appreciate the opportunity to do the same thing in their second language, and research has shown that given this opportunity they become more adventurous and at the same time more precise in the language they use ‘You can also use the anecdotes to test oral proficiency and thereby add a speaking component to accompany the testsin the Teacher’s Book. Realistic reading In theory, no mater how dificult text may be, the task that ‘accompanies it can be designed to be within the competence of the student, ie ‘grade the task not the text’. Bul conversationswith students and teachers have convinced us that this isan insight of only limited! value. However easy the task, students srequickly disillusioned by an incomprehensible text. Atthe other extreme, many of the texts that have appeared in ELT coursebooks in the past have obviously been written ay in order to include examples of a given grammatical structure, Texts like this are often boring to read and convincing as discourse The solution adopted in biside Out has been to base al reading, ters on authentic modern sources, including magazines, ove, newspapers, websites and personal communications. Where necessary the source texts have been edited and graded soasto make them challenging without being impossible. The ledshave been selected not only for their language content but ao for their interest and their appropriacy to the students who villuse this course, Varied listening work Thelistenings include texts specially written for language kaming, improvisations in the studio and authentie recoralings, ‘Ther are dialogues, conversations, monologues and real pop songs by the original artists. There is a variety of English accents British, American, Irish, Australian, Scots, North Country ~and some examples of non-native speakers, The teks are designed to develop real life listening skills, Contemporary lexis in context Selecting vocabulary to teach becomes more difficult at higher leek It is relatively easy to predict the needs of beginners ‘ell, ‘please’, thank you’. As learners progress to higher lees their vocabulary needs come to depend more and more “ntheir individual situations: jobs, courses of study, exams, ppsonal interests, etc Indrsie Out vocabulary is selected to be generally useful and appropriate tothe typical student, who is likely to be 17-35 Joss old and relatively well educated. Tis always presented in ‘ontext and is related fo the themes and topies in the nit Leis first ofall highlighted in exercises which daw attention to it, then recycled in back up exercises. The Workbook provides further recycling, as de the photocopiable tatsin the Teacher's Book. The exercises encourage students to dul with lexis as part of a system, rather than as a list of dscrete words through tasks facusing on collocation, omotation and social register Motivating writing practice Tho coursebook contains seven structured writing tasks which tier the stuclents opportunities to get to grips with a variety of formats narrative, discursive, formal and informal letters, CVs ad web pages. ‘Ths is backed up by a self-contained writing course which ‘uns through the Workbook. Components Evel ne Out iad a Stade’ Book, 2 Teacher's Inka Workbook Class Castes and CDs, Workbook Career CD, and phetcopible Resoure Pack. The couse a inloder a Video ana Video Teacher's Book Student's Book ‘The Student’s Book covers about 90 hours of classroom teaching. [tis made up of 12 main units (1-6 and 8-13) and two review units (7and 14), The units do not follow a rigid template: the flow of each one comes from the texts, tasks and language points in it ‘The book includes all the tapescripts, plus alist of verb structures, information on different types of phrasal verbs, nouns, a glossary of grammatical terminology, a guide to the phonemic alphabet, and a list of iregular verbs Class Cassettes (2) and CDs (2) ‘These have all the listening materials from the Student's Book. Workbook ‘The Workbook provides revision of al the main points in the Student's Book, plus extra listening practice, pronunciation work and a complete self-contained writing course. Workbook Cassette and CD This contains listening practice and pronunciation work, plus recordings of some of the reading texts. Teacher's Book In this book you'll find step-by-step notes and answers for every exercise, These include clased-book activities to warm the class up before beginning a new set of work. The tapescripts are included in the body of the notes for easy reference. For every one of the main units there is a one-page photocopiable test, for use as soon as you finish the unit or a couple of weeks later. There are longer mid-course and end-of-course tests which go with the two review units and 19), Ac the beginning of the book there is a Zero unit. This consists of two parts, ‘The first part isa quiz about the Student's Book to help familiarise students with it: how language is described, the kinds of activities they will do, how the list of contents works, what they can find at the back of the book ‘The second partis a Student profile. Haims to discover something about each student's language learning history and reasons for studying English, for example, for an exam, for academic studies, for work reasons, out of personal interest, etc. Students can fill the form out individually or by interviewing each other in pairs. The Student profile is similar to needs analysis, which has been used in business English for many years, But itis not only business students who have reasons for learning. General English students also have needs and wants, ‘Knowing about them will help you to plan lessons, to use the coursebook more appropriately and to get to know your students beter, Resource Pack The Resource Pack contains thirty-seven photocopiable ‘worksheets designed to supplement or extend the Student's Book. The worksheets aze based on the themes and grammar points in the book and are linked! to the book unit by unit. Theyent ELT teachers "were written for this project by eleven diffe They are very varied, but one thing they have in common is that they provide practical, useful classtoom practice, There are full teaching notes for every worksheet, Video The video contains one sequence for each unit of the Student’s Book. Each sequence links to exercises and pages in the Student's Book, either using tapescripts to create a visual version of listening exerci it more fully. 's, or taking a topic and developing Video Teacher's Book The Video Teacher's Book provides photocopiable worksheets for the video sequences, a well as full keys and tapescripts. Over to you Ifyou have any comments about Inside Out you will find a feedback form on our website at www.insideout.net, where you can also register to receive extra teaching materials [nee every ‘week by email Zero unit answers (Page mambers refer to the Student's Book) 1.) Twelve (pp 2,3). b) They are review units (pp 2,3) 2 a)can(p 14s) b) yes (p14) © book (p 151) 3 a) Attraction (unit 9, p87). b) Ritual Gonit 5, p49) ©) Home (unit 13, p 120) d) Genius (unit 10, p 97) ©) Money (unit 3, pp 24, 25) 1) Images (anit 1, p 1) 4 Reporting verbs (p 72. Functional language for sympathy, advice reconmendations (pp 34, 35, 36 p28); b) Digital (anit 6, p61) P nd o a) Money (unit ©) Home (unit 1 Lara Croft (p 56. ‘Small Country (p 69) The clockwork radio (p 99. 0. Diego Rivera (p 9D. swoonCee ee Sry rr Ua 1 Images Images of he tnventieth contany Madonna Selbimage page 4 2 Family Relationship with parents Boyfriends & sirlriends page 14 3 Money The 1849 Gola Rush Making money Treasured possessions page 24 4 Body Health Fitness Dieting Smoking page 34 5 Ritual Football Habits Weddings Morviage page 42 6 Digital Mobi phones Computers Computer games page 52 7 Review 1 page 62 Talking about famous events in the twentieth century AAnccdate: talking about your favourite famous person Discussing people's sell-image Game: Getting to inside out! Talking about how parents can embarrass you Talking about bringing 2 Doylriend/ girlfriend home to meet parents ‘Aneedote: talking about a couple you know wel Using formal & informal register ‘Writing formal & informal letters “Talking about money Anecdote: talking about your ‘most treasured possession Waiting a narrative using linkers Talking about health problems ‘Writing an informal letter giving advice Talking about diets Talking about football Talking about habits & routines Talking about people who annoy Anecdote: talking about a wedding you've been to Talking & writing about marriage “Talking about mobile phones & computers Talking about children & technology Writing about the advantages & disadvantages of mobile phones a People talking about rremorable images ol the twentieth century Article: Material it to Geisha girl, Four mer talking about th selFimages Ailes Problem poronts Interview with some parents about to meet their daughter's new boyfriend Interview with boyftiend about ‘meting his girlies parents Conversation between boyfriend & Sidttiend ‘Conversation between boyfriend & Birliiend's parents Article: Cold Fe Radio prugramme: Sa Broan Californias frst mitionaire People biking about their atte 10 People taking about their most freagured possessions A health expert talking about the answers ta health questionnaire ‘Asc: Fed fats Two people talking about their diets Article Tho ies dad fr me, But Tell cr stop tract from Homby ‘A woman talking sbout her father sr Bitch by Nick Thive pecple talking about wedding situa in their cou Short conversations Article: Online Interview with Lara Cro ‘Anticl: His technology rained childhood? Five people discussing the advantages disadvantages of various activities Ciimierc @ Review of basic verb structures Awniliory verbs So & ncilter (Question tags & short ansvers | Indirect questions @ Callocations f @ Sounding interestet | {@ Verb patiems: verb + ioinfiniive Make & tet Verb +i form ‘rb 4 preposition structures Aiecive stractares ‘Adjective + dependent prepositions @ Phrasal verbs Social register @ Single vowel sounds @ Acticies | 10 Unreal conditionals @ Verbs + noun collocations Metaphor Money expressions Linkers © Schwa /a/ @ Functional lnguage for sympathy, abt 11 recommendations The grammar of phrasal verbs © Words é expressions for body ailment Expressions used to give advice Idioms with parts ofthe body Phrasal verbs © Sounding sympathetic @ Verb patterns verbs + f-ntnitive ing form ater remeraer forget, top, ike ove, hate Past ge present habits — il & nul sed Present continuous for annoying habit @ Words & expressions connected with football ‘Yerb + noun collocations Social expressions connected sith aye spoodbye © Sounding annoyed @ Verbs: sative & dynamic meanings Present perfect simple & continue @ Words connected with mobile phones computers Linkers adding information, connect contrasting idess, showing couse & ei 12 13 14 Adal IreTalking about holidays & ays = ‘Anecdote: talking about a c Childhood fry holiday “a Talking about people you meet ge 68 con holiday Game: The Trave Talk Game Attraction Talking about beauty Dascptions Talking about dating & Ie relationships a Dhing page 78 D Genius Anecdote talking about an impressive building or citer Tagawa pings iretions iting areative pave 88 Game: vi pursit ~ Genius esition set Talking sbout logon & adverts Mvetsing Talking about cxlebrity gossip Themedia SS ee Anecdote: talking about 2 lisappointing lm you've seen reve 98 ID Student Discussing education Eben “Anecdote talking about a favourite teacher at school Backpacking = Taking about the future a Talking about student holidays Ee Weng CV se King stlect 1 Home Anecdote: olking about your = favourite rom Bee Taking about broaklost aa Discussing ideal communities Talking about & writing an Homepages Internet ome p page 120 IM Review 2 page 131 Inyular srt page 144 » Tapescripts page 145 LT extract fom Notes From A Big Country by Bill Bryson. Aiticle: Where's my ox? EX Two people taking about holiday Atticle: Foy postcand tls a story Atco Is bent i the eof the Ieholder? EB Thee people discussing cosmetic sungery {1 Article: Spe dating EB Contestants on the quiz programme, blind Date 7 Neowr Ever by All Saints | Acie: Where to gto sce a mesterpice Information about the artist Frida Kahlo {EB People discussing the stories behind paintings {EB Inverview with Trevor Baylis EA marketing exceutive & ahead teacher talking anout the effects of advertising on childeen Ea People describing favourite adverts Article: Commercial break | Article: The truth abot ie with Sher {EB Discussion about truth & accuracy in tabloids Repost: The Bir Witch Project EB Reactions to the movie, The Blair Wich Project Extract about Robbie Williams from Tike That: ur story EEA. Listening to people talking about teachers they remember EB Interview with an eightven-year-old's parents (EB Interview with an eighten-year-old about her future (2) Atcl: Wy stints foe a lomg-aulto het EB Iwo friends discussing» thin friend 77 Angels by Robbie Wiliams [EE Describing what a oom says about @ person EB Tice people describe breklast rom theie country | Article: Start your day the Feng Shu way | Article: “oat Monaco’ ser cruise the sori Se pe CC a 7 OT) eeu kced @ronunciation @ Reporting verbs with or without direct ae © Reporting verbs Spoken narrative linkers Adjective building. Words connected with travel/oidays @ Passive report structures: Hs tmoughtbticced that Hoce/Get something dane Unreal conditional alternatives to if © Collocations with words to describe faces Words to deseribe people's physical appeacance & character Sulfation Compound adjectives © Word stress @ Modals of deduction Narrative tenses © Words & expressions about architecture kart Collocations with words to describe ess in ‘Word families different parts of speech © Word linking @ Relative clauses: non-defining & defining Emphasis (cleft sentences) © Collocstions with words about marketing Emotive language @ Stress in cleft sentences @ Fature forms Present tense after hen, if © Words & expressions about education [Pxpressions to talk about the future: Ts ely lai expected to © Exaggerated language for description, @ Quantity: determiners de quantifies “The passive: review of basic passive © Words & expressions about houses and furnishings Words & expressions about food ional material page 136 + Verb structures page 141 * Nouns page 142 + Grammar glossary page 143 + Phonetic symbots page 143ee Zero unit Book quiz 6 Look at the list of contents. Decide which units you think these pictures are in and then checkin the unit Look through your book and find the answers to these questions, 1a) How many units are there in the book? b) Why are units 7 and 14 different? 2 a) Whats the first verb beginning with ‘cin the table of irregular verbs? b) Which word illustrates the sound /j/in the lable of phonetic symbols? © What isthe last word of tapescript 35? 3 Look at the lst of contents. In which unit can you: 2a) sing along to Never Ever by All Saints? b)_ read an extract written by Nick Hornby? ©) Tear vocabulary to describe houses? )_ play Trivia pursuit? ©) learn about the gold rush? 7 Whois the star of Tomb Raider? Histon to four men talk about their selFimage? —_—— 8 _Complete the title of the Bill Bryson book: Notes Eri A 4 What grammar structure is dealt with in the Language reference section in Escape? 9 What is Tevor Baylis famous for inventing? 5 What can you study in the first two Close up sections of Body? 1D. Who was Frida Kahlo married to? Whei mq Whe For No osuStudent profile Name 1 Have you studied English in the past? E no] yes |_|—* when and where? s 1 Have you got any English language qualifications? No | Yes (| —+ what are they and when did you take them? __ + Do you use English outside the class? i io) Yes [1+ When do you use English and where? _ Na 1 Are you studying English, or in English, outside this class? y tio] Yes |_| Please give details 1 Do you speak any other languages? i 1 Why are you studying English? Ineed it for work. no] yes L)—+ what do you dor | tneed it to study. No Yes |_| —* What are you studying? eee __ Where? - - | tm going to take an examination. NoYes |__| What examination are you going to take? When? For personal interest. No) Yes |_| what do you like doing in your free time?le Images Overview The topic ofthis units image, and this word is interpreted in several Rhine | EM Covering ot phan ofp eine Twentieth century to selFémage. The ragucion vente century main grammatical focus ison verb Literng its: Ustening and aching speakers to phobagrphs structure and questions: tag questions P=" Iidening for gist * mF meee and indinet questions Gama verb Completing texts with appropriate verb sracres ‘The unit begins by considering sits important mages from the twentieth gy Gaur verb Staying ver structures alan vr, 0 and century. Shudents look at photographs structutes;ausilisry mein and listen to people saying how the oS, cer ees Practising question tags and short answers, events depicted in them affected their pages 5-8 _question tags & ‘8 en which they see as significant in their anton Students then move on to looking at Leds collocations Smioselittepioogapio They EB ————————————— then talk about their own favourite You are what ‘ a page 11 Avency work elf Smage. hhow this is reflected by their clothes. Page 12 ocstions gestions Practising indirect questions in an information gop The unit ends with a board game s activity about David and Vietoria Beckham which involves asking and answering, ig ean Davi onl - questions on a variety of personal Getting to know Corersation skill: Playing a board game involving asking and issues, you inside out! fluency work answering questions on a varcty of personal aes page 13it (ised books, Whole class, Tell the class that at the end of the Inenteth century an English radio programme had a timpetition inviting listeners to choose one word that summed, upthe century for them, Amongst the entries were: Feloisin, nmauieaion,atoralisnr and war. Invite the students t0 dics in groups and decide what word they would choose, Images Teacher Then ask them to discuss some of the images of the twentieth ‘untury which they find most memorable. These might be ‘espaper or television pictures, images from advertising oF fro film. You might like to start them off by choosing your ‘os memorable image and describing it. Again, allow the students to discuss in groups, 1 Books open. Pairwork, Stuelents look at the photographs an! make notes under the headings. Encourage paits to join other pairs to discuss their findings. When getting feedback, do not discuss the dates af the photographs as these will be tested in the next The four photos show the following ‘The Berlin Wall coming down (1988). This marked the end of the partitioning of the city in the 1960s following the division of the country into East and West Germany after the Second ‘World War. Reunification of the country followed shortly afterwards, b The frst man on the moon (1969). Nei ‘Atmstrong became the first human being to step onto the surtace of the moon. He did so with the famous wards, ‘This is one small step for a man, one giant leap for mankind.” ¢ Nelson Mandela leaving jll on Robben Island vith his wife, Winnie (1990). Mandela was jailed by the government of South Africa for his part in the anti-apartheid ANC movement and. spent twenty-seven years in prison. Shortly sfterwards the apartheid system collapsed, and Mandela became the first black president of united South Africa The Sex Pistols (1977). A famous punk band, the Sex Pistols were renowned for their anarchic attitude to authority and the crudiy of their song lyrics, 2. Students work individually to match th photos. They can then check their answers on page 136, years and the a) The fall of the Berlin Wall (1989) 'b) The first man on the moon (1968) ’s notes ©) The freeing of Nelson Mandela (1980) d) The Sex Pistols (1977) 3 EB ossp us [Ask students to write the names Alex, Beth, Chris and Debra on a piece of paper. Play the recording, As they listen, students note down the letter of the appropriate picture next to the names of the speakers. Alex b Beth:d Chris:¢ Debra: a Ela Alex It was the highlight of my whole life because, when 1 was a kid | always used to think ~{ hope | live fong ‘enough to see a man on the moon. So when it happened — I don't know how old my son was, but | said to him, 'Sit down and watch all of this ~ this is lone of the mast momentous things that wil ever happen in your if.” Beth What annoys me is that people think punk was just 2a fashion, For me, it was much more than that= it was a way of life. Imean, how long do you think it took to do that make-up and hair? tt used 10 take ‘about four hours @ day just getting dressed! Chris il never forget the day he came out of prison, partly Because it was on my birthday, the 17th February, but mainly because it was such 2 happy ‘event. What | found most amazing about that day was that he'd spent twenty-seven years in prison, ‘and yet he looked as if he had just stepped out for 2 walk with his wife, as iit was something he'd been doing every day of his life. What an incredible ‘man — and in spite of everything, he doesn’t appeer to carry any anger or bitterness. Debra was only a kid and I was watching television. when ‘a neweflash came on and 1 saw these crowds of people climbing on this wall. had no idea what was going on and { actually thought something terrible had happened. Then I realised people were laughing and celebrating, 'd never heard of the Berlin Wall before that night. 4 Snudents try to complete the extracts before listening to the recording again to check their answers ‘The students’ answers may be correct, even if they do notmatch the tapescript exaclly. If there are differences, discuss why the speakers have used the structures they have. Alex 1) used to think 2 Ive 3. happened 4. willever happen Beth 1 annoys 2 took 3 used to take Chris 1 ‘dspent 2 had just stepped 3. ‘dbeen doing Debra 1 was watching 2 came on 3. thought 4 had happened 5 ‘dnever heard 5 Students work individually at first to write down their five years. They then compare and discuss with a partner. Optional activity Find out what the most popular year for the class is. Students ‘mingle, telling each other their years. If one student has the same year as another, they should say why they chose that year. At the end of the mingle, there should be one year that Features most. Find out if it’s for the same reason in any cases. Close up @5) Verb structures 1. Allow students to compare answers with a partner before checking with the whole class, a) Ive known b) Thad tas talking, d) Ike ©) Ive been learning, 4) tye been: 9) Id already met 1) used to nave irwork. Give students a few minutes to work individually om their sentences before they compare them with a partner. Students should look at each other's sentences and ask questions to clicit more information Auxiliary verbs @@ 1 2 Students fill the gaps in the questions, They then match tk questions and the answers. Check answers with the class a) Have (®) b) Does (4) 9 Are 2) ) Were (7) @) Des) ) Had (3) g) Did (6) hy Has) Pairwork, Students take tums to ask questions from 1 and) to give true ansivers, Encourage them to report back to te class any interesting information that they find out So & neither (6) 1 EB cass pus Go through the structions withthe elas to make sure traders understand hat hey are stoning fr things the two people have in common They shoul also ty to decile hy the conversation stops Elicit answers from the class, encourage the students to us the expressions both, so and wither. I they have trouble With this, refer them to the Language reference section on page 8. ‘They're both American, Neither of them is on vacation. ‘They're both working in Londan for a few months. Neither of them likes the weather. ‘They've both been in London for a few weeks. They're both from Santa Barbara, California, ‘They both went to Rosefeld High. Neither of them were very good students. ‘They both graduated in 1989, ‘They both remember Mrs Rivers, the math teacher “The conversation stops because the man says someting uncomplimentary about Mrs Rivers ~ the ‘woman's mother. Siw (W = Woman; M = Man) Excuse me, is it okay if sit here? ‘Sure, go ahead. Thanks. Sorry, but you're American, right? Right. ‘Oh, me too. Are you on vacation? No, 'm working here for a few months. eeeiat eaehe W: You're kidding — so am |. What do you do? M: I work for the American Cenrral Bank. Pretty boning, huh? W: Oh, no. I mean, a job's a job. London, right? Mi &t %0 be honest, | can't stand it~ especialy the weather 1h yeah, the weather’ terible. But! fove London. How fong have you been here? ‘Oh, not long ~a few weeks. How about you? The same. What are you doing here? tm an artist, and | was asked to bring over some of my work to a small gallery just near here. I've ust had my frst exhibition there. Wow = that is impressive ‘But you like = Ske Thanks ~ so where are you from? ’en from California ~ Santa Barbara, You're kidding ~ so am 1! Don tell me you went 10 Rosefield High. ‘Yeoh, J did — but I wasn't a very good student. ‘Me neither. What year did you graduate? 2258 2555 4) Focus attention on the Language toolbox in the margin Encourage students in groups of three to make up tree line conversations using these expressions, for example: As I've gotblue eyes Be So have | C Thaven't A: [don’t like carrots. B: Neither do L Ido. Pairwork, Stucients decide who they are going to work ‘with, but initially each student works alone. They use the sentence beginnings to write sentences they believe are true both for themselves and the partner they are going to work with 5 Pairwork, Students play Bingo! using the sentences they Ihave written in 4. Go Uno class before they play in pars: Students have o promise to give honest answers to the more subjective questions igh the instructions with the Question tags & short answers (7 1. Students replace the underlined parts with expressions from the box. Check answers withthe class. If students have problems with question tags, refer them tothe um, 1988. Language reference section on page 8 Oh, that’s weird, me t00. Do you remember Mis Rivers? 2) aren't you; Yes, Lami so amn | M: Oh, the math teacher? Sure. She was horrible! taal W: She's my mom. Neither was | M. Oh. @) sodid! ©) Yes.do 2. Bicit an example sentence from the class using the sentence frame, Then give students five minutes to make as many true sentences as they can about the man the ‘The man is American, and so Is the woman. The man isn’t on vacation, and neither is the ‘The man doesn't lke the weather, and neither does the woman. ‘The man is working in London for a few months, and so isthe wornan, ‘The man has been in London for a few weeks, and 0 has the woman. ‘The man went to Resefield High, and so did the woman, ‘The man wasn’t a very good student, and neither ‘was the woman, The man graduated in 1989, and so did the woman ‘The man remembers Mrs Rivers, the math teacher, and so does the woman 3 Play the recording again for students to Histen to and check their answers. 2 EB ossepus Give studenisa few minutes to complete the questions ‘Then play the recording for them to listen to and check their answers. 2) haven't they b) do they 2 willyou ) aren't! ) isit shall we Slo a) Everybody's arrived, haven't they? be) Nobady likes her, do they? ©) Just leave me alone, will you? 4) fm late again, aren’t I? €) That's not really tue, i it? #) Lets havea drink, shall we?3 Pairwork. Students work together to make up a short conversation using three of the tag questions in 2 Encourage confident pairs to act out their conversations for the class. Sounding interested (7) Closed books. Write a simple sentence on the board, such as ‘There’ large box om the table. Read it to the class first with intonation suggesting excitement and then with intonation suggesting boredom. Elicit from the class what the difference is and encourage them to practise reading the sentence aloud in different ways, Alternative activity Teacher displays, or even better, clicits a short conversation (ight to ten lines) with the lines numbered. The teacher then hhums the conversation once or twice, The teacher then hums individual lines, and students call out the number of the line they think they hear. The stuclents do the same thing in pairs. By the time the students actually say the words of the conversation, their intonation should be much improved. 1 ES ossep7 Before you play the recording, focus attention om the five short conversations. Make sure students understand that they are to tick the interested responses and put a cross against those where the speaker doesn’t sound interested. Play the recording and allow students to compare their answers with a partner before checking with the class. av bx ov Ox av ES og 2) ‘I don’t remember my first day at school.’ ‘Don't you? 1 do. b) ‘ve seen all of Madonna’ films.’ ‘Have you? | think she’s so boring,” 9) ‘Can you remember your first kiss?” “Yes, tcan. Can you?” @)‘Hoved punk music.’ ‘Did you? 1 really hated it.’ ©) Til never forget the death of Princess Diana,” ‘Neither will | tt was so sad, wasn’t it?” 2. Pairwork. Students practise saying the conversations aloud. Go round checking that al the responses sound interested. 3 Pairwork. Give students a few minutes to complete the sentences individually. They then work with a partner, taking tums fo read outa sentence and give a short response. Again, go round checking that appropriate interested intonation is being used. Image queen » Reading 1 Closed books. Elicit answers to the two questions here before students open their books. Write up any information or words they use to describe Madom board onthe 2 Students read the article and try to put the letters ofthe photographs in the order they are mentioned. They should underline the parts of the article which describe the photos. Give help them with some of the more difficult vocabulary if necessary (ips like a ref gas a gash isa long, deep cut in the skin; srk: very bare and plain in appearance; feisty: tough, independent and spirited; uncanny: strange and difficult to explain; ends: changes or developments; outfits: an outfit is a set of clothes; _sit2y: exciting, andl attractive in a showy way.) Students read the article again and answer the questions Allow them to compare their answers in pairs or stall groups before you check with the class. ) Madonna isa very feisty, independent woman. Aggeisha git is submissive. b) Because its easy to misunderstand Madonna Ita carefully thought-out strategy to get the attention that she wants. ) She wants to star in the film adaptation of Memos of a Geisha ©) She adopted an uncanny resemblance to Eva Peron, 1) She picks up an existing look and makes it her Her platinum blond hair, furs and glitzy jewellery she wore for the video of Material Gir, hy Because she took her role as Breathless Mahoney very seriously. ') Five times (the Jean-Paul Gaultier look; the Brigitte Bardot look; the Earth Mather look; the Indian Mystic look; the Geisha Gir look) D innocent iit the students’ own opinions of Madonna and her music, Ask them to decide which image in the photographs they think suits her best Lexis (10) Encourage students to try to complete the gaps without looking back at the text. When they have done as much as they can, they can use the text to check their answers 2 An Gee t up, peopl You Closed clothin they be what talking 1 sn lik thi one con 2&5 Pl spe .1 a) face b)_ burning 0. talent 1) adaptation ©) took adopted Painwork, Students decide if any of the sentences in 1 are tue for them and discuss them with a partner. Anecdote (p 10) [Ge the Introduction on page 4 for more ideas on how to set \p.monitor and repeat ‘anecdotes’ ) Grihrough the list of questions with the class. Make sure they tnerstand that these questions are just to give them ideas on vit to talk about. They aren’t meant to work slavishly though them. Likestucents plenty of time to choose their famous person and Indecide what they are going to say. Give any help with uabulary and langua hat they need hirwork. Students take turns to talk about their famous pk: You are what you wear @1) Clsed books. Ask stuelents to say what the last tithing they bought was. Get them to deseribe it, to say why thy bough it and to say how they feel when they wear it and vt think it says about them. You could start them off by hiking about your last elothing purchase. 1 Students look at the photographs, Elicit which one they lige best, Have a class discussion on what images they think the men are trying to project and why. Put the numbers | to-4on the board and make notes under each ‘one of what the students say. Keep the notes for ‘comparison when the students have done 2 EB ossap us Pray the reed Students isten and see how what the spenker say compares wth thet ens in 1 ES os 41 = Journalist, C = Charles, M= Matt) Charles ick: A= Alan; J: Excuse met Hello, © Helo J. work for CHAPS magazine, and we're doing a survey about men’s settimage. Um, do you ‘ind if ask you a couple of questions? © Oh. No, no, go ahead. What do you want 10 know? 1: Well, um, [like to know what your clothes say about you. What do my clothes say about me!? Gosh ~ | suppose they say that I'm meeting a client this afternoon, and that means I've gat to make the right impression. So Ihave to wear a suit J. And would you say you care about your image? COh yes, | think 10. J ike 10 fook smart, even when I'm nat working. Even when I wear jeans and a Tshirt, | like them to be clean and neat, ‘and | think this says that | care about myselt. ft “55 that I've got good self-esteem. Rick J. Excuse me R Me? 4: Yes, hi there! 'm working on a feature for CHAPS magazine about men’s personal style. Um, do you mind if ask you some questions? Ri Ey no, Fsuppose not J: Could you tell me what image you're trying to achieve? R:_ Image? / don’t really have an image. | wear clothes | feel comfortable in - I suppose you'd ‘allt casual look J: Hr, and would you say that you're aware of. fashion? R:_ Er probably not, no. My style hasn't changed for years. Alan J: Excuse me, sic sit okay iF ask you 2 couple of questions for an article 'm ding for CHAPS magazine? ‘A. Yes, that’ fine, Are you going to take photos? J: Bt yes, ifyou don’t mind. Bur first Fa like 10 know whether your appearance affects your life in any way. ‘A: Oh yes, totally The way | dress is my fife really. It hasn't realy affected my career so far, but 'm hoping it wil. Basically | want to be noticed, {and the reason | want to be naticed is that | want to get on television J. Ab, And could you tell me what the last thing, ‘you bought was? ‘A: Oh yes, ladore shopping. Er that would be the ppink shirt | bought yesterday ~ oh, and the pink ‘and black tie Mate J: Hello! fm doing some research for an article about the way men dress. E, can I ask you some questions? M: Yeah, no problem. J: Bo you mind teling me what you wear to go ‘out in the evening? IM: In the evening? What, you mean clubs and that sort of thing? J: Yes, when you go clubbing. M: Well I dress exactly like this.2: You don’t dress up then? M: Wel, pur it this way — I don’t put a suit on. The ‘lubs | go to don’t let men in if they're wearing sults. 4, Really!? Well, how strange. Um, one more question? Id just like to know if there's an item of clothing you couldn‘ live without M: Trainers. Definitely couldn't live without them. We got about twenty-five pars 3 Give students a few minutes to construet the questions using the cues. Allow them to compare notes with a partner. 4. Play the recording again for students to listen to and check their answers, a) dike to know what your clothes say about you: b) Would you say you care about your image? 2) Could you tell me what image you are trying (0 achieve? 4d) Would you say that you are aware of fashion? fe} I'd Tike to know whether your appearance affects your life. 1) Could you tell me what the last thing you bought was? 9) Do you mind telling me what you wear fo go out in the evening? h) I'd just lke to know if there is an item of clothing you couldn't live without. 5. Groupwork, Students discuss the question in groups, then report back to the class. 6 Pairwork, Students take turns to ask and answer some of the questions in 3. Close up @12 Indirect questions 1. Do the first one as an example, then give students a few minutes to change the questions If students have problems with direct and indict questions, refer them to the Language teference section on page 12. Check answers with the class a). What do your clathes say about you? b) Do you care about your image? ©) What image are you trying to achieve? d)_ Are you aware of fashion? @) Does your appearance affect your life? {) What was the last thing you bought? 1g) What do you wear to go out in the evening? hy Is there an item of clothing you couldn't lve without? 2 Pairwork. Stucents compare the two sets of questions an discuss the throe analytical questions. Check answers wth the class, 4) Direct questions: question word + verb + subject. Indirect questions: question word + subject + verb, b) No © In YesiNo questions 3 Encourage students to work individually at first 0 cornet the questions. They can then compare answers with other students. Check answers with the class 2) Do you know how much she weighs? b) rd ike to know how old she was when she joined The Spice Gin. ©) Lwant to know if she has got any pets. 1d) Have you any idea what she thinks of Madonna? ©) Could you tell me who her favourite designers are? f) D0 you know why he shaved his head? 9) Vd like to know if he has gat any tattoos 'h) Could you tell me which football club he plays for? ) Have you any idea which position he plays in? }) want to know what his star sign is. 4 Students look at the photo of the Beckhams. Brainstorm ‘some information about them with the class. Pairwork, Students turn to their respective pages and rei the information given. They then take turns to ask the ‘questions. Pairwork. Students take turns to ask their partner three ‘more questions about Victoria and David Beckham. Getting to know you ~ inside out! (13) ‘You will need sufficient dice and counters for each group, Students follow the instructions and play the gameenc vith, her read ee Test ihe end of each unit there is a photocopiable test, Use it at ihend ofthe unit, ora couple of lessons later Allow about 30 nia fori. It scores 40 points: to get a percentage, multiply ihestuden’s score by 2.5, You may not wish to use a grading sea, but if you do the following isa possibility SW=A(ercellent) 25-34 B (good) 20-24 = C (pass) Tmake the test more complete, add an oral anel/ora written ‘amponent, For example, ask the students to talk in pairs about thir family or write an e- er peniiend. wail describing their home town toa Scoring: one point per correct answer unless otherwise indicated 11 ‘ve known was waiting used to be studying doesn't agree ‘ye been training wasn't made id already left met don't has Did haven't Do Neither can Neither have | So would 0 was So did | Neither am Neither wil | So would have they? shall we? did you? mustn't she? were they? won't he? isin wait? Would you mind telling me how you know about this? Would you mind telling me when you found ‘out? ‘Would you mind telling me where you saw ‘them? ‘Would you mind telling me who you told? ‘Would you mind telling me what you are going to do about it? ‘Would you mind telling me if you would accept ‘cash settlement?mages Test Name: 1. Verb structures 9 points Put the verbs into an appropriate tense. LW (know) each other for years. 2 He (ovait) for a bus when he saw them. 51 (be) very shy but now I'm more confident 4 She ____ (study) three languages at the ‘moment. 5 Mysister = testing (not agree) with animal 6 They (Grain) for this since last summer. 2 This computer (not make) in Japan. 8 She ___Galready leave) when we arrived oe (meet) Mark yesterday morning, 2 Auxiliary verbs 9 points ‘Add appropriate forms of be, do or have. 1 What ____ you doing this evening? 2 1 ike this musie. Can we change the CD? 3. How long ___ he lived in this fat? 4 you study English at your last school? 5 We seen her at al since this morning 6 She walking home when she met him 7 you ever go to that café in Bridge Steet? 8 He ___been to South Africa several times, 9 They ____ stopped for speeding lat night. 3 So &neither 8 points Agree with these statements. 1 Tean't swim y I've never been there. 3. Vdlovea coffee 4 Las really bored, 5 Tused to like it 6 Ym-not doing that again. il never go there again rd keep quiet if were her 20 Sa {© sue kay & Veughan Jones, 2001. Published by Macmillan Publishers Lite. This sheet may be photocopies and sed wit the del 5 Question tags 8 points Complete the questions 1 Nobody’s arrived yet, 2 2 Let's go home, z 3. You didn’t know her, 2 4 She must have left, _? “They weren't late again, —_ 6 He'lldo it again, 7 That's ot right, 8 Nothing will stop her, 2 Indirect questions 6 points Rewrite using Would you mind telling me ..? 1 How do you know about this? 2. When did you find out? 3. Where did you see them? 4 Who have you told? 5 What are you going to do about it? 6 Would you accept a cash settlement?E Family Overview ) Tetopic ofthis unit is Family a tiaforships. The main grammatical on fessison verb patterns and adjective troduction rerstion silt Talking about relationships between teenagers and Beene page 14-15 fucncy werk parents, Ronding skits Reading on stile about leentgers with embarrassing Sues start by considering the ree . 2 . reading for gist ——_parunts tatonships between parents and lesagers and read an article about es Grammar: ver Studying diferent verbs pattens using é-nfinitive . Bi ts are embarramad by on pater vo tng form and prepositions | thir orents, pages 16-18 — ‘Writing phonetic symbols for single wowsel sounds. Sxiens discuss what qualities verb + ing form; pets look for in their children’s er « prepition hinds gieltiends and then listen racers sage lnbleviews with a il’s parents and © ————__“ewstsoungs Irtofrend who are about to meet Conversation skits Discussing what qualities parents consider important fiefs time. They go on to Retin Be fluency work in ther children’s partners prise using the appropriate spoken parents Listening sil: Listening to git's parents and her boyfriend talking tmjserin different social situations. pages 19-20 listening for detail about meeting eachother forthe firs time. Te work on register in spoken Lexi: phrasal verbs Replacing verbs in text with phrasal verbs from an Inguge is extended by examining, interview. . Sh derence between formal and Concerston skis: Anecdote talking about a couple you know very inrmal written language, and fluency work well 7 Bernt write informal leters to a Close up Gormmar: adjective Practising using different adjective patterns in peind, describing their families. gage 2} structures: adjective questions and answers 4 ornfinitive and adictive + prepasion | a Comeration sis Choosing appropiate language in dfn oc | age 22 L Conespondence Whitin sil Identifving the iference betwen forma page 23 formal and informal eritten language informal letters Writing an informal letter to a penfriend, Fomily aClosed books. Whole class. Write the names of your immediat> family on the board. Tell the class these people are your family and invite the class to ask you questions about them, For example W's Annie? Sins my sister Js she alder than you or younger than you? She's ler tha me And ol’ Bill? Hes my brother-in-law. He's married to Annie Students can then write the names of their own families on pieces of paper and ask and answer questions in groups. Reading pm 11 Focus attention on the tile of the text on page 15: Problem parents. Elicit reasons why parents can be a problem to, their children and why children can be a problem to their parents. Pairwork. Students look at the photographs on page Ht and speculate on the answers to the questions. They then take turns to tell each other about their experiences with their own parents or guardians. 2. Give students plenty of time to ead the article. Check comprehension by asking students to say in their own ‘words why each ofthe teenagers regards thei parent a2 problem. Then elicit opinions on which of the teenagers they would least ike to be. You might ike to have a class vvore on the question. 3 Encourage students to work individually to match the people with the sentences. Allow them to compare answers with other students before checking with the class. 1 Kayleigh 2 Gina 3 Alex 4 Go through the example with the lass. Students then work individually to rewrite the sentences. Check ansiers with the class )_Kayleigh wanted to the ground to open up and swallow her Kayleigh tries to run away as fast as she can, © Kayleigh's mum makes her cuddle her in front of the whole crowd, 6) Gina's mum loves being in the limelight. ee Family Teacher's notes ©) Gina can’t stand being the centre of attention £1 Gina's mum manages to stay in shape. 9) Alex dreaded his frends finding out what his father did fh) Alex's dad made him join in the act. 1) Alex never wanted his father to have a boring job. 5 Pairwork. Make sue students have understood that the expression she znd the ground fo open up an sate ker ‘means that she was extremely embarrassed. Stulents tl turns to tell their partners about a time when they felt vay to the fact that some students may find this rather a difficult subject to talk about. embarrassed. Be sensi Encourage anyone who is willing to tell their story tothe class to do so, but don’t force anyone who is unwilling Close up (16) Verb + to-infinitive 1. Read the sentences with the class and go through the vei patterns with them. Elicit which highlighted verbs, correspond to which verb pattern. If students have trouble with these verb potters, mfer them to the Language reference section on page I8 Pattern A: sentences a) and c) Pattern B: sentence b) 2. Pairwork. Encourage students to do this by iting the verbs in the box into the pattern sentences and reading them aloud to see if they sound right. Check answers with the class and elicit tha expecta santa and wo fi can be used with both patterns, Pattern A: aimed, expected, hoped, wanted, would like, decided Pattern B: encouraged, expected, reminded, wanted, allowed, would like expected, wanted, would lke can fit into both verb pattern A and verb pattern 8 tive students time to copy the diagram inte their notebooks. They then put the boxed words into the appropriate places. Check answvers with the class. Pattern A: helped, intended, can't afford, attempted, offered, paid, refused, planned, preferredPattern B: helped, taught, invited, ordered, paid, warmed (not), urged The following verbs can fit into both verb pattern A ‘and verb pattern B: heloed, paid. 4 Read the sentences with the class and elicit opinions on tov the verb patterns differ ‘These vetbs (make and Jet) take an infinitive without to, 5 fairwork Students first work individually to match the beginnings and endings ofthe rules They then discuss ther sentences with a partner and decide if they agree with tho parents! rules Suggested answers a) We wouldn't let them hitch-hike by themselves. b) We'd expect them 10 respect their elders. ©) We'd make them keep their rooms tidy. ) We wouldn’t let thern smoke in the house fe} We'd tel thern not to believe everything they hear 1) We'd wam them not to take drugs 9) We'd let them go out fate at the weekend. hh) We'd make them take their studies seriously. |) We'd encourage them t0 keep fit PP }) We'd ask them not fo play their music too loud. k) We'd want them 10 do well at school Optional activity Bsa io cen groupe ts pps sat idol Fst pvers Those could be genera es or ules ben at Be he criaceet ty cate the aio, Verb + -ing form @1 Stadents will find more information about these structures in he Language reference section on page 18. You might like to _skthem to read this frst before doing the first exercise, ith 1 Suadents fill the gaps with the words in the box. Check answers with the class a) borrowing by. studying © buying 3) embarrassing ironing 1) having 9) taking 2. Pairwork. Students discuss whether the sentences in Tare nue for them or not Verb + preposition structures i There is more information on these structures in the Language reference section on page 18, Refer students to this if they need help. Optional activity ‘Ask students if they have ever been to another country. If they ‘have, ask why they went abroad. Was it for a holiday, work or study? Find out ifthe country was as they expected it to be Did they find it easy to adapt to the differences? 1 ES ossep 146 Give students time to read Eva's sentences and decide on t correct oder, Allow them to discuss this in pairs or groups if they wish, Then play the recording for them to listen to and check their answers. 1a 2e 31 4h Sc 6] 7b Bi 9k 10g Wf 12d Ee 06 I knew that there were a lot of things | woud have t0 get used to when I decided to g0 to England and stay with a family. But Iwas looking forward to having egg and bacon for breakfast and tea at five o'clock. I as aso dreaming of the charming English country cottage | would be staying in. | was a bit worried about the reserved British character I'd heard that they objected to talking about anything personal but insisted on talking about the weather all the time. Nor did they approve of hugging or kissing, apparently. So imagine my surprise when my English family welcomed me with a big hug and then asked me about my family, my work and even my boyhviend. They didn’t lve in the country cattage 1d dreamt of, and we never had English breakfast or tea at five, But they succeeded in making me feel at home, and | felt as if/ belonged to the femily for the few weeks I was there. 2. Pairwork. Check that students understand that the expression things turned out better than expected for Eo ‘means that Eva didn’t think things were going to be very good, but in fact the reality was much better than she thought, Students take turns to tell each other a story about when things turned out better than they expected 3. Go through the examples with the class, Students then ‘work individually to complete the statements so that they ate trae for them, They then discuss them with a partner. Single vowel sounds (1) Your students may or may not be familiar with the international phonetic alphabet. This alphabet is very useful for finding out the pronunciation of new words ancl itis worth, spending some time going through the symbols and example words with students, (See page 143 in the Student's Book.)