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    Open World Advanced - Unit 2 - Teacher's Book

    Uploaded by

    Joaquín Guillén

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    © All Rights Reserved
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    | OEXAM INFORMATION travel and transport Grammar: determiners and quonifiers; adverb Point out that in this task, the focus is more on testing students? grammatical knowledge (articles, pronouns, modifiers auxiliary verbs, prepositions, parts of phrasal verbs, short Vocabulary: travel: prepositional phrases (I) adverbs and adjectives, short fixed phrases, and linking. Part 3 = training, words and expressions) rather than vocabulary. In other words, students are tested on how sentences and texts are formed, Write these categories on the board and elicit an ‘example of each, e.g auxiliary verbs: dida't have (past simple), have driven (present perfect), was built past simple possive), will have been living (future perfect continuous, which has three auniliaies) etc. Part 2 training Reading ond Use of English Part 2; Listing Part 3; Speaking Part 2 diving inthe UK videos before each grammar lesson in this unit. Femindiog tiem to pay #tts bo what's before but alta Students then answer questions 1-4 in pairs before whole GETTING STARTED class feedback. ‘SB P28 | account 2wih Short do | [lf] students workin pairs or asa team to do the quiz. Allow teams time to confer after reading each question and [Bi students work atone to fill the remaining gaps, 5-8. Allow choose an option. Repeat with the rest of the questions. them to check answers in pairs or smal groups before Check answersas class. feedback. Support students who struggle with more clues eae 7 (6 relative pronoun; 6a word that tells us the prototype le 20° 3b 4a Sb was unique; 7 completes a phrase meaning not at all; 8 is + EVs cause around 68% more pollon vil in partof a fixed phrase, frst___foremest). production, However, polation a the manufacturing - ffoge accounts for only @ stall proportion of he [Swhich Gony Zn Band a | pollution caused by a vehicle in its lifetime, When jae ae production is combined with years of driving, an electric lor ] ‘ehicl will couse roughly haf cx much polltion ox 2 | OEXTENSION fossil fuel vehicle. | Refer students backto the categories of grammatical = m3 knowledge you told them about in Exercise 1. Then write this | r a coo sentence on the board, and ask student which words: OEXTENSION tence onthe board, and ask students to say which words they think could be gaps init, based on the categories: If permitted, students search online in small groups for another interesting fact about electric cars and write a ‘multiple choice question about it. Teams take turns to read uestion and the rest ofthe class tries to guess the answer. | | | thisranon electricity rather than petrol, making the Eog a | | great deal cleaner than the mojority of other vehicles of | the day. Sorat VOCABULARY WARMER ‘SB P29 &> PRACTICE EXTRA / Unit? Books closed. Write electric egg on the board and tell students they will read a text about this invention. Elicit TRAVEL | ideas for what this object might be. Then allow students to | epee Seo ance ha ona etre he text, ignoring the gaps, to check what the objectis and why itis special. Elicit Il larity the pronunciation of victs, Students work with a partner tomakealistof vehicles, paying attention to Spelling. Elicit students’ ideas and write them onthe board during feedback information from the whole class. rt this rds with ry ALTERNATIVE ‘Add a competitive element by dividing students into teams. ‘They will be awarded one point for each means of transport that only their team has thought about. This will encourage them to think outside the box. BD students siscuss eachitem in pairs before categorsingit. iftey wish touse a dictionary, allow only one student per pairto doo, to ensure interaction between them. Inthe ‘meantime, copy the diagram onto the board. Invite Students from diferent pairs to come tthe beard and fill diferent sections ofthe diagram during feedback Ask the lass to identity any mistakes ifnecessary and clarify pronunciation. | Suggested answers | ‘T= train; D = ceiving; F = fying: S= sailing | track TD; raverse D; boot D; give way D; carriage TD | (horse and carriage; board TFS; cabin FS; shut FO; | congestion D; wreck FDTS; overtake D; commute DT divert DF JB students compete the sentences individually before checking ther answersin pairs orsmall groups, Poin out thatthe form of some ofthe words might need to be changed toftin the sentences. [RRRES 2 cariage: | Siboading 4 bin |S congestion; diverted 6 shutle FAST FINISHERS ‘Students write another sentence on the board using a word Som Exercise 2, but omitting the word as a gap. After Seedback, challenge the class tofillthe gaps in the ‘sentences on the board. JB Give students one minute to work in pairs and discuss wiih items have more than one meaning, Elicit afew ideas from different pairs (e.g. board can also bea long piece of wood used to make a floor, ora company board “the leadership group of a company). Students then look at sentences 1-5 on their own and write a possible definition for each highlighted phrase. Allow students to check answers in pairs before feedback 1 stay informed about 2 the opposite | 3 avery nervous person often suffering from stress | Ainogreoment with 5 go past exceed aod [By Alow students one minute of sient thinking time to decide whether they gree with the statements. Students then discus theirideas with a partner. Challenge students tousethe language below, to train them for ood interaction inthe speaking exam. Expressing your opi ’d personally say that Inall honesty, my view is that... nm: Asking for an opinion: What's your take on this? How do you feel about this? Disagreeing: I see what you mean, but... Vm afraid | must disagree .. Agreeing: Vmwith you on this... My thoughts exactly. GRAMMAR ‘5B P30 o> PRACTICE EXTRA DETERMINERS AND QUANTIFIERS WARMER Unit 2 Ask students to make alist of countries they would like to Visit in the future. Students compare theirlistsin small {groups and give reasons why they would or wouldn't like to | visit the different countries, and how they would prefer to travel there. [Bf students work individually tofilthe gaps with the appropriate word from the box. Encourage them todo so Auicky, trusting theirinstinets at this stage. Monitor closely to getanidea of students’ pre-existing knowledge ofthe target language. Allow pai checks before whole- class feedback. EXAM INFORMATION Point out that these kinds of words are, with the exception ‘of plenty, possible missing words for the Reading and Use of English Part 2 task. [Wrevery whale plenty =A mucho och Severe [BB Point students tothe Grammar Reference on page 202, where they can find the rulesneeded tous the target language correctly Allow students time to work through the sentences individually with the help ofthe grammar rules and elicit these during feedback. Lerciherbro 2awholebal Saeachbevery 4a ony b whatever Salesblever 6alileba litle [unr 2 [ON THE MovE [Bl challenge students to compete the exercise without feferringto the Grammar Reference intially. Students then check answers in pars using page 202 before whole class feedback. “1 correct 2 plenty aftime 3 Several ofthe | beaches 4 correct (although half of the time would ‘ako be correct} Snocmount of 6 one of the | countries 7 both of us Students complete the questions in pairs. During feedback, elicit that in question 1 entire would also be possible and that in question 2 esis technically incorrect ‘but is becoming increasingly common among native speakers. [BF students ciscuss the questions rom Exercise 4in prs. Encourage them to use as much target language as intheir answers. During feedback, elit ALTERNATIVE Students each write a sentence answering one of the {questions in Exercise 4, making a deliberate mistake with a er. possible, they record | | themssies on thei phones sayingte sentence and then pass their phone to their partner, who listens tothe answer tnd tiesto identify the mistake. | [ive students some sient thinking time to look tthe blog homepages and form an opinion before discussing the questions in pars. Encourage students to justify their Sswers they woul inthe exam for example, asthe Grswersto 3 and 4 are ether yes orn, they should add information to expand on this. [Bl @ os Have students read the task and point out the tips that will help them choose the correct answers. Play the audio and ask students ifthey need to heart again. Explain hatin the exam they would hear the audio twice. ‘Check answers as class. Use the marked parts ofthe audioscriptto explain any answers. 1A However, mos of my followers ore awere hat | has token a tof dedication and soerifice eget me here. 2 B~ 50 what moles yours dand ou? 3.C~ | cart ofen seo what thir inten was {4.A— often quite. a while before it dawned on me that {id got something wrong ... The authority your site has row is. 08. result of your content creation a year or wo | back. hat you screwed up when you crated tho content cll hat ime ogo. AUDIOSCRIPT Qo Interviewer: Mos of us work hroughout the year | largely in order to fund o few precious | days holiday. But a privileged few ore tle olive on the road and mokeo ving | by writing about their experiences for ther online followers. fm referring of | course to professional rave bloggers, ‘and | have two of the most successful here ‘with me in the studio todoy. Elso, Rodney, | welcome. | glsa & Rodney: Thank you Interviewer: Eo, how do ciher people generally | regord travel blogging and travel bloggers like yourself? ‘Well, you might think they’d all envy us — ‘you know, what's not to lke about ‘roaming round the world and making an ‘excellent living from if? However, most of my followers ore aware tht it has token a lot of dedication and sacrifice i get me | hore. quit relly erative jb todo this. | got rid of my apartment, and now crerything | own can be squoezed into 0 | 75ilire rucksack. Now, dont know ‘anyone who'd swap what they have for that Im often asked how | can possibly {get by, but the truth is that if you havent used something you own in the last 24 | hours, you dontt need it. People know I'm | ‘passionate about what | do and that | spend hours updating my blog, | responding to comments... And there's a. | ‘common belie hat man incredibly skilled negotiator because Icon tlk hotels info adualy paying me to stay with them. But the simple truth is thot usual, ‘approach them and they just say they're up frit ike thal And there's no sign | thot’s about to change, fingers crossed! My services are sil in demand. Rodney, you've built up « huge folowing | with your travel blog. Whats the secret to attracting such a wide readership? Wel, content is king, as they soy Los of bloggers make a peint of uploading new | ‘content at often as they con, but for me, | the focus has to be on quality over ‘quantity. And even if you've managed to | ‘get los of keywords into your articles, | tagged them appropriately and so on so that search engines can find them, well, lots of other blogs have all hat 00, 30 what makes yours stond out? Maybe you're « vegan, 0 you do the vegan ‘aval blog. Or you're traveling in a van. (Or you do the vegan van travel blog — nom young Esa, your blog's boon established seven | years now. Do you ever look bock at your very frst blog posts? Occasionally, ond its intriguing to seo how my style has developed as 0 writer A imes| sil have to spend hours geting €n article just right ~ planning, drafing cond redrafting ond proofreading. But | have to say 'm not particulary proud of those frst few posts. | cant often see ‘what their intent wes. | mean, they weren't poorly writen, but nor ware they really focused on giving the reader what they wanted. More like ‘Tis was my itinerary when | we in Mozembique, rather than ‘Here ae five gorgeous isolated beaches you can go fo in Mozambique’. Thy sil road well | guess, but so few people saw them that fs not worth losing sleep over You're beth clearly very success bloggers now, but would you say you've made mistakes? ‘Oh inevitably especially when you're starting out, jst leaning the ropes, Buti was often quite a while before it dawned Con me that fd got something wrong, and 0 the followers | thought | might be able to reach vhimately never ended up | following me Yes, as with any web service, we need to {gt what is refered to in the business as ‘authority or the recognition that yours is ‘a quality page which other people ink 10 «and 50 on. That doosn' come overnight. The authority your site has now is as a resul of your content creation @ year or two back. And you may not be aware that you screwed yp when you created tho content al that fime ago. Sure! Wel, you must have had some absolutely amazing Allow students to answer the questions individually before checking answers in small groups. During whole class feedback, elicit other aspects of the task students ‘might have noticed. By Allow students to work in pairs and discuss each pair of Sentencesin turn, Monitor closely and steer student the igh direction when necessary, supplying them with further examples or eliciting them from other students. During feedback, ask for volunteers to clarity the differences between the pairs of sentences and elicit further examples, [1 inthe rood = physical in contact withthe road: on the rod = traveling 2 fora start = to begin wih {used when beginning a series of points or arguments; ‘tthe stort= atthe beginning 3 atthe time = at that Portcular moment; at mes = sometimes 4 in demand = wonted or desired by people on demand = avaiable when you want to use it 5 by way of = via, by Ta somehere/in rans; under way = started, in progress; in a way = fo tome exter, partly aaa | EXTENSION Students in pairs write a sentence with three of the phrases in Exercise 2. Monitor closely and assist where needed. Elicit these extra examples from the whole class. [Bl Attow students to aliscuss the meaning ofthe phrases in the box, using a dictionary ifneeded. They then work individually t complete the sentences, Ask students to checkin pairs then elicit answers from diferent pats. the most pot 2 vpio speed 3 intum ] ‘Ato some extent 5 In terms of 6 in two minds | 7 in accordance with 8 in reverse. | FAST FINISHERS Students copy the phrases in the box into their notebooks, ‘omitting a preposition in each, then test themselves to ‘remember the new language. This will also help them with Reading and Use of English Part 2 Bl Point outthat his tasks similar to Reading and Use of English Part , where prepostional phrases are frequently tested. Students complete the tak individually, then checkin groups before feedback, IT 2Fthereareé) 31 4T VOCABULARY (SB P32 %) PRACTICE EXTRA Uni? PREPOSITIONAL PHRASES Bl stucents iscussthe meaning ofthe undertined phrases impairs and then compare ther ideas with another pai. ‘on the road = raving: foro sort = to begin wih uted when beginning a series of points or arguments); at fimes = sometimes 1 fe some exert / 10 an exon / 0 certin extent 2.0n account oftheir 3 es ra (about whether 4 me to keep/stay/be up to 5 be worn in accordance with [un2 [ON THE MovE ‘SB P33 & PRACTICE EXTRA / Unit? ADVERB MODIFIERS WARMER ‘Students in pairs brainstorm benefits and drawbacks of ‘going on a backpacking holiday. Elicit ideas from different pairs during feedback, and write relevant advanced | vocabulary on the board. [BE © 014 Read statement 1 and elicit anguage students might hear ifthe statementis true and fits false, e.g. the islandis very nice othe slandis nothing special. Write any adverb of degree + adjective phrases students come up ‘with on the board. Allow students time to read statements 2-6 and, in pais, brainstorm language they might hear for each statement (see answer key for ‘examples, Elcitideas from the whole class before playing the audio. uring feedback, elicit any adverb of degree + adjective phrases students offer as proof oftheir answers and write them on the board. FTL ee | 1T- Oh, ifs cbsolvtely gorgeous hoe, tm loving every | moment. is actually rather hotter than | thought it would be. 2.NS~ Fine, | was expecting a bit of turbulence, | but achally it was quite smooth. | guess tho’ the way | with these huge jumbo jets. 3 T- Yeah, except the description was prety misleading. The heating didn? ‘work, and it was incredibly slow = I mean it stopped in | just about every single village on the way 20 it took ‘considerably longer than I hod expected. 4 F~ Well ‘guess | should be, bu in actual foc it was great 0 chat to the other people on the bus. And this morning | had ‘some fairly strong coffee at the bus station, so now I'm ‘eady for achon! 5 F~ But yeoh, have to admit im fooling slightly onxious about it... 6 T Ike to keep things kit economical onl | AUDIOSCRIPT Qou : Mum: Hello? Rudy: Mum! Hi its me! Mom: Rudy, hello love I'l just get your dod ... W's Rudy! ... We've been looking at the atlas to try and work out where you ore! | “S | Hi Dad fs great to hear you So how's it going? Oh; it's absolutely gorgeous here - Im loving every moment. I's actually rather hotter than | thought it would be. How wos your fight Rudy? Fine, | was expecting a bit of turbulence, but actualy it was quite smooth. | guess that’s the way with these huge jumbo jets. So are you sill near the airport? J} ——— Rudy? No, | took a night-bus up tothe far north of he. | island. That's where Iam now. ‘Mum: A nightbus? Oh dear, rather you thon mel Rudy: Yech, well it was marketed as a ‘super deluxe high- | speed lunury executive coach: Dad: That sounds aright! Rudy: Yech, except the description was pretty misleading. ‘The heating didnt work, and it was incredibly slow | mean it stopped in just about every single village. con the way so it tock considerably longer thon | had expected. | ‘Mum: Oh dear, 0 guess you didnt get much sleop ond you mus be completely exhausted? | Rudy: Wel | guess I should be, but in actual oct, it was «great to chat othe other people on the bus. And this ‘morning | had some fairy strong coffoe at the bus station, zo now lim ready for octon! ‘Mum So what's the firs! thing you're planning to do today? Rudy: Wall | wanted to kick things off wit something a bit more extreme, so Im going waterskiing forthe frst time. ‘Oh now you're taking! | did it afew times when | was younger: You'l ove it! | Mum: But be careful though .. Rudy: OF course | wil, Mum. But yeoh, I have to admit fn | feeling slightly anxious abou it. Mum: Youre not going fo end up spending too much on this rip are you? Rudy: Dorit worry, the rip today was pretty cheap, ‘actually, because | booked i 0 far in advance. You know me =| koto keop things fily economical if can! ‘Mum: Yeoh. Well, keep us posted Dad: Enjoy the doy Rudy: Alright, speok soon then | Dad: [Bl © 214Use the examples onthe board to clarify what an adverb of dgree + adjective phrase is and allow students tocdiscuss other examples they might remember hearing inthe textin pairs, Then play the audio again and elicit answers on the board, clarifying pronunciation where needed ‘misleading; incredibly slow; considerably longer; | completely exhausted; fairly strong: sighily anxious; eerie si [Bl Encourage students to guess where necessary andrely theirinstinets, then allow pir checks Refer students to page 203 where they cn learn about adverb of degree + bdjective phrases and attempt to correct their answers betore feedback udent: [Hy Atow students three minutes to quickly read the text, ignoring the underined mistakes, Students workin prs and discuss what they think ofthe students response to the task in general before checking their ideas withthe teacher's comments below the text. Then ask students to ratch the mistakes (1-12) and the mistake types (AK), reminding them not to correct them yet. For feedback, write the answers onthe beard or elicit them as number 2nd letter only; to avoid preempting Exercise 2ont discuss the answers further at this stage. ‘iB 2 Gow A Gh pasnen va) K leona required chor por SF GH(hutle) 7 (9G WE. MD IZA lousiory verb be Bs ‘Students attempt the task individually and then compare ‘heir answers in pairs, discussing why they believe they hhave selected the correct option(s) in each case. Elicit these justifications during feedback. After feedback, elicit that there are other types of adverb of modifiers, which often epend on collocations, e.g. highly collocates with unliely/ recommended/successtul but not with unhappy/angry. TAC 28 34 4a JB rointout that the adverb modifies students saw in the previous exercises al modified an adjective, but now they bre goingto look at adverbs that modify the meaning ofa whale sentence, Demonstrate the activity withthe whole earin ort class with sentence 1, eliciting the incorrect one and why tie itis, Students work individually then check in pairs before whole lass feedback. rety | 1Sodly 2 Totolly 3 Simply 4 Luckily | 5 Fortunately s | WARMER ‘Students work in pairs and discuss how they feel about ‘writing in English. Do they feel that they are good or bad at ite What do they think are their strengths and weaknesses? ifthey have taken other Cambridge exams in the past, how did they do in the writing paper? Monitor closely. You may want to skip whole class feedback to avoid putting students on the spot in front of their peers. [By students try to correct the mistakes individually, using a dictionary if necessary, then check thei ideasin small groups. During feedback, elicit the reasons behind each ‘mistake and correction and provide further examples where needed (see answer key for examples). 1 were booking booked / had booked ~ because the booking happened before the holiday; is not a confinvous acon in the past 2thea 3 two ofus~ «8 seen on poge 30 4 pat, although ~ comma needed before although 5 20-minutes- becouse it should be singular, not plural 6 shee shutle ~ spelling 7 is are — subject verb ogreement (ice | creams) 8 te-dimb climbing - mind + -ing 9 Different options here: exremely/very/realb/highly instead of absolutely OR change the adjective ~ cebsoltely magnificent ~ os seen on poge 33 “10 geting checked the wit geting the wif checked — | causative sructre: to hove/get something done 11 fer at times prepositional phrose | 12.could be done - auxiiary verb be needed forthe passive sructure ‘Students read the proofreading tip box on page 35, individually and then answer the questions in pairs. To assist students in answering question 3, refer them back to the mistake types in Exercise 1 and discuss whether they usually make any of these. During feedback, elicit ideas ~ especially for question 2 - and encourage the class torreflect on how to combat this reluctance. Allow students 30 minutes to write theirtext in class or sett for homework. Students proofread their work and ‘make any corrections in a different colour pen before hhanding in their work. [untr2 [ON THE Move PREPOSITIONAL PHRASES [Bl students match the sentence halves individu check witha partner, Encourage them touse a of possible, toinput the phrasesin a search engine and checkif they are correct, to promote learner autonomy. During feedback, write the correct phrases in bold onthe bot toca the fllowing atv. 1F 2H 3E 4C 5A 6G 7B 8 IB) ‘appropriate, ask students to brainstorm the equivalent phrases in their own language and think of further ‘example sentences for each phrase. Elicit these during feedback ‘out of season = not during the populer ime; on impulse | = suddenly, without planning: in the vicinity of = close 0, inthe dosely surounding area; in retrospect = thinking

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