Opportunities Russian Edition Pre-Intermeciate a bees tole! MugglestoneNew Opportunities Russian Edition Pre-Intermediate Teacher's Book with Internet activities by Jarek Krajka Michael Harris Anna Sikorzyfiska David Mower Trina Solokova About New Opportunities Teaching Help How Lessons Work Students’ Book Contents Teacher's Notes: Learning to Learn 1 Lifestyles 2 Homes 3 Heroes 4 Challenge 5 Celebration 6 Food 7 Money 8 Gadgets 9 Communication Contents 2 10 The Web 7 11 The Sea 7 12 Mountains 12 13 Dance 14 Music 16 15 Pictures 18 16 Buildings 26 Assessment Guide 34, Learning Diary 41 Tests (photocopiable) 49 Internet activities teaching notes 56 Internet student activities 64 Language Powerbook Answer Key 7 Tests Answer Key 79 86 94 101 109 pry 125 132 140 141 142 150 151 155 161About New Opportunities ‘The aim of New Opportunities isto refresh and update 2 coursebook series that has proved extremely popular with Secondary teachers; in addition this edition provides cultura topics and practice tasks particularly suited to Russian students of Engish. The course has benefited from extensive feedback from teachers and includes an even greater variety of topics and additional grammar coverage. Module structure ‘New Opportunites has sixteen modules to give students variety and a clear sense of progression through the material. Topic-based modules are ‘twinned! so that there is cohesion in terms of theme and vocabulary. Pairs of modules areas follows: Lifestyles/Homes: Heroes/Challenge; Celebration/ Food; Money/Gadge Communication/The Web; The Sea/ Mountains: Dance/Music; Pictures Buildings. The pairs of madules build up to communicative tasks (Communication Workshops) and are followed by Review lessons ‘There is a clear structure to the material so that both teachers and students can see where they are going. Module Warm-ups provide an introduction to the topie and 2 focus on key vocabulary relates to the topic. Module adjective boxes (In this module you will.) give students clear signposts as to what they will be studying in the module. Each module has three main lessons. The first ‘introduces new grammar within the context of the theme, The second lesson develops oral or written sills. The third lesson either provides a focus on culture and literature or is a Communication Workshop which enables students to use the strategies and language that they have acquired in the previous two modules. The Review lesson then contains revision of the main language from the two modules. Thematic content The basic premise of New Opportunities i that secondary students ear English best when they are deatng with interesting and meaningful contexts. A considerable effort has been made to reflect the wide range of stucent’s interests inthe course conten. Here are some examples: + topics related to students’ own world (eg, Lesson 3: Dachas ~ county living; Lesson 25: Mobile Fever/Leson 44: Rap) + cross-currcular themes (eg. Lesson 28: Online) = cultural input (e.g. Lesson 15: Scotland - a place to celebrate) «literature focus (eg. Lesson 9: William Shakespeare) Skills development Ther is an expt focus onthe process of communiation that hls stents de wth communist a Ents ad I the Sue tine tess avaren of he own anguge Strategies boxes focus explicitly on different aspects of communication and provide students with step-by-step procedures for dealing with them, After that, students have ‘opportunities to use the Strategies while carrying out a communicative task. Communicative tasks are also clearly staged to provide students with support, to improve task achievement and to build confidence. In New Opportunites, communicative tasks reflect the performance objectives in the Council oF Europe Framework for Foreign Languages, 1 Reading There is wide variety of different text types (e. magazine articles, websites, advertisements) and of task types, such as multiple choice, true/false and matching. Reading Strategies include those that develop generat reading (e.g, prediction, working out meaning of words in context) and those that help students to do specific tasks {e2 doing multiple-choice questions). 2 Listening Students are given plenty of opportunities to develop a ‘wide range of listening skills both in terms of text types (2g. radio programmes, dialogues, lectures) and task types (e.g. checking predictions, table and note completion). Listening Strategies develop genera listening (e.g prediction) and strategies that help students to do specific tasks (eg. answering multiple-choice questions). In addition, there is an extra main listening task in Communication Workshop lessons. These Listening Workshops aim to give students more extended practice of tasks like matching, true/false and multiple choice 3 Writing There is a writing task in each Communication Workshop lesson which appears in every pair of modules. In Writing Workshops, model texts provide an opportunity to focus on linking words and text organisation. The tasks are also carefully staged and writing strategies are developed at different stages (e.g. brainstorming ideas/paragraph planning) even though there are no explicit strategy boxes AM the end of each task, the Talkback stage gives students a chance to read, use and react to each others writing Students are helped to do writing tasks by the Writing Help section at the back of the book which gives examples and help in terms of layout, useful vocabulary, linking and checking ‘The writing in the Students’ Book is backed up by a Writing Help reference section at the back of the book, wich Breaks writing tasks down into stages and provides additional guidance. 4 Speoking ‘There are speaking activities in every lesson of New Opportunities Pre-Intermediate. The grammar lessons have uided drills that lead on to more open oral practice. The Skis lessons all have communicative activities. Those in oral skis lessons have guided and open practice of the functions which appear inthe Function File. The Speaking Workshops have fully-fledged oral tasks, either in pairs or groups, which are carefully staged to enable students time for preparation and rehearsal before performance. The Talkback stage then allows students to report to the whole class oF reflect on their own performance. Speaking Strategies ae looked at either in the oral skills lesson or in the Speaking Workshops. These include general communication strategies (eg. preparing for discassions/telephoning) of strategies useful for specific tasks (e.g. desenbing photos/discusing photos). Discovery approach to grammar fw Opportunites uses an approach to learning grammar in which students can discover grammar themselves and work Dut rules of form and usage Tere is one Grammar Focus {esson in each module.First, in the Before you start section of the lesson, ‘students do listening and reading activities related to the topic of the lesson. At this stage, they only concentrate on the meaning of the text. In the Presentation stage, students’ attention is focused on the target grammar items in the text, Firstly, they are directed to the form of the ‘grammatical structure. Then, students use examples of the {grammar and the context provided by the text to work out ‘nd formulate rules of usage in a quided way. Grammar presentation is followed by extensive practice. Practice Bctivities are carefully graded and get students to apply the rules they have just discovered. They frst use the target structure jn a very guided way and then move on to freer oral and written grammar practice. Further consolidation of target grammar is provided in the Review lesson and in the Language Powerbook which contains graded grammar tasks at three levels of difficulty (*/**/***). ‘There are also eight Language Problem Solving spots in the book, These deal with problem structures for learners and with areas where vocabulary and grammar overiap (e.. adverbs), Vocabulary Fist, Hew Opportunities helys students deal with new lexis incontest. Reading Strategies help students work out the nreaning of words and the Mini-dietionary includes all Important words used in the Students Book. The choice of txamples in the Miniditionay shows students vocabulary inva eifferent contert to extend their knowledge and draws attention to typical collocation. The Mini-dictionay plays fan important role a6 gives students greater confidence ‘when approaching texts and increases their independence when reading in or out of class. Secondly, the topic and sub-topics of each module provide an ‘anchor for the learning of new lexis. Key lexical areas are presented explicitly through Key Words boxes in the warm-ups and the main lessor. The Vocabulary sections in skills lessons illustrate lexical features systematically (e.g wordbuilding). In this edition there is also 2 systematic focus on Multi-part Verbs in every oral skils lesson. Pronunciation is dealt with systematically in Pronunciation spots both at the level of individual sounds (in the Review lessons) and at suprasegmental level (in grammar and sll lessons). Work is done on word stress and sounds that are dificult for students (e.g. /t/ vs /d/). There is also a focus (on contractions, intonation and prominence (stressed words. in extended speech), Culture ‘The input on culture is a special feature in New Opportunities. Input about English-speaking cultures appears in reading texts in Culture Focus lessons. This is followed by a Comparing Cultures section where students have the opportunity to discuss a related aspect of their own, familiar culture, to make comparisons, and to present aspects of Russian culture in English Other Lessons focus on stories from English literature, These Literature (essons provide background about the writer and the text before getting students to read and listen to the stories. Throughout the material there are also Your Culture spots, which help students reflect on the similarities and differences between the target culture and their own and dntrodaction thus strengthen their own cultural identity. In addition, there are Quote ... unquote spots witch provide interesting cultural insights. Sackground information on the quotes is provided in the Teacher's Book, plus suggestions for exploitation. Learner development In New Opportunities, student are encouraged to develop as independent ond actve learners Tvee introductory Learning to Leam lessons prepare students for using the course (eg the components ofthe course/orgnising vocebulay books), Then throughout the curse, students are made aware of hot they are doing by signposting (e.g, In this module you will.) The sratenies boxes help students handle Comiunicaton on ther own and there are varus elements {nthe couse that help stucents to be more independent: the Writing Help, the Grammar Summary, the Mint-dictionary, the Grammar Reference (inthe language Poverbcok), There if also a photocopable Learning Diary on page 11 ofthis Teachers Book, We recommend that you photocopy tis at the end of each module and give a opy to each student to Complete. Te Language Powerbook sso encourages learrer independence. Grammar exerles are grade in terms of difpeaty (one, two or tive stars) and the Check Your Grammar sections allow stodents ta check ther learng and ‘dent problem areas. Fal, the Skills Comers and Exam Zone hep students to develop awareness and strategies for ding eas. ‘New Opportunities and the Council of Europe Framework The Counc of Europe Famewak isnot. prescriptive in any voy. However ts descriptors do suggest a communicative, {eattused and lerner-ented mode of angvage and tinguage leaning, few Opportunies reflects the spirit 3s wal os re word ofthe menor inte fllwing mays 1 presents and practises new language within a ask and tople-based framework. Students can use language {o ary out rea-wold communicative teks. Te has elaar objectives and outcomes for communicative taste. The tasks are carefully staged so that learners can betvate ther various competences and develop ommurleative states fo cary out the tsk. Teepe students deal with bth interactive communication and spoken production 4 Tesystematicaly develops learner’ communication Strategies in both productive and ceceptiv sil Teloots at both ext and implict aspects ofthe target culture ytematically. e higher evel e focuses fn mje ard repister in communteaton, Tt encourages learmer autonomy through self-study features (e4, Wing Help, Mi-dicionry, Powerbook graded exercises), Te alo provides opprtuites for self Scessment of students perfomance ond progres and makes ther aware of opportntis fr learning outsie te dassoom, ‘New Opportunities Pre-Intermediate covers virtually all of the specifications of the framework from level Ais to level [Az+, However, it must be remembered that, while students cover functional and strategic objectives in material, it usually takes longer to interalise and use functional language and strategies. See the New Opportunities website fora full analysis of New Opportunities Pe-Intermediate and the Council af Europe Framework.Uitvoduetion Learning Diary ‘The photacopiable chart on page 141 is for use with New Opportunites Pre-Intermediate. It a learning slay for students to record thelr personal Learning, progress and cultural contacts. The Learning Diary will encourage Students to refect on theit learning and learing process. ‘he Learing Diary can form part ofthe learner's European Language Biography. How to use the Leorning Diory At the end ofeach module, ive each student @ photocopy of the Learning Diary on page 141. Guide the students in their completion oftheir Learning Diaty as follows: a First, students fill in the module number, tile and tearing aims (rom Tn this module you wil... on the opening page ofthe module). Then, beside each earning aim, students mark how well they achieved the aim. Students then: = comment on their interest inthe topic ~ choose and comment on thelr favourite lesson in the mmole = note new vocabulary they learnt during lessons on this mmodule = nate new areas of grammar ~ note new ideas they have learnt from the topie material ~ note new sls strategies they have leat record materials they have selected for thelr European Language Dossier ~ comment on ther feelings about their progress. They Should feel free to express their private feelings about thelr progress comment on any leaning problems as well as the problems they have solved = comment on their contacts with the English language outside school and what they have learnt about Enaish language culture. New Opportunities and Testing New Opportunites isa general English couse written for Upper secondary students to develop their communicative competence and provide them with the language for Ue ew Opportunities also trains students to del with mast of the exam task types Used inthe Unified State Examination. Speaking Warm-up activities exploit photos in order to develop students’ abilities to describe, interpret and predict possible situations in the photos and to talk about their own lives. Useful functional language is presented for picture description and discussion (Lessons 24, 44) information roleplay (Lessons 20, 23, 29, 30, 35, 36); naratve roleplays (Lessons 7, 20, 11, 21,45); negotiation rleplays (Lessons 13, 19, 20, 30, 32, 36, 38). Waiting ‘The Writing Workshops include short notes (Lesson 18); avers (Lesson 24); informal letter (Lesson 6); formal ieter (Lesson 36); letter to an editor (Lesson 42). Reading There are Strategy boxes for multiple choice (Lesson 17); multiple matching (Lesson 29); gapped sentences (Lesson 4), Listening Strategy boxes focus on true/false (Lesson 32); multiple choice (Lesson 38). The Language Powerbook In the Language Powerbook tere are Skills Cores in every dil focusing on one sil type and task. After every four modules, there i an Exam Zone with se of Enalish, Reading, Listening, Speaking and Writing tasks designed to aie students tips and practice n ype exam task types ofthe Unified State Examination. Using the Internet ‘The Internet isan extremely powerful resource, which teachers are using increasingly to develop lessons for the classroom and as a basis for homework. It can be used in a number of ways 28a tol for teaching English: fas a ich resource for self-study work, with language icarning materials frely available at no cost 1 a5 an infinite brary of interconnected texts, recordings, pictures and fms on any topic 1 a5. a reference library, providing dictionaries, encyclopedias and databases 25a channel of communication, using emai, fr example The Internet activities provided on pages 151-164 of this Teacher's Book follow up and extend what has been studied in New Opportunities Pre-Intermediate Students’ Book and will also give teachers ideas for finding their own ways of ‘incorporating the Internet into their teaching. Teaching notes for the activites are on page 150. Depending on equipment and time available, teachers can use the activities exclusively in the classroom or use class time to prepare students to work on their own in the school computer room at at home. ‘The activities are divided into three stages: introduction, online and followup. The first stage ofthe lesson usually facuses on speaking, with the introduction of the topic, activation of already known structures and pre-teaching of new vocabulary preparing students for the main online phase. This involves students searching the Net, reading and writing, taking notes, extracting information and filling in information in the phatocopiable worksheets. Finally, in the follow-up stage, students have the opportunity to share and discuss what they have found during the online phase. Students require basic computer skills and need to know hhow to search the Web using one of many portals or search engines, type in a URL (website address), follow Links and copy and paste text or pictures into a word document. All websites refered to in the activities are expected to remain stable and be permanent; updated information on any changes is provided on the New Opportunities website ‘at www.longman.com/newopportunitiesTeaching Help Here are some practical suggestions to help you use New Opportunites. Planning 1 Choose the route through the material which suits your teaching situation. 2) You ae short of tine 1 Use the Routes through the material in the Teache’s Book to find what exercises can be lft out + Leave students to read the stores in the Literature tessons on ther own throughout the yest. + Set activities from the Students’ Book fr students to do at home: ~ reading exercises (for grammar and skills lessons) ~ writen grammar practice exercises vocabulary practice activities (e.g, Mult-part verbs) preparation fr speaking activities (e.g. photo Gscussion) ~ get students to welte notes for homework Writing Workshops ~ students do some oral of the stages at home ~ revision activities (grammar and vocabulay), ») You have plenty of tine ‘As well as covering al of the materal inthe Students’ Book plus that in the Language Powerbook, you can do the following: + Use the Options inthe Teacher's Book lessons. + Use the Comparing Cultures sections inthe Culture Focus lessons for project work. After Finding out information, students can then produce projects on the topic individually or in pars. 1 Use a level 3 Penguin Reader with the Students’ Book See the latest Langman Penguin Readers catalogue for the tiles avaliable at this level Classroom management 2 Get students used to the instructions you give and those in the Students’ Book. See ideas for presenting ard practising instructions inthe Teacher’ Book Tor Lesson A. 3 Introduce groupwork gradually. If your students are nt Used to doing groupmorks start of ding the aru Sctvities in pars. When they have got tse to patrwork, Students wil then Be able to move onto working in groups. Grammar 4 Encourage students to make their own grammar notes. See the teacher's notes for Lesson C 5 Get students to work out grammar rules themselves. Give students plenty of time to do the presentation ‘exercises in the Grammar Focus. When they have finished or when they have problems, refer them to the relevant Grammar Summary. Finally, you can go over the rules with the whole class 6 Respond to students who say ‘We've done it before!” Make stronger students aware that, even though they may have studied a grammar point before and know the form, they often have problems with use of it. 7 Make sure students understand the grading system in ‘the Language Powerbook. This system allows students to see how they are progressing when they are working on their own. Untrodsstion Vocabulary 8 Encourage students to select new words. Get students to choose these words which are most important for them a individuals (depending on their level, personal interests, etc) 9 Make time in class for vocabulary books. Give students ‘ime to add new words and organise their vocabulary books. Help them out with any problems. 10 Use vocabulary books as fillers. During those spare five minutes at the end of a lesson, students can test each cothe’s vocabulary, pronunciation of make up their own. word games. Reading 411 Encourage students to try to guess the meaning of words. Rather than relying on you (the teacher) forthe meaning of words, get students to use the context to work ‘out meaning. If they still have problems, get them to check the meaning in the Mini-dictionary. 12 Help students use the Mini-dctionary. Build on the activites in the Learning to Learn module and play dictionary games, e.g. use the example sentences in the Nini-ditionary to guess the right meaning of a word. 413 Only focus on key words in texts. Remember that the zim of reading texts is to develop reading skils, not to present vocabulary. Do not go overall the new words in the text focus on the key words that are needed for doing the tasks. 14 Encourage students to read outside the class. As wel as simplified readers (see the Longman Graded Readers Scheme), encourage students to read in English about things they are interested in (eg. magazines about motorbikes). Writing 15 Make sure students use the Writing Help section, At the beginning ofthe course, get students to read through ‘vand put the sections in the order they think will be most useful (Layout/Useful Vocabular/Linking/Checking). 416 Try out some written tasks in pairs/groups. Group writing ean be fun, can incease awareness ofthe writing process and can make your assessment load more reasonable 17 Make criteria cleat. Tel students what criteria you will be using to assess the writing, before students start the task (see the section on criteria in the Assessment Guide). When they are used to this, try eiscussing and negotiating ‘he criteria with Uiem, e.g. What are the most importent Aualities of a good letter? 418 Emphasise the importance of the planning stage. Comment on students’ notes and paragreph plas (@.9 without fll sentences). By doing this, you wil encourage Students to spend more time on planing, a well as help them to develop note-writing sl 419 Make sure students check their writing. Refer them to the Checking section of the Writing Help. Remind them that to improve ther writing they must eliminate careless inistkes before they give telt work tothe teacher. Encourage students to check each others writings for avstakes. This can increase awareness of comman problems. 20 Make sure that i is read Ensure that not only you read what students have written Use the Talkback activities to et other students to read and react to the content of what has Been writen 24 Use correction codes. Rather than write corrections on Students work, underine mistakes and use a code to indicate what kind of mistake itis, e.g. WO (word order), T (tenses), V (vocabulary), S (spelling), P (punctuation), Pr (preposition). Afterwards, give students time to corect the mistakes using the codes.latvoduction listening 22 Reduce ‘tape fear. Its important to prepare students for listening to tapes to compensate forthe fact that they cart see the people speaking which makes it more difficult to understand. Always play the casette (or CD) again if Students find it realy dificult to understand. 23 fe aware of hearing difficulties. If any student has hearing problems, put the cassette as neato him/her as possible IF your machine is not very good quality, try to borrow a better one 26 Concentrate on task achievement. Always focus on what students have managed to achieve despite a dificult task. 25 Evaluate the text, Make sue students are aware of the fact that diferent exercises vary in difclly acording t speed, number of people talking, clarity of speech, regional or national variety, context, topc of conversation, ete 26 Don't only use the cassette. Tryout other sources of listening in class like stories and video: do some of the storytelling ‘ideas in the Options section ofthe teachers totes; read out reading text with deliberate mistakes for Students to ‘identify and correct. ‘Speaking 27 Allow preparation time. Before fee: speaking activities (Gee roleplay oF guided discussions), make sure that students have time to get thelr ideas clea, look at Function Files, Key Word bores and useful vocabulary. But make sure that students do write down everyting they ae going to sy. 28 Always reward effort and participation in speaking activities. Remember that shy students need extra prase dnd suppor. 29 Give marks for oral performance to emphasise the importance of speaking practice. (See Assessment Guide, page 140). 30 Only correct afterwards not during oral communication activities. Write down mistakes and Stewards, write them up on the boaré and get students to correct them, Learner development 31 See leamer development as investment. Tie spent at the start ofa course to organise vocabulary Books, getting students used to the slftudy features of the Stents Book or increasing stodentanareness of reading or wetng wil pay dividends throughout the year a learners become more effective students, 32 Self-study features. Remind students of al ofthe self Study features in New Opportunities and encourage them to use the Grammar Summary, Weting Help and Nini dictionary. 33 Get students to keep Learner diaries, Give students time to think about what they have done. See the Learning Diary on page 261.How Lessons Work Module warm-up page introduces topic and motivates students. Module objectives tell students what they are going to do. : - Activities get students thinking about the topic. There are gist listening activities in some modules. (ntvodyetion Key Words present and activate vocabulary for the topic Before you start provides reading/listening activities to give context for language. [k Grammar Focus is the first lesson of each module. Other presentation exercises help students discover how language is used. Tritial presentation Gross reference directs exercises focus on students to Summary form, of grammar rules. Practice provides controlled and freer grammar exercises, alntvodustion ‘Before you start activities prepare students for listening ‘or reading, Oral and written skills This section focus lessons come in stematicaly focuses every module. art Verbs. | Strategies build [+P listening and reading skills, Pronunciation activities Function File presents focus on features like everyday spoken | stressed words. language. | Quote ... unquote are famous quotations d to the topic. Example toxts| | provide students with clear models for writing Cross-reference directs students to detailed Writ Help reference. Listening, speaking and writing workshops provide carefully staged tasks after each two modules. Talkback is a final stage for students to think about what has been said or written,Literature lessons come in modules 3, 7, M1 and 15. ‘Students read and listen at the same time, Vocabulary spots focus on lexical features. (ntrodaction Background gives information about the writer and story Reading texts focus on aspects of English speaking culture Culture Focus lessons come in modules 1, 5, 9 and 13. es er) Ges Scockand -pjixecsemee Comparing Cultures students talk about their culture. ‘Shrovetide cet Students examine a similar aspect of Russian culture [ Students describe their own experience Web Links help students Find information on the Net.(ntvodaction Language Problem Solving spots appear in ‘odd-numbered modules. Difficult grammar areas for students are looked at. Exercises help students to work out how language is used. | Language Problem Solving 2 ‘Activities practise the languag Review lessons come after each pair of modules, These activities revise {grammar from the two modules. These activities revise vocabulary from the ‘two modules. Pronunciation activities —}— focus on word stress or problem sounds. Students think about thei progress and what they need to reviseUntvodnetion Self-study features There are Writing Helps at the end of the ‘book that support the Writing Workshops. Help is given about the structure and layout of the text, Examples of linking expressions are given Useful words and expressions are given ‘Questions help students check their work The Mini-dictionary The Language Powerbook Phonemic symbols] [The part of speech Regular practice exam style units show the of the word fs (2 pages) after every Tour modules. pronunciation aiven, €8 of the word countable noun. _ LOKE mesaes 5-8 rubrics for exam questions Tajtonr "ibd no © a lng vow of ack Sod. white parson. 8 muskal instrument inaarypa’ yarn merpywer BWR pun of a computer ih ast of bts that ve lees ad numbers somexarypa {rosemorepa Exam items test language presented in Students’ Book. Definitions show the meaning of the word ‘in English and give the Russian translation. Henn ne fy Wahtened Tiaitndl adc ‘emgrasomst I'm. frightened. of Ot ‘pide. Example sentences also help to show the meaniStudents’ Book Contents CONTENTS cress sasssio ne uns nigh ie Learning to Learn (8) Grammar focus Shas foeus ( T 4 Altematives (2. 19-12) 2 Its A Dogs tif (p. 12-13) decabulayutios ses Notably atin pat bs Warm-up (3) Soman Fst Se, ser Coinens seni States presison Nocsbuan: ccties abut fess Renin a gue hewn Felon eee fein) Utering pen’ esis Fronancore nosound i ou tet thn Seating: oe see Spang Senge cig and ing et as ¢ Tis or Hers? p, 16-19) 5 Life On Aipha (p. 20-21) Vocabulary: hase etgs eating Stage fdcn Warm-up (p. 17) Larne» pane Adina notene oe ahng sass Yeesbiny: hones fete ening cage seoaei) Keating vers Cram Pest Perfect) ocala: common vets: dg, hve, moe Speake out or tone Promnditon eps fs —_Speaingy ng soc ute, CE erro ‘8 Campaigners (. 28-29) Readings eee So nichin Yea eggs cle ns pat ver Warm-up (p25) Mera posras) ering Staton vactse we Meee: cer and pesonatty Grammar PtSi, Past Continous Fromundtin sertnc sess seces Pronunciation pu oe Fatt (eet iitening: hacer descipion Speaking sng pes an. Bagg (ent) (tening). Speaking about fin characters [woos «cratene 110 Champions (p. 34-35) 11 Nothing Is Impossible (p. 36-27) Voeabulayt opinion adjectives Reading 2 magazine ace (nsthng ton Warm-up (p33) Tending maguae aie penne Vout Comma reset eee, Reading States: wring ot mesing Speaking sbi ts nd cegts For Single Aeeabuane tpn veers Speaking about recent events Crees 13 Wacky Weddings (p. <2-<3) 14 Parties (p. 44-45) wedcngs schol rules” Voeabulaye prin maar vee Warm-up (2. 41) aogues (nating) Fanetione sie [giving inormaiony congratulations oeabula eebrations Readinge an internet page (sing LUstening: a radio programme (cue fae questions) LUstening Strategies g2tsng he tits ard pageants) Speaking: ging advice and congatiations gence Grammar moda vrs: must, must, Ustening: celstrations (matching) ve ae hot, red com cat ‘Speaking: about you ast celebration CT 16 Eating Out (9. 50-52) 117 What's Cooking? (p. 52-53) J Reading: a restaurant guide (narcrine) _Voeabulage fed: common vebs: gt Warm-up (p. 49) ‘Grammar compreties and supeaties Reading: a magazine atic (rics tes and poray aps ocabutay oo ood adectives tlie chose gestions) ‘Speaking: abut healthy diets Reading Statgies: multiple-choice questions Qa 119 Sad Millionaires (p. 58-59) 20 Money Matters (p. 60-61) Reading: 2 magazine atl (r/fse _eabulang shops and banks; adjectives for products: Warm-up (p. 57) ‘ueton) rultpa verbs ocabuleye toney vers Grammar: some. ony nes much, many ‘Reading: «questionnaire Ustening: peoples atitudes tonans olor of ait, a fow LUsteing: ado prograrime (rltpe-chois questions) money (mote) Function 99'ng (asking Io and giving ntnmation) Pronuneaton: sng itonation (sounding pote) Speaking lets re cers 22 Inventions (p. 66-67) 23 Adverts (p. 68-69) Reading: qotations Vocabulary opinion adjectives dng actives ‘Warm-up (p. 65) LUstnings ace Itevee Reading: magazine adverts Vocabulary: gadgets and machines Grammar: pretictions wl and going to Reading tategies:ortyng facts and opinions ‘Speaking: aout gadgets Pronunciation short fos of wil Speaking: asks fo: infomationStudents’ Book Contents Re Language Powerbook > 3 British Lifestyles (p. 14-15) (Culture) Vocabulary liestleadectives;mut-par webs: worbuiding ‘ocabularg actions: god Fes ad false fends ‘Grammar Present Simple and Present Cotnuois; tine expressions ard Reading a agazine ate (022 Tse oy rod ore Comparing Cultures: Dachas- County tvng Function: expressing and describing preferences: descrbing routines Speaking: ding 2 css suney £ hls Comer: kewsing- tua fe 6 Communication Workshops (p. 22-23) Vocabulary: homes uitens found in homes; callaction Wtng: 9 peso et informal inking) ‘Grammar resent Perec: contrasting the Present Perfect andthe LUstentng: a suvey (mutiplectotce quest ons) Present Simple Speaking Strategies: gounwork Wein: Enking: nd, ut ees: punctuation @ pesoral ete ‘Speaking: dong» group survey £ sits Comer: Spestng «presentation: Writing = starter (rate essage) Pronunciation: ntanaton for question Review: Prevent Sinpe, Present Continuous and Present Perfect 9 William Shakespeare - Hamlet (p. 30-31) (Literature) Reading Strategies: equencing Reading and Listening: sory (sequen in "eal questo Wocabalag soci orig C Grammar Past Simple an Past Cntinuus Function expressing agreement and disagreement; expressing opinions Sklls Corner: ing = sort tnt (notype) EE 412 Communication Workshops (p. 38-30) LUstenng: an interview Wocabulags jos: utp vers © Grammar: Present Perec snd Past Simple Fanetion: opens (sisting) Writings inking sudden; later punctuation: an appbation fo Speaking Strategies: pearing fc dcisions Skis Comer: Hstening= multe ence Speaking: a cscussion abot people you adie eviews: as tenses: othe fro ate Writing stony fora magazine (tne inks) ram Zane p27 20 Use a 2 ts 15 Scotland (p. 46-47) (Culture) Reading tours information (re questions) ‘Comparing Cultures: Shrove celebrations sting cio au Reading magazine ale (sue alse questions) sh, Spang, Reeling: sien Vocabulay celebration colocation; counties ard government Srommar moda verbs: mst, mast, hav, dnt have, red, Function: giving advice £ sls corner: Spsting lating events Language Problem Solving 3 (p48) Adjectives 18 Communication Workshops (p. 54-55) Vocabulary: foe: compound words; get + prepositions © ettinge sort em messages (tig Questions) Grammar comparative and superatives, (not) as 0 Listening: party ilogues | Writing tnkng efor st: puncwatin; describing an event Function equasts (reacting) Ele Comer: Listening = mutating Pronunciation: shoving suprise asking for petition Review: roa verbs; comparatves and supetatives Speaking: prt augue EE 21 John Steinbeck - The Pearl (p. 62-63) (Literature) Reading and Listening: 2 sory (sequencing) Vocabulary: mul-pr ete, Vocabulary: money: multi-part verbs: words that mean the same Grammar thre iter ae some. any no: much, mary. 0 fot of @ tite for Function shopping are bargaining £ sls comer Spesting = photo exciton Language Problem Solving 4 (p. 6): al/noe, bh 26 Communication Workshops (p. 70-71) { Vocabulary: gadgets and machines; ed ng adectives o ‘Vocabulary: ajectves ad acverts {Grammar predictions: wil and gong to LUsteing Srateges: eying cual mistakes £ Wting: king: ott, ether punctuation; an anneurcement Listening: a aco adver {Sls Comer: Reocing - tile choc Walting ove [0s ating test) (ation) | Review: determiner: will and going to ‘Speaking: sales tlk it Bam Zone and sting Use of Erg Speatng, Renngs STG Ieee) + e127) ne 182) 20) 239 7-8) a4)Students’ Book Contents Corea @ Peet ‘Warm-up (2. 73) Listening: poole communiatng oatulan musa webs ere) Warm-up (p. $1) Yecabuay fe Ieee Reding sie Speing aout te inact froitetees Warm-up (o. £9) LUstening ea sounds: description of ocabulag ecu actives: adectives Grammar focus 25 Mobile Fever (9. 74-75) Reading a magazine ale (ceri ‘Grammar: Zao and Fist Conon 28 Ontine (p. 82-83) Vocab sources oF information Reading: 2 questionnaire Grammar Secon Conditional Speaking: bot your eo age 31 Round the World (p. 90-92) Reading 3 magazine atcle Grammar Present Perfect (3) 26 The Box (p. 76-77) Vocabulary TV pogranmes:oprion ajactives Reading: 3 oie Ustening: 2 cscssion programme Fanetion:opvins(scsute) Speaking: about 1V and aio 29 Virtual Tourism (p. 84-85) Reading 2 webpage Reading oeabulan common verbs: a, mate Speakinge = ou 32 Going Overseas (p. 92-93) Vocabulary acon for emigrating; malar ers Listening Strategie: 4 Lsteing: 2 adie itenow; a dalegue Fon: ac t/maeng sogeions Warm-up (. 27) Vocabulary nether stenings a desertion Speaking: oct the weather ats ‘Warm-up (p. 105) Vocabulary dances Lstening: dances scehns Reading 2 questionnaie Grammar the Passive ‘Speaking: about going ost scaly 34 Winter Sports (p. 98-99) Vocabulary: winter soos Reading: enselopeda exact 37 Performance (p. 105-107) itstenings aio iterew ‘Grammar ftir rangement and 35 Everest (p. 100-101) Vocabulary: geenaphr expressions ath prepostions adverb Reading: 2 magazine ale (Tae 0 Speaking nn ‘38 Cool Britannia (o. 108-109) Wocabulars cubs Ustening Statesies: ss LUstening: 2 ati pregame {<9 Pronunciation: unveseed worss Function str 1 svn fosing porn alli about permission Warm-up (p. 113) Vocabulary masical esbuments: rrr tyes stoning: msi etress Speaking: aout muse Preeti ‘Warm-up (p. 121) ocabulage paintings Usteing: descriptions of pantings (catering restos an preerences) ‘Speaking: about paintings MODULE 16 Buildings Vocabulary sural Warm-up (p. 129) Reading: report Vocabulary: bulogs and ates Grammar Listening escrptions of buidings Speaking: desebig bulings 40 In Concert (p. 124-115) Vocabulary: concerts Reading: 3 concert review (mocine Grammar question 295 Pronunciation: nonstion 43 A Street Scene (p. 122-123) Reading museum brrure (Grammar restive causes ‘Speaking: about art 46 Shelters (p. 130-131) reported requests and orders Speaking reporting events 41 Rap (p. 116-117) ‘Voeabutangrkan problems compound words Resting Sategies cones tee Reading: a magazine article (= ‘Speaking®‘aikng about music ‘44 Photography (p. 124-125) ocabuleye photography: mapar verbs Listening: ade ntenen, (ruinpieeoice estos) Fumio ese sbingscenos Pronunciation: tess for new information ‘Speaking Strategies tang abo shot ‘Speaking: about potas 47 Dream Houses (p. 132-133) Vocabulary houses: Anrican and Bish wor: position Reading: Book exrac: The House on Mang Stet by Sande Goneros Reading Soategies:seltassessment Speaking shng fx Sinking ext nfornaton Student Activities (. 137) Weting Help (o. 138-141) ‘Grammar Summary (142-144)“Communication Workshops, Culture/Literature focus 27 Radio Days (p. 78-79) Reading: a magazine atte (ute) Comparing Cltures radi tering habits Readings & magazine ale (tue 2s 2 Ustennge etre (atch) 30 Communication Workshops (o. 85-87) wating an internet page (ten) stenting: are cals Funeto Speaking Statagies: oy0r: Speaking nang hoe cal and taking mesages 33 Edgar Allen Poe - The Maelstrom ip. 96-95) (iterate) Reading and Listening a story Vocab Le ery 36 Communication Workshops (02-03) Weng Rating: brocure extracts Listening 9 iloqie ie Funetion recuests 0 Speaking = E= 39 Ireland (p. 110-111) (Clture) Reading: nogicne aie cabin: mt par ets {Comparing Cultures: music and nce Reding tngeahy Language Problem Solving 7 (p.112): Tine dauses Studente’ Book Contente Language Powerbook \ \oeabulans communication mlt-par verb: wording Co) ‘Grammar sbject/cbject/psssse pronouns posse ade: 0 snd Fox Gondor Function: shoving aeement/dsagreenet: giving an example Skis Comer easing mates 5580) ‘Vocabulary: the webs caoators wth mle and do Grammar: Fist and Second Condon ig ii wt oo, ex: unuaton dsrting a ty Skis Omer t= con Review aro, Fst and Second Conditional ever tn a5) Vocabulary: wate activites; adjectives: wording Grammar: rovasective:nteadectiverenouyh: Preset Pret (vith for and sn, Present Perfect and Preset Siple Function: making suogestins (a 6620) Vocabulary: weather: mul-prt words wording; mountane Grammar The Passive Weting inking with tine wor punctuation: etn 2 ter Stile tomer Reviews Pesert Perfect, Pst Simple and Present Simple: the Pscve Vocabulary: dirces: adverbs: compound words: mise (7579) Grammar: ueston sods: Present Cotraous fr personal rangement be + gong to for nets: Present Simple for fed angers Function: hing gig a8 refs nixon Sls m3 42 Communication Workshops (2. 118-119) ocabulan: musical instruments and sles: compound words (aoe) sr (conta linker) Grammar question tags class presentation Writing tiking words: lveugh, bower, bu: punctuation: corms eta ‘one spalings an ema Speaking Stratees ine 9 Shits Comer eating" atin Speaking 2 as resentation Review: Present Simple an be + going to: qvestion tags 45 Oscar Wilde ~ The Picture of Dorian oes) Gray (p. 126-127) (Uterture) Reading and Listening a story ocabulanye mula vets Sey ‘48 Communication Workshops (p 134-135) Ustening: 2 tour suite Wetting escing house (inking so that) Reading: museum brochure crate Speaking» siscusion based on photos Speaking Stategies: exoressng youself uenty I eee oeabulane painting: mula verbs; wor that mean the sane; opposites, (Grammar: relative aus: relative pronouns: who, hat, which, wher hove Function: descibng scenes and pictures Ss Corer string = Bue ase oeabulangs architecture things Found in homes: American Englsn 50-8) Grammar: reported requests and ores ‘Weng: aking reson and els punctuation; spelling: an erat ‘SKUs Corner: Speauinglepay fregeitng Review relative pronouns; prepositions; reported statements tam Zone and Weting 95-6) Use f Engh Speaking: Reding Progress Tests (. 99-108) Wordbank (. 107-114) Mini Gramma (p. 115-126) (3)Module t Learning to Learn A Starting Off Objectives ' To provide familiarity with the new coursebook and arouse interes. To fcrease stent’ awareness of different learning strategies. «To revise and practise grammar, vocabulary and reading sil, To encourage record-keeping of new vocabulary and sramnat Retour used in dictonary, “Troubleshooting Some students may have problems in Section C Grammar and wil need extra practice ether in clas or as homework, Encourage students to use English as much as possible in the dfecusion activites In Learing to Lear. However, let them tse L1 if they cant express thelr opinions succesfully In English Background Research into how students Leama foreign language has ‘shown 2 range of diferent tearing styles and strategies. Reassure your students tht there no single ‘ight way of learning bt encourage them t0 experiment with diferent strategies to Find out which are most helpful Routes through the material > Short. of time: give some ofthe Words and Grammar ‘reese: for homework. > Plenty of tie: do the Options: develop the dictionary workin Exercise 2 (page 7), getting stdents to look up ‘other words with several meanings (econ, ip, show) Snd write example sentence using the words in conte. > 2 classes for this Lesson: break after Section A: give some ofthe exercises in Sections B and € fr homewor. Exerdso 1 Useful vocabulary clone, partner, nerous, relaxed, remember, phrases), grammar. You can eit or present these words during the activity suggested below (before deing the exercise. 1 fore students look atthe exercise, ask them what they have Uked most and what they have ed least n their previous Fngish clases, You may keto give them examples from your fmm memories of leaming Enlsh at school. Got stadents to discuss this Fst in pars, then in groups of four (ormed of two pairs), to See i they share ary opinions. Students read the questionnaire and tink about ther answers, ‘working indvidaly. Encourage them to ask you for help if they eed it Reassue them that there is no one covect answer Exercise 2 f Student work in pals reporting thei answers from Exercise 1 fn Finding out which preferences they do and don share "Students produce a chat on the board showing how many students prefer each answer, 6. Prefer working: 2} lone (20) b) with a porner (7) in soups (6) s Encourage students to exchange views about how thy learn Engish and what works best fr them, 6) Exercise 3 Useful vocabulary: architecture, challenge, disabilities, emigration, gadgets milion surfing the Tntemet, (ood) trends (the) Web. Dont pre-teach al these words but encourage students to guess ‘the meanings as they do the exercise and look through the book. This exercise trains stadents in skimming through a book to locate general topics, 1s Ask students to look at Module 1 (Lifestyles) and find the lessons that are about estyles (Lesson 1), pets (Lesson 2) and Ue inthe Uk (Lesson 3) Students wok inaividully, then compare answers in pats before you check snowers a5 9 class fs When students nave checked their answers, ask them hich topes they think they wil Find most Interesting and why. ‘answers Aeros ~ Module 3 1 Gadgets ~ Module 8 8 Food - Module 6 4 Celebration ~ Module 5 Lifestyles - Module 1K Mountains - Module 12 Communication = Module 9. Pictures ~ Module 15, Dance ~ Module 13, The We ~ Module 10 F Homes ~ Module 2 NV Honey = Module 7 G Challenge - Module 4 0 The Sea ~ Module 12 H Buildings - Module 16 P Masi ~ Nove 14 Exerdse 4 Useful vocabul summayy tsk. ‘his exercs tains students in wading to identity the purpose of ated. 1 Read aloud features 1-5. Elicit or explain the meaning of the words, Students work in pits, reading descriptions ave and looking ‘through the Book to find the relevant sections. t= Asyou check student answers, ask them to give a page number foreach Feature [answers 1d Ze 3a 4b Se Exerise 5 f Students work in ples, looking more closely trough the book and asking each other questions about the pictures and the Sections ofa module ‘= Students then close ther books. The pais take tums to make a statement about what isin the book. B Words Exercise 1 1 Read out the Strategies to the clas. 1 ste a sentence onthe board, e.My favourite singer lives in Chicago. Ask stents to identify aroun, a verb, an adjective and 2 preposition Inthe sentence 1 Students disuse the advantages of using the Strategies and say whether they use them in thelr own Language when reading Cut tents. ea, guide (n), problem-solving, review, Exerdse 2 Useful vocabulary: bee, chimponzee, communicate, copy. discover dolphin, sign languoge. Dont pre-teach the new vocabulary because this exercise asks students how they coped with vocabulay inthe text f= Read aloud the tvee headings (dit have to understand, {guessed the meaning, Nad to lookup ina dictionary). Tell Stodents they ean use the Mindictonary to look up the mneerings of words but they should also ty to guess the Ireeing of ew wots fom the contest. They wil probably be Surprised at how many meanings they con guess. 1 Students work individually reading the text and Usting the newwords under the three headings. Students then feed back tothe class. Stress that individuals may have different answers and that students’ knowledge of vocabulary and ways of learning and remembering t vary. 1 Students find the underlined examples of fie (numbered 1-3) in the text and identify the par of speech (1 preposition, 2 ver, 3 preposition) 1 Students read the definitions (a-e) and match them with the ‘three examples of like inthe text. ‘= Students may remember using lie as 2 plural noun in sentences such a5 T wrote about my likes and dsties. Learning to Learn ‘Answers use 2went 3are 4 areleaming 51, important 6 can Exercise 2 f Students workin pair, matching the words in Exercise 1 with thelr grammatical terms ‘answers use ~ Present Simple; went - Past Simple; ae ~ the verb to ‘be; are learning ~ Present Continuous: 1 ~ personal pronoun: important ~ adjective; can - modal verb ‘Answers ab 2e 3a jew! Tm Give students practice in using the Mini-dictionry to match words and definitions. Write three sentences on the board and undertin the word fist in the sentences: | 1 She came fst in the competition. (noun: before any other) 2 She seemed very shy at fst. (adverb: “in the beginning) 3 Our cassrom is onthe fit floor. (adjective: ‘the level of a hullding above the ground) s Students use the Mini-dictionay to look up first and match the examples with the parts of speech and the meanings. Exerdse 3 1 ead aloud the questions tothe class. 1 Students work individually, reading the text and answering the auestions. ‘Answers 1 dalphins, bees 2 They use language for fun. | 3 They use sign language to copy language. | 4 between 40,000 and 60,000 years ago, | 5 probably more than 5,000 | Ta Encourage students to discuss points ftom the text which they find interesting, eg. Have some animals got a language system? What other communication systems do animals use? How do humans use language for fun? (Encourage students to give examples fom their mother tongue.) Are there any other features that are unique to human language, e.9. 2 writing system, regional accents? Exercise 4 1 Discuss how students prefer to keep thelr vocabulary ~ in 2 book, on cards, an computer disk ~ and how they arrange the words (eg. alphabetical, in topics). ' Students look at the example for hunt and discuss the advantages of recording the part of speech and an example fentence as well asthe definition. « Give students time in class to start recording the new words from the Fist two lessons so that you can check ther work Thay can then Finch the exercise at home. 1 TFyou have time, check students vocabulary books regularly through the course and encourage them to test each other on vocabulary from ther books. = Help students to get into the habit of using the Min-dictionary by asking them to take out the Mini-dictionary atthe start of the next few castes, ¢ Grammar Exercise 1 1 Students complete the sentences, working individually ‘= Check answers by having individual students read the sentences aloud. 1 ici why i i useful to know these terms. (They are used In fictionaries and grammar reference books.) 1+ Do nat introduce alternative terms unless students ask about them. For example, the Present Continuous is also referred to 25 ‘the Present Progressive, the verb be is sometimes known as the copula. [litany other grammatical terms students know and ask them to give examples, e.g. adverb (quick), noun (the boy) 1 Tn pais, students write seven sentences, one for each of ‘the grammatical term in the box. Tel them to use diferent word fom the ones in Exercise 1, eg. using is or am, not ae as an example ofthe verb tobe. Go round and monitor the activity, helping where necessary Students workin groups of four (formed of two pairs) and read each other's sentences Exercise 3 Students work individually, using the box to give their answers about how well they can Use each grammar strocture s Students then feed back to the case. They may lke to create a ‘cass survey by writing thelr Findings in a table on the boar. Tey can then see if there are any general problems which they share. 1 IF there are some shared difficulties and i you have time, you may like to revise the problem grammatical points and give tena practice at this stage. Exercise 4 f With the lass, took at the four ways of organising grammar notes. Encourage students to discuss the advantages (and any Aisadvantages) of each one and say which grammar areas are most suitable for tables, lists, timelines and translation. Ask Students which of the four ways they prefer to use for different ‘rammar areas and if they can suggest any other ways of ‘organising grammar notes. ‘Students work individually, choosing a grammar are from Eercise 2 and organising thelr own grammar notes. Go round and moniter the activity, helping where necessary. Have one or two students write ther nate on the board for tach grammar area so thatthe class can discuss and compare them. f= Students can then look at the Grammar Summary in the Student's Book and the Mini-grammar in the Language Powerbook to see how grammar points are organised there A{Lifestyles Module objectives Draw students attention to the module objectives atthe top ofthe page (In this module you wil ..). This is a regular feature onthe Fist page of each module. Encourage each student to think about whichis the most important for them. Resource used Cassette /C0. Warm-up beerdse 1 EY WORDS Aas ative, boring, busy, creative, dangerous, energetic, exciting, Interesting, peaceful relaxing, stesfu, tring 1 Students lock at the photos and guess where the two people 1 Give students time to look up any new Key Words in Mini tictionary. Check their understanding of the Key Words, eg. by Ssking them to translate them oF find near-oppsits (borna/ interesting). 1 Read aloud the example sentence. Encourage students to make more sentences about Matt and Kelis lifestyles, using the Key Words and other adjectives if they wish, O bxercise 2 This exrcze tains listening for specifi facts and information. 1 Give students time to read through the words and check the nearing of any new words inthe Mini-dietionary. Flay the recording twice for students to listen and complete the ‘abe, = Check students’ answers by playing the recording again, pausing ater each answer, ‘Answers Kelly: From Australi; ambulance diver ving, jogging Matt: from London: university student; watching 1, surfing the Net, playing ches, going to fotball matches, callectng ‘ckets Tapescript Kelly: Wel. from a small town on the coast in Australi snot far from Sydney. Tm an ambulance driver and T often work nights. T suppose my jab can be quite stressful and dangerous, to, especially when tere’s an emergency To relax lke doing energetic things. ToRen go diving - we've got Some great places for that in Australia, you know. And I love {going climbing in the mountains. love to go to the Himalayas one diy. Ah one mote thing . 90 jogging a lot. Nearly everyday. Igo tothe beach near my house. IVS a great place for jogging Mat: Er, Ive right inthe mide of London. Ym at London University, studying information technology. idan" have many ‘lasses because Tm in my last year but T study a lot. In my free time well, 1 Uke watching TV, or surfing the Net. [ve got fiends allover the wold and we chat. T play chess onthe Net, too also lik, er, going to football matches and I collet the ficets~ Ive gota big collection, including some important. Exerdse 3 1 Draw students’ attention to the use of because (giving a reason) and but (introducing a diferent opinion) inthe eample Sentences, ite suggestions for completing the sentences f Students workin pais, talking about Kelly and Mat’ estes. Go round and monitor the activity, paying particular attention te sentence structure and pronunciation ofthe Key Words. G8) "= Write two sentences onthe board about a diferent job, e.g AI thnk a waiters Ue is interesting becouse you meet @ lot of people Yes, but I think i's very tring. 1 flict examples of other occupations that have not been ‘included In the lesson and write them on the boar, eg, pilot, doctor, teacher scientist, gordener, dancer. 1 Tn groups or as a whole clas, students give thelr opinions about these jobs. Ifyou wish, this can be done asa team Game with points awarded for covtec, Sensible’ sentences Exercise 4 1 Read the example sentences withthe lass. Then, give another ‘evample, em an ost. vein Milan. 1 Uke painting because iti creative ond relaxing. My wor is never Boring. Tn iy free time, Tbe ycting. going tothe cinema and meeting my fronds 1 Stodents work individually, writing fie sentences about their deal testy, Go round and help with vocabulary if necessay, Exercise 5 In par, students ask each ather about thei dream lifestyle 2F there is time, some students tell the class about thei partners dream ifestyle and say whether they Uke it1 Alternatives Grammar Focus PReseNT SIMPLE AND PRESENT CONTINUOUS Objectives = To revise the Present Simple and the Present Continuous. 1 To use tne expressions with the Present Simple and the Present Continuous 1 To use Key Words to tak and write about routines and lifestyle. 1 To read a magazine interview to understand the main facts. 1 To express personal opinions about the content of 2 ‘magazine interview. Resource used Grammar Summary 1. Srammar This Lesson revises the Present Simple (used to talk sbout routines, habits, states, felings and opinions) andthe Prevent Continous (used to talk about activites going on at ‘the moment of speaking or temporary actvities/reutines going on in the period of time around now) and contrasts the ‘bo tenses. Students should be familiar with these uses ofthe ‘wo tenses Troubleshooting: Students may have a problem using the Present Continuous fr longer activities or even habits if they axe not happening right now. This use should then be given more attention. Students may stl have difficulty withthe form of both tenses and typical eros include omitting = in the 3d person singular (He-ge-swiming), using do and does interchangeably (She-don'-inow), omitting the auxiliary be or the sng ending (Heinpley footbed. He-ploying-fotbod), using the wrong auxiliary in questions and negatives (Whereihe ‘woth Heino). Refer students to the Languege Powerbook for more practice of questions and negatives Background Britain has seen the growth of eco-protests in recent years, ‘mainly aimed at stopping the building of roads or housing estates. Protesters bull camps with treehouses or tunnels to ‘Stop the heavy equipment needed to start building. The ‘movement is closely tnked tothe anti-global protests that hhave taken place in many cities around the world in recent eats. (urmhom Wood: batnam ‘wud!) Routes through the material > Short of time: Give some exercises for homework, €9. brercises 4,9 and 10, > Plenty of time: do the Options. > 2 clases for this Lesson: break after Exercise 7. Before you start Exerdse 1 KEY WORDS: Rourps (1) ‘buy food, do the housework, getup early, go to bed late, go | to School/work, have breakfast, have a shower, play music, ‘rave by bus/car, vist my fiends, wash my halt, watch TV, phone tet my Fends Ask students to check the meaning of new Key Words in the Niniditionay 1 Give students time to write the Key Words in ther own vocabulary books so that they can learn and test themselves on new vocabulary throughout the couse. Suggest that they have fection in thet vocabulary books withthe heading of each topic of Key Words, e.g. Routines, Suggest that students write Lifestyles the translation next tothe Key Word as well as 2 sentence using ‘he word in context. Allow time in cass inthe First few lessons for students to record the Key Words jn their vocabulary books and then ask them to do this for homework. Check theit ‘Ycabuary books regularly and encourage tiem to test each father on new vocabulary. = Encourage students to use the Key Words to talk about their ‘nn routines and to ask each other question, e.g. Do you get ap ot sx o'clock? Do you go to bed late on Soturys? ' Give students practice using the Key Words and the Present Simple 3 petson singular. Ask them to work in pits and write four or Five sentences about the daly routine ofa Famous person of somebody who has an unusual job (eg. 2 deep-sea dive, a zookeeper). Go round and monitor the activity, 1 Students then exchange papers with other pairs and try to guess who the person Is oF what the Job is Exercise 2 f= Ask students to look at the photos and guess where the place is and why the people are there. 1 Students read the int-view individually. Give them time to check the meaning of ary new words i they wish. 1» Read sloud the questions Pint out that i's important to give reasons in the answers, 1 Students wrk in groups of three or four, discussing their answers, giving reasons and exchanging opinions 1 If time, the groups feedback tothe class f= Encourage students to say what they know about any other eco-protess, especialy ary happening in their own county | or Laality, Presentation Exerise 3 f= Before students do the exercise, you may wish to check that they remember bow to form negatives and questions. Write two forthe sentences on the board for students to make into negative sentences and questions (with short answers), e.g. 1 Suzan phones her friend every day 2 They're taking on the phone now. Refer students to Grammar Summary 1, page 142 to help them with the exercise. Do the fist sentence withthe clas, Students then complete the exercise, working individually. Tell them to Tefer back to the interview in Caercse 2 they wish 1 Check answers by ashing individuals to read out the sentences. ‘answers belongs 2 have 3 Does, doesnt 4 Do, do. § doesnt Bdorit 7’ Bite 91s, 10Ar, arent 11 isnt | aearert Exercise 4 f Students work individually or in pais, reading the interview again and making alist of tree things the protesters do and three things they dont do. f= Ask two or tree students to read out ther lists tothe clas = Check that students have Sdentified the verb tense correctly (Present Simple) “anewers Do: get up eary, do te housework, have 2 big meal, get fruit and vegetables fom ouside supermarkets Dont: watch TV, go to bed late, eat Fish or meat, go out often Exercise § s Read though the sentences and rules (a,b) with the cass and ask sudents which sentence goes with which rule. ®Module f { “Answers beets a + Students ad trough te tran id ore eames a each 1 Check answers by asking students to rad out thelr sentences fois a en te sence fr 2 Exerise 6 1 Students work ndvgually or fn pars, fining the two sentences ‘nthe text and answering the questions. Explain that ot the ‘moment means ‘n the period of time around now. “anawers ‘The Present Continuous tense (suse in the two sentences. ta 2b Exercise 7 f= Students match sentences 1 and 2 in Exercise 6 with the rules. ‘anewers 2 2b dS a ‘Students work individually, (ooking at the text again and |” writing fur to si questions and answers about Danny. Ask ‘them to write two Wh- questions (e.g. Where does he sleep?) and two questions with short answers (e.g. Does he eot ‘meat? No, he does). Go round and maritor the activity, pointing out any erors for students to correct In pais, students ask their questions and answer their partners questions. f= Fach student can then ask the class one or two of their questions. The class can see how mary diferent questions they have made about the text. Grommor Summary s Fach reference to the Grammar Summary is positioned aftr the Presentation and explains the grammar form more fully. Students should read the Grammar Summary for homework and than raise any question in the net lesson. Practice Exerdse 8 1+ Do the First itm in the exercise withthe class, matching the sentences andthe speakers. Students work individually and complete the exercise 1 Students can compare answers in pairs before checking answers. Elicit o explain the meaning of gop year (Item 3) ~ the year between school and university when many students have a break from studying to travel 0° work ‘anawers La Danny; b ~ student 2 a student; b- waiter 3.3 plot b~ student Exercise 9 Students do the exercise in pais 1 Check answers by aking individuals to read the sentences aloud, 1 Students then practise reading the dialogue aloud inthe pais. Go round and monitor te activity, paying particular attention te pronunciation and Intonation pattern. ‘Answers Limtaying 2 are you reaing 3 works 4s interviewing 5 iS she interviewing 6s talking 7 does ike 8s something burring 9 often have 10m cooking 11 'e burning Exercise 10 f Alter checking answers, ask students to make two sentences about themselves, one sentence inthe Present Simple and one inthe Present Continuous, ‘answers 2'Mary works In Paris. She's having @ meting in Rome. 3 Natali rus regularly. She's training fr the Olympic. “Peter deliver eters. He's having lunch Exerdse 11 s Tel students to write the time expressions under two headings (Present Simple, Present Continuous). Advise them to [00k back atthe text in Exercise 2 to Find some ofthe expressions. 1 Check answers by aking students to Uist the time expressions On| the board 1 After checking answers, ask students to put usually often, Sometimes, rorely, never In order From ‘most Frequent’ to east frequent. “answers Present Simple: every maming, never, occasional, often, once a week, rarely, sometines, usually Present Continuous: at the moment, now, this week Exercise 12 KEY WORDS: Lreswe feat fruit and vegetables, eat met, eat organic food, go for walks, grow plants, have a pe, recyele paper/alass/metal, “Spend time In the countryside, use 2 ca, walk or cycle to school, watch TV 1 Before you stat the exercise, point out that the position of time expressions is normally before the Present simple verb, 0 1 always/usually/reguary/often/ccasionally/rarely/seldom/ ‘hardly ever/never watch TV. Longer expressions ae placed after the verb ef watch TV every morning/from time fo time/ twice a week/once a month. With the Present Continuous, time txpressions are placed after the verb (e.g. Tm watching TV how /at the moment/at present). 1 Give students time to read the Key Words and check the ‘meaning of any new words inthe Mii-dctonay. Students write five sentences to describe how close to nature they are, Go round and check students sentences, pointing out any errs to be conecte If time, ak each student to ead out one of ther sentences to the class ‘Ask one ofthe students to read aloud the example dialogue Hct tno or three diferent answers to each question and remind students to use appropriate time expressions. Encourage them to think of more questions to ask about the same topics, 4. Do you go for walks in other ples? How for do you usualy role? 0b you go for walk in winter and in summer? Who do you gowith? 1 Students work in pairs, taking turns to ask and answer ‘questions, Tell them to ty and remember their parte’ Answers. Go round and monitor the activity, paying particular tention to question farms and the use of time expressions ‘= Students tel the clas about their partner, saying four or five sentences about thet partner and giving ther opinion about how close to ature thei partner is.2 It’s a Dog's Life! Skills Focus Objectives To use Key Words with do, go, have and spend to describe routines. 1 To use strategies to predict answers before listening to an Steriew fom a TV programme. 1 To practise listening for specific information. 1 To express personal preferences, likes and distkes 1 To use strategies to describe photos. 1 To practise using words and ‘hesitation’ sounds that give time to think 15 To use multi-part verbs with get. Resource used Casstte/C0. ‘Troubleshooting Students may panic when faced with listening activities. See Introduction, page 11 for ideas on how to overcome this problem. Background The article mentions examples of peop in Britain and America who give their dogs the fllowing: special dog furniture; manicures and massages; cashmere coats: fle gras at Christmas; earings. Tt also mentions an American woman \aho spends $130 a week on her two poodles, feeding them ‘organic chicken, salmon and roast bee. Other information taken from the Web fs about a Lot Angeles dog club called “The Total Dog Inc: It provides services to the dogs of Hollywood stars (suchas Kevin Costner) including aerobic workouts; acupuncture: physiatherapy; Chinese medicine; a ‘imming pool. Another place mentioned is The Dog House’ hich provides “beauty treatments’ and day-care for dogs. ‘The quote fs by Aldous Huxley P>:das "haksli (1894-1963), British novelist. His best-known book, Brave New Word (1932) portrays a frightening future in which humans are strictly controled. Routes through the material > Short of time: shorten the discussion in Exercise 1 and the ‘roupmark in Exercise 8; give Exercise 10 for homework > Plenty of time: do the Options. > 2 classes for this Lesson: break ater Exercise 7. Before you stort Exerdse 1 * Find out how many ofthe students have got a dog and how Imany would fe one. Find out what other pats stents nave got 1 Students work in pas or smal groups talking about the dogs in the photos and answering question 2. 1 Students feed bak to the class and find out how mary of them prefer Rover, and how many prefer Bob and Ta. Exercise 2 1 Students discuss the questions asa class. ' Students can see if they agree which are the top thee pets in their courty Exercise 3 —— KEY WORDS: Rournes (2) oa lot of work/exercse/a project {90 fora walk/(somewhere) in a car/swiming/to cafés || have a haircut/chocolates/a meal in a restaurant | spend alt day outsde/time alone or with friends Lifestyles 1 Give students time to reat the Key Words and look them up in the Mini dictionary iF necessary. Draw their attention to the use ofthe verbs (40, go, have ad spend). Students car add these Key Words to the section on Routines’ in ther voesbulary books = Ask students to think about what they do at least once a week. Elicit tree or four example sentences. 1 Students workin pars, using the Key Words to talk about their routines. Go round and manitor the activity. listening Exercise 4 1 Rend trough the Strategies with the css, Ask students f hey beady use oy ofthese streeues when ftenng fo ters in ite own tnplage or Engh, Ask one ofthe stents to read aloud the xample sentence. 1 Students se the strategies and the Key Words Fom Exercise 3 ie predict what the dogy in te photo do regula Exercise 5 1 Tel the clas that you are going to play the interviews once for them to check their predictions. Reassure them that they are not expected to understand everything at this stage. 1 Students listen to the interiews and then say which oftheir predictions were cortect and which, if any, were not, Tapescript Presenter Welcome to ‘It's A Dog’ Life: Today we're going to tall to two very different dog owners, First, Barbara Whiteman. She fives in Las Angeles with her two poodles, Tina and Bob, and we wert thereto talk to her. Barbara: Hi, there! Presenter: So, tellus about your dogs, Barbara Barbara: Well, Tina and Bob have their own bedroom, as you can see. And they have special dog beds, too, over here. Presenter Special beds? Really? Amazing arbara: Yeah and when they getup, T give them breakfast. Presenter: And what do you feed them, Barbara? Barbarat Well, Bob likes chicken but Tina prefers roast beef, of even salmon. They have three meals a day, you know. Presenter Mn, Ican soe they eat well. And what do they get up to during the day, when you're out? Barbara: Well, inthe mornings, they go to a special dog club, you know, a kindof social club Fr dogs. The people there give them a massage ora haircut, My dogs really enjoy swimming jn the dog poo or ding exercise in the gym. When we get back home, I always have a cup of tea and we go for a walk in ‘the park and then go to a café or restaurant. Presenter: Do Tina and Bob have any problems? Barbara: Well, they dont lke spending tine on their own, They bark a Iot. They go to a dog psychiatrist twice a week to help them with that problem. Presenter: A dog psychiatrist? Does it work? Barbara: Yes, they're quieter now. But they hate going there! Presenter: Barbara Whiteman from Los Angeles. ... And now, Clem Thomas, He's from Wales and we went to see him and his sheepdog, Rover. Mr Thomas tll us about Rover. Me Thomas: Right Rover's a working dog, you know, Et, he spends all day outside, He gets a lot of exercise, working with ‘the sheep. ANd, er, he loves working, working with me, Presenter: Do you take Rover to sheepdog competitions? Me Thomas: No, no. You see, wall, Rove’ a good dog but he can't stand going in the cr. Presenter: So, not a good traveller. Does he sleep inside? Me Thomas: ell he sleps inthe garege onthe farm, youMoats ( ‘aw, with the farm cats. Rover gets on with the cats He (quite kes playing with one of them. Presenter: How often does Rover eat? ‘Mr Thomas: Un, once a day. He has cereals, cereals and leftovers, you ktow, fom the kitchen. his favourite’: chocolate, He-has a piece of chocolate on his birthday! © Beerdse 6 s Students read and copy the table 1 Tell students to listen forthe main facts (@.9. Bob and Tina sleepin ther own Bedroom). 1f they can add extra details (e. Bob and Tia sleepin special dog beds), that good but nat necessary. Play the recording twice again i ecessry, pausing Snproprately for students to Usten and compete the table “Answers | Bob and Tina: (dog beds) in their own bedroom: three meals a day: Bob ~ chicken, Tina ~ roast beef, ealmon; swim in the 09 pool, do exercise in the gym, go for a walkin the park Rover inthe garage (on the farm withthe farm cats); cereals and leftovers once a day (chocolate on his birthday) alot. works with the sheep ) rn eee This activity gives practic in Intensive listening comprehension. 1 Virite these six prompts on the board Barbara dog club dog psychiatrist Mr Thomas sheepdog competitions farm cats 1 Tell the class to listen tothe recording agai to find out more about these sx topics, e.g. Where does Barbara tive? What's er suame? 1 Play the recording again and encourage students to pool ‘het information, They will probably be pleased at how much they have understood and remembered, OD bxerdise 7 1 Ask students to read the words. Check their understanding of con't stad, quite ies and ote by asking them to taste the pases into thelr own language = Students wor in pits o nvidually, completing the Function File with the words. 1 Play the recording, pausing it appropriately for students to check ther answers. answers ‘hate 2 cant stand 3 dort ke 4 tikes 5 prefers enjoy 7 quite likes 8 loves Seni eee Exercise 8 1 ach student needs eight small pieces of paper. Students write eight sentences about ther own tikes, ditkes and preferences, using the words in Exercise 7. Go round and help with vocabulary if necessary. 1 Students workin small groups ofthe to ve, taking turs to tead out a sentence and guess who wrote it. 1 If time, each group choses one or two of thelr sentences to ‘ead out fr the rest of the class to guess who wrote each one. 1» At the end ofthe game, each student collects their own sentences to use again if they do the Option activity after ercise 10. O Beenie 9 Ask students how speakers can hesitate or ila pase in their own language 1 Read aloud the Uist of words and sounds. Pay the ecrting for Stents olsen forthe words and sounds Mr Thomas ust. After each utterance, pause the recoding so that students can repeat the Sound or mor “answers | He uses alt the words and sounds (undertined in Exercise S| [LTepeser. - ao) Exerdse 10 1 Play the recording for students to Usten and repeat the expressions in Exercise 9, ‘= Write on the board: 1: Tellme obout your tikes ond dies. 8: Well er 1+ ASk students to look at thelr eight sentences from Exercise 8 again and then to put the sentences away. 1 Students workin pais, telling each other about thelr kes {and dislikes. Tell them to use some ofthe sounds and words from Exercise 9 when they hesitate or need time to think, Go round and monitor the activity. 1 Encourage students to assess how well they did the activity and to say which sounds and words they found most useful Speaking Exercise 11 Read tough te tteyes withthe cass 1 Ask students what problems they might have when desing 2 photo orpltng tthe ovn guage Exercise 12 1 Give students time to read the questions for each photo. 1 Students work in pairs describing each photo and then asking and answering the questions. Go round and monitor the activity but do not interrupt students’ fluency. ‘= Ask the pats to say how well they think they described the ‘photos and discussed the questions. What was easy/ificult? Dig they use any new words from this lesson? 1 If time, choose two or thee questions forthe whole class to discuss, e.g. Why would you lke 2 pet? (Why wouldnt you?) Wit animais work with people? Is evel to train animals to do work? Vocabolary: Nuti-port Verbs (1) Exercise 13 1 Check that students remember what a multi-part ver is by doing the fst sentence with them. Remind them to use the Ninisdictonar to check the meaning ofthe multi-part vers. 1+ Students complete the exercise, 1 After checking answers, give students time to write the mult par verbs in ther vocabulary books in a section headed "Muti are verbs: Remind them to write a translation and an example ‘sentence for each verb. They can then add mult-pare verbs to ‘this section as they work Urough the couse ‘answers get up 2 getup to 3 get back 4 gets on with Exercise 14 f Students do the exercise working individually and using the Mini-ictonary i they wish, 1» Check answers by asking individual students to read aloud the sentences, Anawers get back 2 get onwith 3 get up 4 getup to QUOTE .. ONQUOTE 1 ead aloud the quotation, Ask students what they know about Napoleon (e.g. he was a famous general and became emperor of France in 1804) Encourage students to discuss how dogs treat thelr owners ike Napoleon and why the owners Uke this (e dogs abey thle owners and make them feel important and powerful). Do students think this is true?3 British Lifestyles Culture Focus Objectives To use Key Words exrestng factions 1 To scan a tent for specif nforation. To read a tert foritensive comprebenson, s+ To make notes and then compare and discuss Uiesyles in Giferent countries. 1 To compare past and present lifestyles. 1 To contribute toa class survey about summer activities. Resource used Cassette/C0, Troubleshooting Ensure that all your students can find out the necessary statistics and information in the Comparing Cultures research ‘option without too much dificult. For example, any students who do nat have easy acess to the Intemetof resource Books can work with students who do, This activity in this Lesson need not be very long or time-consuming ~ students, ‘nlviually or in pals, could produce a simple face for display inthe classoam ofr staring in their ‘Comparing Cultures folders. Background The article refers to trends in the UK, i.e. England, Northern Teland, Scotland and Wales, Routes through the material > Short of time: give some exercises for homework, ‘eg, Exercaes 3,4 inthe Culture Focus part ofthe lesson, and Exereises 4'and 5 in Comparing Cultures, > Plenty of time: do the Options. > 2 classes for tis Lesson: break after Ceres 6. Before you start ————— (REY WORDS: Faacnons | athird, a halla quarter, two-thids, three-quarters, four | fifths, about 2 quarter, just under two-fifths, nearly a third, (atitte) over hall z 1 Check that students remember how to say percentages in English. Ack them to say the fist two or thee percentages in the Us, e.g, seventy-five per cnt. Students read trough the Key Words. Ask individual students to ‘rite the fractions onthe board (1/3, 1/2, 1/4, 2/3, 3/4, 4/5, 2) ‘Students do the exercise, working individually orn pars Check answers by asking individuals to make sentences eg Seventy ive per cent is three qurtrs ‘Answers | 75 tree quarters 80% — fourfifths 32% — nearly 2 | thre 66H two-thirds 53% ~ a Uitle over half 3354 — 2 third 50% — a half 26% ~ about a quater 30% - jst Lunde tworffthe 25% ~ a quarter Lifestyles bxarse 2 1 Ak students to look at the photo and say where It is (Covent Garden, London) Encourage them to say what they know about Landon and the UK. Check that they know which countries form the UK (se Background). = Students read the sentences and make a note of which statistics they think are tue. Reading faerise3 Ths ene ais the kl of canming tet uty or specie Imatn 1 Te sents ttt wory abut undestandrg eventing in Teoria Us sage Baths toe tego on ects Gros wake see tk eae aoa fe) Stet feed back the ss. and a) whic of hei guesses mame ‘Answers ‘The true statements are 2, 3, 4 and 5 Exercise 4 1 Read through the questions with the lass, Ask students what ‘hey think a couch potato js (someone who spends alot of time watching 1}. 1 Stadens read the article carefully and answer the question. ‘answers ~ 1 Tewer people smoke/people eat more fruit and less fat 2 the computer industry 3 Tt expensive to get a place to lives 4 People watch TV for 25 hous @ week 1 site on the board: 1 the percentoge went down 2 ect more meat 3 undenmeight people 4 rch people 5 the shortest hous per week 6 more students | 1+ Students work individually or in pairs, writing the ‘opposite’ (ofthe undertined word, Tell them tht all te answers ae Tn the article and they can refer to iti they wish. After checking answers, ask students to make complete sentences about the UX using some ofthe expressions ‘answers Lup 2 let 3 overweight 4 poor 5 longest _6 fewer Exercise § Ask the clas if any of the information about the UK surprised them ~ eis two or three examples. f= Students work in pars, reading the article again and discussing any other surprising information. The pais can then feed back to the ass, 1 Ask students to look at paragraph 4 in the article, Ask them A sanee tae et es egg Sea NY Geen crown ca Intel gap stules dics at te ifoaton in anne tis etanar rae ey are Settngetrown coum, 9D pole ae es? eer ee ripe? CSModule 1 Students work individually o in pairs reading the text and referring to the Mini-dictionary to ind ‘Good’ and ‘alse ‘hiend. Tel them to make a Hist ofthe two groups of words. 1 Check answers by asking students to read out their sts 1 Students can list these words in their vocabulary book, in 2 separate section entitled ‘Good and False Friends. Comparing Cultures: Dachas — Country Living Before you stort Exerdise 1 Ask stodents what the usualy do at the weekend in summer or during the sumer holy 1 Ask students to lok at the photo on page 16 and describe what they se 1 Ask them if they havea dacha and how afte they go thee Exercise 2 1 Check that the students understand the activites listed in the 1 Students workin pairs (or small groups) to discuss the Aiferences (or similarities) between their Uestyles and their parents. The pais (or groups) can then feed back to the class. Reading Exon 3 This xr ps det opate the reatngstategy of cringe uit for parca matin t wi a hela iSemta eit wat be tet an ee ang Compheron ener a ral the stents tat thr tasks jut read the tox very {ult to compre eit te outs Row fee 2 Ty do ‘Stave toundstand eey won eet 9. one minut) + Stuer fee bck othe ass and say wich oftheir ests wre core acnng to eto Exerdise 4 1 Students do the exercise individually or in pais. 1 Collect the answers on the board fr the survey. ‘Answers ‘Sshing, swimming in the rive, mushroom hunting, waking in ‘the wood, sweating inthe barya, growing fui, vegetables and flowers, cycling, playing with fiends, cultivating the land, doing the weeding Exercise 5 1 Students do the exercise individually, check tin pais first, then a5 a whole class, Answers lawn 2 kitchen garden 3 to cultivate 4 barbecue spot 5 mushroom hunting 6 banys/bath house A Gass Survey Exercise 6 s Students complete the sentences Individually. Exercise 7 f= Students workin small groups sharing their opinions about time spent at the dacha. Then they Feed back to the class. One student can collet the results on the blackboard The class sum up the results ofthe survey (posibly in grap). & 1 Encourage students to compare the culture of dachas with ‘the ownership of second homes in Britain. Share the background information with them fist. What similarities oF aiferences do they notice? ‘+ Students can o their own research as homework and compare their results in class Background ‘About 1 milion of Britains 60.5 milion population own Second homes in the countryside (or overseas e.g. France of Spain) They vist thee second homes either atthe weekend oy, they ae further away, for holidays. Joureys take up to | five hours each way for a weekend trp. There arent enough homes in the countryside for local people especialy young families. Some English and Welsh vilages are lie ‘empty during the week, when the second home owners are anay in town,Language Problem Solving 1 sing forms + preposition combinations, as well as some common verbs Followed by ~ing forms. There ate notes on ing forms on page 142 of the Students’ Book. You may wish to direct students tothe notes while they are doing the exercises or for reference at the end Exercise 1 = Before doing the exercise, write a sentence on the boatd and ask students to identity the preposition, the verb and the Subject of the sentence, «.9. She works at our schoo 1 Give students time to read through the rules (2-4), then do the Fst item with the class, 1 Students complete the exercise, working individually or in pat When checking answers, ask stents to identify the ver tense in sentences 4 and 6 (Present Continuous). ‘answers le 2a 3b 44 5b 6d 7a 8b Exercise 2 f Students transate sentences 1-4 from Exercise 1 and discuss the diferences between their language and English Exercise 3 1 Ask students to read the example sentence and match it to one af the rules (a-d) in Exercise 1 (rule) f Students use the cues to write sentences. 1 Check answers by asking individuals to read aloud ther Sentences Check spelling where necessary, e.g, sunbathing, et hing. ‘answers 2 Climbing mountains is dangerous. 3 Playing outdoor games ‘is healthy. 4 Sunbathing fr a tong time is dangerous. 5 Doing exams i stressful. 6 Jet-skiing is noisy and expensive. 7 Meeting fiends is enjoyable. 8 Swimming in the sea in the UK isnot always enjoyable. 9 Watching TV i Popular. _L_L YZ = =—st—™ 1 Ask stident f they agree with the opinions expressed in| the sentences, eg. Feng exams olwys ssl set | sting roy epertie/nciy? | «Give ove orto moe senfencs using some ofthe | adjectives from the exercise, e.g. Eating fui is healthy. I | ani sting Pnds i enoyebe 1 Blcit more sentences and encourage students to express | thei own opinions. | Exercise 4 = Advise students to read the table of Adjectives with prepositions ++ -ing before they do the exercise Read aloud the example sentence. Elicit suggestions of other things that some people are afraid of (eg, rouching 2 snake, going in aU), TF students use nouns such as afraid of Spiders/heights, accept ther suggestions but remind them to sewing forms in the exercise. 1 Students complete the sentences with ther own ideas. They can compare answers in pats before checking answers. 1 Check answers by asking two or three students to read out their sentences foreach item. 1 After checking answers, elicit sentences from the clas for the other expressions in the table diferent from, good at). Suggested answers 1of (going to the dentist) 2 for (doing homework) 3 at (swimming) 4 with (staying indoors) 5 at (playing ‘ith a ball) 6 of (reading this book) -7 in (Sstening to tmusic)_@ for (doing the shopping)? 9 for (keeping your hands warm in winter) Exercise 5 s Students read through the verbs. so the Fist item with the lass. s Advise students to read through the dialogue quickly for gist understanding before completing it Students can compare answers in pats before checking answers ' Check answers by asking individual students to read out the sentences [answers Zliving’ 3 going out 4 doing 5 cooking 6 using T being 8 Spending 9 meeting 10 sleeping ‘= Ask several pats of students to read aloud sections of the |” ialogue, using appropriate expression in their voces. | Correct any serious pronunciation mistakes. | = Students then work in pairs, reading the dialogue aloud and | “taking turns to be Speaker A and Speaker 8. Go round and eee the activity, correcting any serious pronunciation mistakes. Exercise 6 = Read through the verbs and expressions inthe table with the students. f Students workin groups, taking tums to say sentences about teach topic using the verbs in the table. Tel each group to appoint a‘secelar’to note down how many sentences the ‘.0up makes for each topic and to write down the grous’s two est sentences for each topic. Tel students thatthe secretary should also take part in the activity, making sentences like the rest of the group. Go round and monitor the activity, helping with vocabulary if necessary and correcting any mistakes in the tse of the verb f= The groups feed back to the clas. In tum, groups say thelr two best sentences about each topic and report how many sentences they made for each topic Remind students to add any new words from Module 1 to the Word Bank in the Language Powerbook. a2 Homes Modile objectives Draw students’ attention to the module objectives at the top ofthe page (In this module you wil..). Pont out thatthe objectives include speaking, reading listening and writing. ‘Ask students to think about which ofthese sl is their strongest and which i their weakest, and to decide which objective is the most important for them at this tage, Resource used Magazine pictures (or adverts) of ving rooms, kitchens, bedrooms and bathrooms can be used to give extra vocabulary practice at the end ofthe leson if you have time. Background The examples of the homes in the pictures ae typical British homes. The majority ofthe population lve In cities. Country Cottages are now very expensive and often used as second homes by city peopl. Warm-up eardse | KEY WORDS: Hone (2) > bungalow, cottage, detached house lt, semi-detached house, terraced house = Give students time to look up the meaning and pronunciation of any new Key Words inthe Min-dctonary. Ask individual Students to read aloud the Key Words 1 Ask students to Loo atthe photos and identiy the type oF home in each photo (A teraced house; B flat C cottage). Exerdise 2 1 Stodents work individually or in pars, matching the adverts withthe homes and then completing the adverts. Reming students to check the meaning of any new words in the Mii dictionary and to use al the information inthe description, e.. What does ‘parking i the sve’ tell us about the type of home? Check answers by asking students to rad aloud the adverts ‘Answers Unteraced howe 2 8 flat 3 C cottage Draw students’ attention tothe use ofa hyphen in expressions Such as thle, two-storey, three-bedroom. Students may be interested to know thatthe bottom (ground) Roor of a bulding i called the ground flor in British English and the “Fst floor in American English The net leve up Is called the “frst foo? in British English ané the second flor in American English ‘Students tell the cass which ome they would ke to lve in Encourage them to explain the reason fr their chelce, Students ‘an see which is the mast popular home for most of then. 1 Ask students if they can use one of te Key Words to describe ‘their own home. Trot sive them the Engish words for theft type of home. Find out how many students tive Ina Rat, 2 detached house, te ‘= Students work in pats or small group. Give them one ‘minute to think of ether places where people can ive, es. 8 tant, o castle ‘The groups then feed back to the clase and see how many places they have thought of Answers wil depend on students’ knowledge of fnglsh and thelr imagination but Could include boat, carover, tre, cave ranch, Exerdse 3 ‘KEY WORDS: Hones (2) armchair, bedside table, cooker, dishwasher, fridge, micromave, shower, sink, sofa, tilt, wardrobe, washoasin, washing machine 1+ Read through the ist of rooms with the class and the example item. Do the second Key Word (bedside table) with the class. 1 Students complete the exercise working inevidually and using the Mini-dictonary if they wish, Students ean compare answers ‘in pais before checking answers. 1 Write the names ofthe four rooms on the board. Check answers by asking individual students to Uist the Key Words fr each ‘oom onthe boar IF students dsagre, encourage them to explain their reasons, e. some stuaents may have a washbasin ‘nthe bedroom as well 2 in the bathroom, ‘anowers living room: sofa Kitchen: cooker, dishwasher, ridge, microwave, sink, washing machine bedroom: bedside table, wardrobe bathroom: shower, toilet, washbasin 1 Students work individually, using thelr Mni-dictionarles and adding moe words to the lists to describe their own homes. Go ‘ound and help with vocabulary where necessary. Check students’ pronunciation of their new words s Students then wort in groups and take turns to share their new words. Encourage students to write the Key Words and other Useful new words in the'r vocabulary books. Exercise 4 = Read sloud the example sentences, Draw students’ attention to the use of have got, thee 1s and there are inthe sentences Tell them to use some ofthe Key Words in ther sentences and ether words they know in English, s Give students time to think about and make notes of what they are going to say. Suggest that they think of sx oF seven things, thee of which must be false, f= Students work in pairs, taking tus to talk about thelr home and to ques which fase Unings Ul partner says. Go round and monitor the activity, paying particular attention to Dronunciation of the Key Words 1 IF time, some of the students can tll the cass about their home. The rest of the class guess the three false things. = Bring some magazine pictures (or adverts) of living rooms, kitchens, bedrooms and bathrooms tothe lesson. Zn groups, students pass round and lok atthe pictures, naming 2s many things as they can in Frgish. (Tell them not to look at ther books but to see how much they can remember.) Go {ound and monitor the activity. [A the end ofthe activity, ask students how well they think they remembered vocabulary for describing homes.4 His Or Hers? Grammar Focus Present Perrect 1 Module objectives w To use Key Words describing housework = To listen toa radio programme to check predictions and for specifi facts. 1 To use the Present Perfect for resultative events. f= To listen to an interview and identify verb forms used by the speakers 1 To use Key Words describing felings and the reasons for them. Resources used (assette/C0, Grammar Summary 2, Grammar This Lesson presents the Present Perfect used to talk about past actions that have results/consequences In the present, ‘eg, A Would you lke a cigarette? B No, thanks, TVe given up smoking ~ the action of giving up smoking occurred inthe past and the present consequence is that Iam refusing a ‘lgarette offered to me. Th other uses of the Present Perfect, ie. states that started inthe past and continue now and actions that happened in indefinite past time, will be dealt with later. Students may tend to use the Past Simple to xpress this meaning, asthe concept tnking the past with the present inthis way i alien to mest languages ground The information in the Tapescrpt i taken from the Omnibus Survey by the Ofice for Nationa Statistics in Britain (Pay 1999). More men have full-time jobs (10 percent mare) and men with jobs work on average about <5 minutes more a day outside the home. However, women spend about an hour and 2 half more doing housework. According to another study by Man-Yee Kan of Oxford Unversity, younger men and wore share housework more than older couples, This study also roughly corresponds to other sties in ‘ustalia and the United States. One study in the USA by the University of Michigan Institute for Social Research showed that women do an average of 27 hours of housework a week, compared to 16 houts for men. However, American men worked on average 14 hours more in thir jobs than American Routes through the material > Short of tie: shorten the discussion in Exercises 1 and 3: ive some exercises for homework, eg. Exercises 4 and 11. > Plenty of time: do the Options. > 2 classes fr this Lesson: break after Exercise 8, Before you stort Exerdse 1 KEY WORDS: Housovon clear the table, do the cleaning, do the cooking, do DIY, do ‘the gardening, do the ironing, do the shopping, do the vacuuming, do the washing, do the washing-up, ly the table, Took afer the children, look aftr the pets, make the beds, ‘54y my room 1 Ask students to read the Key Words and say where the man is in the photo and what he is doing. Check that students Understand what DIY stands fr (Do it yourselP).. 1 Students say which jobs they do at home. Ask them if they do ‘these jobs every day, every week or sometimes. Students say ‘wo does the other jobs in their family. Homes Beercise 2 1 Play the recording for students to listen and complete the table If necessay, play the recording twice. 1 Check answers by asking inviduals to say a sentence foreach answer e.g. Nomen spend about 74 minutes ody coating and washings. 1 After checking answers, students say if their predictions were correct. ‘answers ] cooking and washing-up: women 76, men 30 Cleaning and tidying up: women 58, men 13, gardening/looking after pets: women 21, men 48 DIV and repaies: women 9, men 26 looking after children: women 45, men 20, washing and ironing: women 25, men 2 Tapescript Woman: Hello, everyone and welcome to the programme, What have you got lined up for us today, Max? Man: Well, an interesting survey, actually, Sally. The ‘Office for Nationa Statistics published the results today ofa survey about how much work men and women doin the hore. Woman: What do you mean, cooking, cleaning, that sot of thing? Man: Yes, and Woman: .. bet women do more! Manz... x, well most things, yes. Listen to this. Cooking and washing-up, two big areas, right? Women spend, on average. {event four minutes a day in the kitten, Woman: Seventy-four? And men? Man: Thin, Woman: Thirty? That's more than T expected, actually, What about cleaning and ting up? Man: Wel, apparently women clean and téy up for fifty-eight minutes every day, Ftyeight and men, oh dear. a pathetic thirteen mingtes, Woman: Thirtzen, i that al? Man: But wait a minute. For gardening and looking after pets, ren come out tp with fortyeight minutes a day, thats fot ight compared to twenty-one minutes for women, ‘Woman: Thats because were stuck inthe kitchen, I suppose. Man: And listen to this, doing repairs, DIY, that sort of thing, men spend twenty-six minutes a day and women ony nine! ‘Woman: What about children? Man: You mean looking after them? Woman: Yea. Man: Wel, it says here that women look after the children more, forty-five minutes a day compared to twenty for men. Woman: Forty-five and twenty, that's more than twice as rach, And have we got time to do all the washing and ironing then? | Mans Well yes. apparentiy! Women spend twenty-five minutes | a day doing the washing and ironing and men, oh dear, 2 | miserable two minutes. | Woman: Two? Man: Yes, only two, Ti afraid, But it says here that one reason women do more housework ie that mare men work butside the home and more women have part-time jobs or stay at home, Another ting Exorise 3 fn groups, students discuss what the times are for men and women in thelr county. Encourage them to discuss which figures would be similar or different. '= The groups then feed back tothe class and see how much general agreement there is. @)Modnle 2 LS =ESrs_—tia‘Sé~™ 1 TF some of the students are intrested jn finding out if there tas been a similar national survey in their country, they can do their research using the Internet as 2 homework task and ‘then present their results to the cass ina future lesson, Exercise 4 s Advise students to read each dialogue carefully and use all the ‘ues in the context befre deciding who the speakers ar, Students may find it elpful to do the fist dialogue asa class s Students complete the exercise, working individual. When checking answers, ak pats of students to read out the ialogues. Corect any serous pronunciation mistakes. ‘Answers qe"2e 3b 4a ‘Answers ~ be, Break, build, come, do, drink, eat, feed, go, have, leave, lose, make, meet, pot se, spend, tale, win © Exercise 10 = Play the recording several times for students to listen and repeat the 3rd forms in Eerie 9. 1 Students work n pts, taking tun to read aloud the list of 3rd fom, Exercise 11 1 Do the fist mini-dialogue withthe lass. 1 Students complete the exercise, working individually. 1 Check answers by aking pais of students to read aloud the rmini-dalogues. Presentation Exercise 5 1 Students work individually, completing the table with words from the dialogues in Exercise 5. 1 Chock answers by asking individuals to rea aloud the sentences inthe table ‘answers have (ve) 2 has (s)_ 3 have not (havent) ‘has not (rast) SHave have 7Has Shave Exercise 6 f Students look at their competed table and identity the Sd forms ofthe verbs which are regular (cleared) and regular (coten, fe, had, do, mode. Students workin pals, aoking at the dialogues in Exercise & and writing down the infinitive of other 3rd forms of verbs. 1 Check answers ty aking student to say both the infinitive and the 3d form ofthe verbs (1 taken ~ tk; 2 tidied ~ iy), Exercise 7 s Stodents complete the exercceincvidualy, writing the reasons for the situations, 1 Check answers by asking pais of students to read aloud each situation ang reason, ‘Answers 2 He's eaten the food. 3 They haven't done the washing-up. 4 Theyve tcied it. 5 She hast had time to tiy it 6 She's had thre exams this week, 7 He's made Some rmushraom soup. ‘Anewere Thas/s lost his mobile 2 have've repaired the carat last 43 Have yeu put the batters In & haven seen it 5 havent put the rubbish out © Brertise 12 1 Students work individually puting the verbs in the Present Perec. Students compare answers in pars before thy listen to the recording slay the recording for tuent to check ter answer ‘Answers ‘Lhave you imented 2 has started 3 haver‘t done ‘have come on. 5s tured on 6 ve now switched over Tihave closed 8 just come 9s been <_L_ | As students if they have heard of any other unusual fnventons and, ifs, to tell the class about them. In groups, students discuss what they think would be a useful invention. The groups then feed back tothe class. Exercise 13, EY WORDS Fesings any amoye, eid, happy, ese, te Reasons: break the video, buy new clothes, fall my delving testferams, gt a phone cal/ext from a fiend, have an argument with a fiend, lose my mobilephone, lose a tennis fame, meet someone interesting pass my eas, sleep badly trate a good film, win a camera Ererd f Students look at the Situation’ column in Exercise 7 and decide ifthe situations describe the present or the past (the present). Draw thee attention tothe use of vers inthe Present Simple and the Present Continuous. s Students then look at the ‘Reason column in Exercise 7 and decide ifthe actions ae in the present or the past (the past) 1 Give students one or two more examples using the classroom situation, eg. Maia ist here today. She's gone tothe hospital Stadents then complete the rue. ‘Anewere happened in the past, present 1 Stodents study Grammar Sunmary 2, page 142 at home and ‘aise any questions inthe net lesson. Practice Exercise 9 Students work in pls, writing the infinitive. 1 Check anewers (and pronunciation) by asking students to say both the infinitive andthe iregular 3rd form _ s Stadens ead the Key Words and check the meaning of any new words in the Mini-ictionary. Encourage students to suggest mote felings (e.g. hungry, tis hot, terible) and reasons for them to add tothe Key Words = Ask two students to read the example dialogue aloud. Remind ‘hem to use a rising Intonation atthe end of Yes/No questions t= Students workin pairs, making their own dialogues.5 Life On Alpha Skills Focus Objectives ‘+ To use stratgies to prodict what an article is going to be about 1 To read an article to check predictions. ‘= To match questions with paragraphs giving the answers. ‘+ To read an article for specific information. 1 To practise using common verbs: do, go, have, make. 1 To talk about an imaginary daily routine. Resouree used NASH website (wo.nasa.gov) wil be useful for you and the students in this Lesson ‘Troubleshooting Some students may know less than others about the Intemational Space Station and NASA and so feel at a Asadvantage. Beat this in mind when grouping students and encourage them to share their background knowledge, Background ‘pha isan international space station which aims to ‘maintain a permanent human presence in space. The station 's used for research and wil be the launching pot for ‘exploration ofthe solar system. For example, missions will Spend time there before going tothe Moon ar making the journey to Mars. Routes through the material > Short of time: shorten the discussion in Exercise 5; give ‘some exercises for homework, e.g. Exercises 2,3 and 7. > Plenty of time: do the Options. > 2 clases for this Lesson: break ater Exercise 5. Belore you stort, Exercise 1 1 As students to look at the photos and pool ther ideas about there the photos were taken and what they are about 1 Read through the Statesies with the class. Give students time ‘to read the title ofthe article and the first few Une. Ask students what topic (2-d) they think the artee i about IF Students disagree, ask them to explain the reasons for thei cheiee. Reading boards? 1 Stes ad the ate gly to check he pein abot ‘the topic (Answer ¢). Tell students not to worry about understanding everyting in the article at this stage Exerdse 3 ‘Read aloud the instructions and the eight questions. 1 Students work individually, reading the article and matching the ‘questions withthe paragraphs. Remind them that there is one entra question. 1 Students can compare answers in pats before checking answers, ‘Anawers AB B3 C1 07 £6 F4 GS ‘Question 2 is the extra question, Exercise 4 1 Students work individually or in pais, referring back to the article and answering the questions. Remind them to use the Hini-dietionary to check the meaning of words iF necessary. Homes 1 Check answers by asking pais of students to read aloud the questions ond answers. “Answers 1 Because there is no gravity. 2 They ride an exercise bike for 30 minutes a day 3 They choose thee fod ments before the trip. 4 Because they don't walk. They Float. 5 Because they do repairs or building work outside the Station. 6 Te brings fod from Earth, 1 Ask students which words they looked up inthe Mini- Aictionary. Which new words do they think are important in order to understand the text? Ask students to make Sentences containing words such as astronaut, weightless and space suit. 1 Ask students which words they think they might need to use in the future. Give them time to select and write some ifthe new words in thet vocabulary Books, Go round and Check pronunciation. Encourage students to write & sentence with each word in conte, Exercise 5 f= Ask students what they think i the best thing about staying on ‘Alpha, What isthe worst thing? 1 Students wark in groups saying if they would like to stay on Alpha and giving their reasons. Go round and monitor the activity and encourage students to question each other about their reasons. ‘= The groups then Feed back tothe class and find out what the majority opinion is. 1 TF some ofthe students are particularly intrested inthe tople or know a lot about NASA, ask them to prepare a shart talk (ebout one minute) to give tothe clas. Students an work individually or in pais, researching and preparing ‘ther talk. Encourage ther to use a picture or ther visual ‘a illustrate their talk and to focus on one or two points any, e.g. What does it mean when it sys in the text There have been serious problems with the shuttle, though”? = Students give their tals in the following lessons Encourage te rest of the class to listen and take nates so ‘that they can ask questions at the end of the talk, Vocabulary: Common Vetbs (I): do, go, have, make Erorise 6 1 steers wok individual or opts competing the table inthe wot o mate pss fom Ge ate, Sars then wale ter wes te ae Wie the webs (20 go. hove, mat) onthe board Check Drawers yas rein Sens to a thereunder teen nthe ban Tf ers have pt sone sf he nds wath more than one ver (foe /mole incl heme Flan ete tat ey whestand eden eas [Answers | sor the housework, repairs, work, exercise, your homework, 2 job the washing-up sp: outside, on a space walk, dancing, swimming have: a meal, a shower, an argument, a bath, breakfast 2 job, | lunch, plans make: a mistake, a phone call lunch, 2 nose, plans Exercise 7 Ask students which verb tense we use to describe outines (Present Simple). Do the First item with the class s Students complete the exercise and find thee things which are not tru. They can compare answers in pairs before checking Check answers by asking individuals to read out the complete sentences inthe text. @)Module Z ‘Answers ido 2have Shave 4do 5do Shave 740 890 9.40 10 make Three fase things: have a bath, clean the crews shoes, make pho calls LS = = ‘= Students look at their completed table in Exercise 6, Say three of four sentences using some of the expressions and ferent verb forms, eg. ve made an important decision. ‘She goes dancing every Saturday. They don't o jogging. = Students work ingvidually, writing four or five sentences using some ofthe expressions. Go round and monitor the ‘activity, pointing out any eros to be corrected. In pairs, students read each others sentences. Speaking Exercise 8 tent los the ist of laces nd gv students into ok vp soya wots inte hing dite Cee poruebon of ind lw ant Arte fest 7 Ask dents to read the example ots and match them with te tte paces o mars nly) Sten tows one of be places and wie notes abot ter ‘Seder aly rutin. Remind then to wie notes ain he caesicotconlte sentences el tt mit aba Fe See nots tr rer nso the ay. Go ound ane ep ‘Convoy neces Exercise 9 f= Students work in pais. They use their notes fom Exercise 8 to tell their partner about thelr routine and guess where thei partner lives, Tell students to remember as much as they can [bout ther partner's outine because they wil use some ofthis information afteneards. 1 In tum, students tell the lass two or thre things about their partners routine and see if te class can guess where thelr partner lives, QUOTE ... UNQUOTE 1 Ask students to rea the quote and translate it into their own language. Is there 2 similar saying in their language? Ask students i they think the saying Is tue. Encourage them to ‘think of situations where a person is living in a place but does not think of tae home’, e.g. & prisoner, 2 person working broad, 2 university student living ina student house.6 Communication Workshops Objectives f= To read a personal letter and match paragraphs and topics. f= To write a personal letter in an informal style = To talk about weekend activites. 1 To listen to a survey to check predictions. ' To listen to a survey for spcifc information to complete a table and answer questions. 1 To recognise and produce correct intonation in questions. 1 To talk about persona interests and activities, using strategies for groupwork. Resources used Cassette /CD, Writing Help 2. Troubleshooting Inthe group speaking tasks, some students may naturally be more reticent and so speak less than others in the group. On the other hand, it is important that students use strategies to make sue that no individual student dominates group discussion. ackground ‘The style used inthe letter is that expected in most exams rather than that used by most young people when writing to ‘ther peers! Routes through the mat. > Short of time: omit the Talkback stage inthe Writing and/or Speaking Workshops; give some exercises in the Writing Workshop for homework. > Plenty of time: do the Options. > 2 classes for this Lesson: break after the Writing Workshop. Writing Before you strt Exercise 1 1 Ask students how often they write letters and who to. Do they find it easy to think of things to write about? When did they last receive a letter and what was It about? Do they write to penfrends in English? Oo they send text messages to thelr frends? 1 Students look at the photo and discuss wher the boy is, how Old he is, what activities he likes doing and what sort of person ‘hey think he is. 1 Tel students to read the letter quickly for gist understanding in der to match the paragraphs withthe topics. ‘answers Aa B1 C2 1» Have a class brainstorming to see how much information they can remember about Kevin his father, Tim and Choe. Students will probably be surprised at what they have retained even when they were nat focused on the task of remembering details. Exercise 2 Elicit what sort of “style students use when writing informal letters to frends in their mother tongue. Explain tat the three eatures here are used in informal letters in English, 1 Revise the names of punctuation marks with the class by witng ‘the marks on the board and eliciting thelr names: (Full stop) —, (comma)? (question mark) (exclamation mark) = (dash) Homes 1 Students work in pairs, reading through the letter and Uundertning examples of contractions, punctuation and informal words/phrases Check answers by reading trough the letter withthe class, pausing to identify each feature. The informal words/phrases bres in the end, .. (and soi it was great), 30 (Sm sure). By the way. Anyway, you krow, realy cool. Another thing, guess hot, (She tikes surfing), too, Wel right? s fsk students what similar informal words and expressions they can use in thelr own language when writing letters to fiends. Exercise 3 f= Refer students to Writing Helps, page 138 and read it with the class, 1 Students work individually or in pairs, matching the sections (1-5) with their uss (9-6). ‘wars | Teta ie 44 5b ‘Personal Leer Stages 1-3 t= Read through ll three Stages withthe cas so that students Undestangeactly what fo do, You may dei that i wl be eter for some ofthe weaker students todo the askin pats (Go that eac siden writes the same letter rather than ‘ncaa 1 T the class has not had much practice in eter weg it may be heipfl to Buildup letter onthe bosrd with the cas to sive another mode fer them to flow Avis students to refer to Writing Help 3, page 138 as they work through the thee Stages. 1 Remind students to invent three pices of fle information then they are aking their note in Stage 1 s Students can write their leter (Stage 2 n clas or as fomework Encourage students to use avalable reference sources, 9. Min deionary,Granmar Summary (ad thelr teacher!) In Stage 3. Go round and help students ently and corect any seas tor in tet letters Won marking their ltes, py prtiuar attention to he se of contractions, punctuation an informal phases. Tolkbock ' Students workin pairs, reading each others letters and Finding the three false pieces of information. listening Before you stort Exerdse 1 s fuk one ofthe students to read aloud the exanple sentences. Students tel the clas one or two things they usualy do at the weekends. Eneaurage them to Use words they already know in Enaish. IF necessary, they can ask Tor @ word they con't know (Wnts. im Engst?) Exercise 2 t In pais, students read the activities and predict what day of the week an eighteen-year-old student (boy or gt) does them. ‘= Choose three or four of the activities and ask some ofthe pairs 1 Teed back tothe class A Survey © Exercise 3 1 aay the recording once for stents to listen and fil inthe table, Check ial the cass have completed the task and if necessay, play the recording again. Check answers 1 Ask students if their predictions were corect and if anything in the interview surprised them. GhO Exercise 4 os Module Z “Answers Friday: evening ~ cook the supper, study Saturday: morning ~ get up eary, go swimming: afternoon — play tenis (inthe summer); evening/night~ go to a concert, fo toa club Sunday: morning ~ getup late, take the dog fora walk, have a big family lunch, do the washing-up: afternoon ~ watch afm (on TV; evening/night = study Tapescript Gin 1: Excuse me? I'm doing a survey about weekends for the collage magarne. Can you answer some questions, pease? (le 2: Vell, I've gota class in ten minutes. Oh well, OK Gil: Thanks. Fist, what time do you usually getup at | ‘weekends? Girt 2: Well, on Saturdays, I usually get up quite early. Tve got swimming on Saturday morning. So T getup, mm, about eight flack. On Sundays, I get up later, about tenor eleven. Gir 1: Right. What time do you goto bea? Girt 2: That depends! Quite early on Fridays, about eleven, but ‘on Saturday, I sometimes goto bed at about one, or tuo, you kon. Girt 1: Right, tha’ eary on Friday, late on Saturday. Next ‘question. Do you do any sports at the weekend? Gir 2: Wel, as 1 said, I go swimming on Saturday mornings. (hand inthe summer, T play tennis on Saturday afternoons at the tennis club Gin 1: And Sundaya? Gir 2: No, I don't do any sport on Sundays, Girl ts And how often do you go out? And where? Girt 2: Wel 1 always go out on, er, Saturday nights, with my fiends, Sometimes we go toa concert but we usualy go dancing. I realy love dancing, you know. And ther’ a good dub tha’ Just opened ear where I Uive Glel1: O, dancing... and sometimes a concert. Next, 2 ‘icky one, do you help at home? Girl 2: Wel, always take the dog out. My dad and I take her fut, you know, on Sunday mornings fora good walk, And T Tike cooking T often cook the supper on Fiday evenings. I did 2 cookery course last year so Tm not bad! On Sundays, we always have 2 big family lunch and my brother and T usually fend Up doing the washing-up. Gir 1: OK, nearly Finished. How much TV do you watch? Gir 2: Wel, I'm busy on Fridays and Saturdays. But on Sunday aernoons, I (ke watching afl on the telly. Girt 1: Just one last question. Another tricky one: how much do you study atthe weekend? Girt 2: Mm, tha’ a difficult question. It, you know, to do a lot of work on Friday evening, Then Ti Fee forthe rst of the weekend. But that doesrt always happen! often have to ‘Study on Sunday evenings. 1 just hate that! Giel A: Tha’ it. Thanks alot. Girl 2: That's OK = Students read the questions and choose the best answer for each one. s Play the recording again for students to check their answers. ‘Anewers Tb 22 3b 4b Se | ' Play the recording again and ak students to sten for any ‘eta information about the gi. eg. she’s a college student land she's got a class in ten minutes, ' Students pool the extra information they head. They wil probably ind that, asa class, they have understood al the Information @ O Exercise § f Stodems read the example question as they listen to sentence 1 fon the recording. f= Students tsten to the remaining four questions and say if the ‘intonation goes up of down, Encourage them to wore out the ‘rule’ the intonation ges up a the end of Yes/No questions and down atthe end of Wh: questions. ‘= Play the recording again, pausing aftr each question for students to repeat it with the corect intonation pattern ‘answers zriay 47 5N Tapescrint 1 What time do you go to bed? 2 Do you do any sports at the weekend? 3 An how often do you go out? 4 Do you help at home? | 5 How much TV do you watch? 1 Ask students if they can remember the five question, Write prompts forthe questions on the board, e.g. time/go fo ‘bed? do ony sports/weekend? s Students workin pais, taking turns to ask and answer the five questions about themselves. Go round and monitor the activity, paying particular attention to questi intonation pattern. Speaking Before you start a fend he Stein wth he das s Students discuss which two they think are the most important, Which do they Find most dificult? A Group Sun Sexe? ee ‘Sport: do (zerobics/gymnastics/jude/youa) oo (cyclng/swimming), play (tennis/footbelt) Music fvousit singers/groups, favourite styles (Cop/techno/clssca), pay (te plano/the electric guita) Going out: cafés, the cinema, cubs, concerts, fastfood bars, an Imernet caf, the theatre Clothes: buying clothes, favourite clothes, favourite coous shopping, tying on clothes Television: favourite programmes, TV personalities ‘= Read through the instructions for Stage 1 and the Key Words with the cas ‘Students form groups of four o ive. Fach student in each group chooses a diferent topic, (eg. music, clothes) from the Key Wor Stoge 2 Students work individually and think of three questions to ask the group about their topic Tel students to write down their ‘questions and leave space forthe other students answers. Go ‘ound and check students’ question. Singe 3 fa Tn thei groups, students ack and answer hee questions el them to note the answers fo tel ow tee question, Monitor the actly, paying parr ateton to intonation of ‘nestor. Talkback 1 Fach student chooses one or two interesting results to tell the clas, eg. All he students in my group love going shopping and haying clothes.Review 1 and 2 Objectives f To check and consolidate grammar studied in Modules 1 and 2: Present Simple, Present Continuous, Present Perfect, ~ing forms. 1 To revise key vocabulary: multi-part verbs, common verbs (0,90, have, make) 1 To practise pronunciation of fa/ and /in/. Resource used Cassette/C0. Routes through the matertal > If you are short of time, some of the Review exercises can be given for homework Grammar Exerdise 1 1 Students do the exercise working individually = Check answers by asking individual students to read the Sentences aloud. Stodents then guess the job (a psychiatrist), ‘Answers Tidoes 2 enjoys 3 works 4's working 5s helping 6 comes 7 goes 8's saving Exercise 2 Students work individually, thinking of a job and writing about 5. Weaker students can work in pats 1 Tell students to write sx to eight sentences about the job. Go round and check that students use the correct verb tens. 1 Students work in pairs or groups, reading out thelr descriptions {and guessing the Jobs. 1 IF time, some students read out ther descriptions for the class to guess the jobs. Exercise 3 s Students can do this exrcze at home or in clas. Tell them that they need to add a word after the Present Perfect verb in some sentences. Students may find it helpful todo the Fist item ‘together Suggested answers ‘has drunk it 2 haven't done the washing-up 3 haver't studied enough/for it 4 has come in/has dropped something S haven't eaten (anything) 6 ve lost it Exercise 4 f= Ask two of three students What do you tke doing at the weekend? = Students complete the exercise about their own hobbies and interests. Remind them to use the ing form and to try and use vocabulary From previous lessons, 1F they need to use's new ‘word, they can look it up ina bitngual dictionary or ak you Go round and monitor the activity, pointing out any mistakes for student to correc. Students can read ther sentences to their partner. ‘Check answers by asking two or three students to read aloud thelr sentences foreach item Vocabulary Exercise 5 1 Chee answers by asig fdas tread ou th conslte sents Cheat tat student ose ling Intonton ste Ef ofthe gusto sentences? and [Answers | tup" 2 upto 3onwith after 5 back 1 Students then work individually, writing their own sentences with the same five multi-part vetbs. Go round and monitor the activity. 1 Students workin pairs, reading each other's sentences. ‘= ach student then reads out one of their sentences to the class Exerdise 6 Check answers by asking individuals to read out the complete anewes go Zhas 3goes 4make Sdo 6do Thad 8 90 94> 10 done _L__z6=—rti‘éSé~=sSCSés~™' 1 Write a sentence prompt on the board and ask students to make sentences about themselves: I (dont) 9o/male/do/ have .. every day/at the weekend/once a week Prowundation /o/ and /in/ © Berise 7 s Students listen to reading and in on the recording f= Write on the board: a) reading) in Tell students to write a if they hear the sound as at the end of reading and b if they hear the sound asin fn. Play the recording for students to listen and write the letters @ orb. 1 Students compare answers in airs before you check answers as a clas, ‘answers 23.38 4b Sa 6b 7a Bb 9b 10a Tapescript - dancing 2 boring 3. bring __4 information S watching Internet 7 cleaning 8 international 8 winter 10 relaxing s Play the recording again for students to listen and repeat the wots. a - ‘= Play the recording again, pausing it appropriately for students to write down the words they hear 1 Check spelling as you check answers hock Your Progress: Malo and 2 Students wort In pis or groups reaing and ansering the austin The groups feedback tothe clas and find ou if hee is genera agreement about the answers Tell students which Srammar and vocabulary atess you think they need to reise Sd practise. Remind them to use the Grammar Surmary, the Hin-dctonary and tel vocabulary books 1 Ast students to lookback at the objectives for Modules 1. and 2 nd elicit thelr opinions on how wel they have achieved these. Give the dass your own canmets on how well you tink Uy have done, whieh skills and language areas have improved ond wich need move atention and practic. Reming students to add any new words from Module 2 to the Word Bank in the Language Powerbook. ©)3 heroes Module objectives Draw student attention to the module objectives atthe top ‘ofthe page and give them time to read them. Have a brief Aiscussion about the Fs they have recently seen and enjoyed and ask them if they know anything about the story of Hamlet. Resource used Cassette /C0. Background The Gangs of New York was directed by Martin Scorsese in 2002. This 2 fm set in New York in the mid-nineteenth Century and shows the tensions inthe city between gangs of ant-immigrant native-born Americans and gangs of Immigrants, many of them of Irish origin. The evi Wiliam Cte or Bil the Butcher (Daniel Day-Lewis) Kil the leader ofan Tish gang while his son Amsterdam is watching. Siteen years later, Amsterdam (Leonardo DiCaprio) leaves the frphanage and determines to get his revenge. Star Wars: The Phantom Menace was directed by George Lucas in 1999. It isa science-fiction adventure film with stunning special effects and costumes. The story centres around two “Jedi Knights and their attempts to liberate the people of the planet Naboo, which fs Ueatened by the powerful Trade Federation. Naboo is governed by the young Queen Amidala (Natalie Portman), who fs determined to help her people and save her planet. Worm-up Frere 1 + students work inp, wtng down the nas of erent Kg of hres an hecne waht can: tho ‘suni) Stents fn tack to the cass ad ste tow may diferent nares hy have thought of Wee soe ofthe names onthe Boat to we ltt n rcs 2 Option Exercise 2 KEY WORDS: Gunacix ano POLY aggressive, ambitious, arogant, brave, calm, cruel, decisive, dishonest, evil, generous, hard-working, honest, intelligent, kind, mean, proud, romantic, sensitive, violent, wise "* s Students refer to the Min-sietionary and classify the Key Words into postive and negative. If students disagree about some of the answers, ask them to give reason for thet choice. eg. ambitious and aggressive are negative fn same contexts and positive in others (aggressive has 8 positive meaning inthe text in Module & Lesson 10, Breese 2). ‘answers Positive: brave, calm, decisive, generous, hard-working, honest, intelligent, kind, proud, romantic, sensitive, wise Negative: aggressive, ambitious, arrogant, cue, dishonest evil mean, violent 1 Check pronunciation of Key Words, especially word stress on Fist slable (e.g. arrogant, generous) of second sable (9. aggressive, iteligent) 1 Elicit more positive and negative adjectives to describe character, 9. the opposite ofbrove (cowardly), ordworting (12). Ask students to use some of the postive words to describe ‘he heroes and heroines whose names are on the board (from Exercise 1), t= Then ask them to use some ofthe negative words to describe vilains or antichroes In ton of real ie Exerdse 3 1 Students look atthe Flim photos. Find out who has seen the ‘lms and their opinions of ach lm 1 Students think of sentences to describe the characters, using words they know as well asthe Key Words. Students tel the class some of thelr sentences and see ifthe rest ofthe lass agree with ther opinion © Exercise 4 Give students time to read the adjectives. Ask them if they can sess who the fi characters could be Play the recording for students to match the descriptions with the adjectives. 1 Play the recording again, pausing after each description to check answers IF stodents disagree about an answer, ask them tevexplain their reasons. ‘Anewers if ze 32 4¢ 5b Tapescript 1 Tn the film Erin Brockovich, lia Roberts is a young mother vwho gets a job in a law company. Se helps the peop of ‘oor area in their Fight against avery big company. tis very Gificult and she has to work very hatd but she wits inthe fend, 2 Tom Hanks isa soldier in Saving Private Ryan. He is often ‘tightened but he never runs away from dangerous situations. He alaays listens to the opinions ofthe others in his group. 3 Sigourney Weaver in the frst Alen fil finds hersatf alone on a spaceship with an extremely dangerous allen. She keeps | her cool and uses her powers of logic to finaly kl the | monster. 4 Daniel Day-Lewis the vilain, Bil he Butcher, inthe fm The Gongs af New York. He i 2 really horsble character. He hates poor immigrants who come to New York and i the leader of an important gang. He Kis lots of people and enjoys doing i 5 Leonardo DiCaprio is Amsterdam Vallon the son of an Ish | immigrant. The evl Bl the Butcher killed his father but Vallon s not afd and decides to il the Butcher to get revenge for his father’s death. He Join Bills gang and meets & i called Jenny who he falls in lve with Exercise 5 t= Read through the instructions withthe clas. Explain that a vilain is the main bad character in 2 film or stony. f Students work in groups, taking turns to make sentences about Fictional heroes, heroines and vlan ‘The groups then feed back to the clase and see how many aiferent characters they have described ' In pars, students write a character description of a well known film of television actor without saying who he/she Fs, The pats then exchange their description with another pair and try to guess who is being described.7 Lifesavers Grammar Focus Past SimPLe AND Past ContiNUoUS Objectives 1 To practise extensive reading in order to understand the mmaln Idea of an article and ofeach paragraph. ' To give personal reactions to a newspaper article and opinions about the characters in it. 1 To use the Past Simple and the Past Continuous tenses appropriately 1 To use the time expressions when and while with the Past ‘Simple andthe Past Continuous. 1 To talk about recent events eg, last night, this morning, Resources used Grammar Summary 3, Casstte/CD. Geammar ‘The Past Continuous is introduced in contrast with the Past ‘Simple, where the Past Continuous s used to describe longer, background activities and the Pat Simple is used to talk about events that interrupt these activities or occur while they are fn progres. ‘Troubleshooting: Some attention should be paid to the revision of iegular verbs and spelling rules in writing the “ing form of ves (eg. doubling of the Final consonant). Some students may have a tendency to use the Past Continuous to talk about all prolonged or repeated past time activites, 9. Laeergoing-te-peimenyschoolin-Sencer Hesere-hoving lunch thon ne nee GOinG ep pInge ‘The conjunction while means ‘st the same time’ and is used with simultaneous activities, not necessary prolonged ones (wes preparing lunch white Mary was cleaning tre flt/T washed the dishes while John made te) whereas when can sean ‘after (I saw him when he got out of the car), and is then used with two clauses inthe Past Simple, or atthe same time’ (He wos reading when I came/te was reading when I was watching the news). Background This is a true stonz Sharks are common in countries tke Brazil and Australia and there have been many attacks on swimmers. However, many species of sharks are now in danger of extinction and they ae not as dangerous as we ‘often think. (sé Nilson: ho'zet“ilsan/; Ipanema: Fipseni:mes) Routes th terial > Short of time: shorten the discusion in Exercise 1; give some exercises fr homework, eg. Exercises 5, 10 and 11. > Plenty of time: do the Options. > 2 classes for this Lesson: break after Exercise 7. Before you start Exerise 1 1 Students look atthe photo and the headline, Ask them what the headline reminds them of(@ football score suchas England 2 Scotland 0). lit suggestions for what happened. Exercise 2 s Students read the article quickly for gist understanding to check thelr prediction (the story is about a man who killed a shart). Heres Exercise 3 1 Read through the paragraph titles withthe clas. Remind students to choose a title that matches the most important topic in the paragraph, not a small detail f= Students read the aticle working individual, matching the titles with the paragraphs * Suerts compare anwes in pis before checking answers as 2 ‘answers [AN Hesitation B The Fight C Success and Applause D Tasty Reward Exercise 4 1» Read the instructions with the students and check that they understand what to do. Ask students to Find the example Sentence inthe article (line 12) and then find the word decisive in the Key Words on page 25. 1 Students work in pats, undetining the sentences about José Nilson and then using the Key Words on page 25 to describe his character and personality. 1 Check students’ answers by asking individuals to read out the sentences fom the article and say which Key Words they have chosen. IF students disagree about the Key Words to describe ‘José Nilson, ask them to explain the reasons for thelr choice. Suggested answers tines 12-13: got really angry and decided to Kl he thing! — aggressive Unes 18-19 Me Nilson ran ito the water and fought the shark with his bare hands!" ~ brave Uines 23-26 Mr Nilson hit the shark repeatedly on the head until flay unconecous ... he Finally led it with a heavy stone! ~ vcient ‘= Read aloud the frst sentence of the article, Draw students’ attention to words that relate to the time and sequence of ‘events, e.g. suddenly, while = Students read the article again, individually or in pais, to | 7 Find more words wich show the time sequence. 1» Check answers and write the words onthe board: suddenly, while, when, and, 05, until ond then, finally, (ater. 1 Students close thei books and retl the story using the words on the boar Presentation Exercise 5 f= Before doing the exercise, check that students can identify the verb forms. Ask them to read the fst sentence of the Iewspaper article again and find the vero inthe Past Simple (appeared) andthe verb in th Past Continuous (were enjoying). t= Students complete the tables. = Check answers and point out the iregular verb (se6/sow). ‘Answers Tealled 25a 301d 4did Ssee Sdidnt 7 cal didnt 9 were 10Was 11 was 12 weren't 13 wasnt 14 weren't 1 Students find and read aloud three examples of the Past Simple inthe article and write the infnitives of the verbs, eg. tine 1 ~ ‘ppecred/ appear. Exercise 6 1 Students read the sentence and decide which verb form describes the situation (was sting) and which describes the event (heard). 1 Students then add the names of the correct past tenses tothe timelines. &Module 3 ‘Answers {Past Continuous 2 Past Simple Students look back atthe article and Find another sentence with the same structure (while/Past Continuous/Past Simple). The last sentence of paragraph B (lines 20-22) has the same Exercise 7 Students workin pairs, studying the three sentences and matching them tothe timelines a and. ‘Answers 1b 2a 3b f Students then discuss what when and while mean in sentences 1, 2 and 3, ‘answers aa zb 3a | 1 Refer students to Grammar Summary 3, page 142 for further hep. Ask them to read ft for homework and bring any queries 4 the next lesson. Practice Exercise 8 f Students look back atthe article to find the answers to the ‘questions 1 Check answers by asking pair of students to say the questions and answers. ‘answers 1THe was siting on the beach. 2 He got angry and decided | to kit. 3 They were enjoying themselves. 4 They panicke ' Virite two sentences onthe board for students to read and discuss how the verb tense (Past Simple or Past Continuous) affects the meaning, €. ‘rand Mes Jones were leoving the restourant when !arved. rand Mrs Jones lft the restourant when I arved. O) Exercise 9 f Students write down the Past Simple forms of the vers. Pay the recording for students to Usten, repeat and check their 1» Then ask students to spell the Past Simple forms of the iegular verbs for you to write them on the board Tapeseript and Answers begin = began clean = cleaned come ~ came cry ~ ered cut cut fight ~ fought get ~ got go went have —had hear heard hit hit lle ~ lay pull ~ pulled read -read_ tun ean see Saw sell~ sold sit~ sat ‘alk ~ talked walk = walked watch ~ watched work worked write ~ wrote 1 IF further practice is needed, put the clas in teams. Each team writes dwn the Present Simple and the Past Simple forms of ten verbs. Then in turn, each team says the | Present Simple form ofa verb (e, swim) and the other team responds with the Past Simple (swam) Exercise 10 Ask stadets to read through the story quickly for gist Understanding. Then rea aloud the frst sentence and do the Fist four answers withthe whole clase, Point out that answer 2 has to be was walking (Past Continuous not Past Simple) in ‘order to fit im with the meaning of the next sentence (He was {ossng the park when he sow ..). Explain that this is why it is important in exercises Uke this for students to read through the whole text before they start completing it. s Students complete the exercise working individually 1 When you have checked students’ answers, ask some of them to read the story aloud with as much expression as possible, ‘Answers : didn't have 2 was walking 2 was crossing 4 saw ‘was cunning 6 sat down 7 opened 8 was reading | irs 10 wes waving 11 war ealing 12 jumped 133 were watching 14 capped 15 cheered Exercise 11 Read aloud the example sentences and point out the use of inher and while, Tel. students that it snot possible to use tril in sentence 8 as the background activity isin the negative form Suggested answers | 2 didnt mest my old friend when/while I was staying in Prague. She walked into a tee while she was tlting on her smobile phone/She was talking an her mobile phone when she rlked into 3 tree. 4 He was shopping when he Lost is rallat/ie lost his wallet while he was shopping. 51 was Short of time: give some exercises for homework, e.g. Erercises 3, 9 and 11. > Plenty of time: do the Options. > 2 classes for this Lesson: break ater Exercise 7. Heroes Before you stot Exerdse 1 1 Stodents work in pats, matching te captlons with the people in the photo. Tel them to use the Minvaictonary to check the Ineaing of words such a gts. Expat that ‘el ight are the fights of ehzens such ab the Fight fo vote and tobe tested fairy by te law. ‘anewers TA'20 36 4¢ 5B t= Ask students to say what they know about any of these people fand what their opinions of them ae Exercise 2 f= In goups, students make a Uist of the things they know about Dr Leonid Roshal and discuss what be campaigned for Go round and help with vocabulary #f necessary 1 The groupe feed back to the clas. Ask each group which of his activities they most admire. ‘Background Leonid Roshal (born 1934) is a pediatrician, head of the Moscow ‘Scientific Research Institue for Emergency Children’s Surgery an Traumatology and founder of an international ac organisation to rescue children in trouble, Thousands of children have benefited ‘rom his specialised emergency care. As well as his crucial role in negotiating freedom for some of the hostages in the Dubrovka theatre siege, he also acted as mediator when terrorists seized ‘School No 1 in Beslan in September 2004. He received the Readers Digest European of the Year award for his tireless work in hing children, Exercise 3 EY WORDS: Cues elections, equal rights, hunger strike, me protest march, rights, speech, suffragete, vote patiament, 1» Students use the Mini-sitionary to check the meaning and pronunciation of the Key Words. 1 To pairs, students complete the factfile using the Key Words = Check students’ answers by asking individuals to read out the entries foreach date in the fate, ‘Answers ‘rights 2 equal rights 3 elections. 4 protest march speech 6 meeting 7 suffragette 8 hunger strike 9 parliament "10 vate Listening Exercise 4 1 Red though the Statesies wth te ters, Ask them they tse ny of hae Strategies when answering Woe /se questions beards 5 s Students read the statements about Emmeline Pankhurst Pemaliza'paegkha:s/ and predict the answers, using their general knowledge and also the information inthe factfile in Exercise 3 1 Play the recording once fo gist understanding and for students to find the relevant information. Then play the recording again, pausing i f necessary, for sludents to mark the sentences tue of false. Exercise 6 = Students read through the four questions then listen to the recording again forthe answers. Gr)Motale 3 “Answers ‘the right of women to have their own property before and after mariage 2 They smashed windows in government bullings and started fies; one woman threw herself under ‘the King’s horse ina race and was killed. 3 Because the Fist ‘World War began and women helped in the war. 4 Because they saw her asthe leader of the women’ rights movement Emmeline was bor in Manchester in 1858, Asa teenager, she went to schoe in Paris but came back to England and when ‘he was twenty-one, she got married to Richard Pankhurst, 2 lawyer from Manchester. At the time, Richard was working to promote the right of women to have thei own property before fd after marrage. But this was nat enough for Emmine ~ ‘he wantea equal rights for women in oll areas of life ~ above all the right to vote In 2889, she started the Womes’s Franchise League and she demanded equal rights for women. Five years later, in 1894, ‘women won the right to vote - But only in focal elections and ‘only moried women. Emmeline was not satisfied. In 1903, she moved to London to organise mare protests. Emmeline took pat in a protest march tothe Patiament building and made a Famous speech at 2 ublie meeting outside Parliament: ‘We women . have agfeat mission ~ the greatest mission the World has ever known, Testo fre haf the human race and through that freedom, to save the rest The campaigners for women's rights were known as suffragettes because suffage means ‘the right to vote: The | | police arested Emmeline thee times. She got alot of publity but the government di nothing about women's rights ‘The suffragettes became more militant and started violent protests They smashed windows in government buildings and ‘Started fires. One woman threw herself under the King’s horse n'a race and was killed. In 1912, the police arrested Emmeline twelve times — once @ month. Each time she went ‘0 prison ~ and each time she went on hunger strike When the First World War began in 1914, the suragettes put off thelr campaign and helped in the war. At the end ofthe war, in 3918, a new law finally gave the vote to women but ‘only women over the age of thity. After the war, Emmeline ‘went to Canada and the United States but came back to Britain in 1926. People saw her asthe leader ofthe women's Fights movement and wanted her to become 3 member of Parliament. ut Emmeline cied an 14th June, 1928, just two weeks before Parliament gave all women the vote. O) Exercise 7 1 Pay the recoding of he Fist sentence and identify the Stesed words with the las. Students predict where the stresses wil come in sentences 2-4, They then listen t the recording and see they were Eemac. ask students which type of words ae stressed (words that give inporantornew infomation suchas naurs and vert) Topescript and Answers 1She was barn in Manchester in 1858, 2 She demanded squaligts fr women. 3 She moved to London. 4 The government did nothing about women's rights. © Exercise 8 Give students time to read through the ist of words and the Sentences in the Function File and see i they can guess some ofthe missing words, 1 Play the recording for students to complete the Function File, “answers 2Tthink 21 don't agree 3 In my opinion 4 youre right 5 1dont think 6 T agree 7 you think 8 Personally 9 too ce Tapescript ‘A Wel, think Emmeline Pankhurst is very important because ‘she organised women in Britain when they dint have the ‘ight to vote. That was important for democracy everywhere. B: I'm sorry, but I dont ages. She is important in Britain but notin the whole world. In my opinion, Mother Teesa is more ‘important because she spent her whole life working in India with poor and homeless people {:Yes, you'e right. But I don think she's more important than Martin Luther King. He fought against racism and his actions changed society in America and the rest of the world. B: Yes, I agree. Hes ke Nelson Mandela. He was in prison ‘eary all hs life but he worked for feedom and democracy in South Africa. What do you think? ‘As Lagree and Andrei Sakharov is similar. He had alot of problems but he kept working for democracy in te Soviet Union. Personally, I think that he's a great campaigner, too. ‘Student isten tothe recording for extra information that ‘notin the Function File sentences e.g. Why does the speaker think Mother Teresa is more important than Emmeline Pankhurst? Why does the ther speaker think Martin Luther King i more important? Speaking Exercise 9 EY WORDS: Cass ao Tsu For: animal rights, children's rights, equal rights, freedom of speech, human rights, independence, peace, women's rights ‘Against child labour, colonatism, pollution, racism, slavery, war ) f= Students check the meaning and pronunctation ofthe Key Words fn the Mini-ictionary. Students read the example notes for Gandhi in the table. Students copy the table and work in pars to complete the table for three campaigners from their own country or the rest of the ‘word. Students may wish to use library and Taternet reference ‘Sources to ind information about ther three campaigners. IF $0, set some preparation as homework. ne | 1 Students can do mare research about one of their Campaigners and then give a short talk to the class. Exertise 10 f= Choose a student to work through the example dialogue with you while the rst ofthe class listen and folow the instructions. f= Students then work in groups of four discussing thelr ‘ampatgners and using expressions From the Function File to ive their opinions, agree and disagree, Vocabulary: Multi-part Verbs (2) Exerdse 11 a Remind students to use the Mini -itonay inthis exercise. 1 Students do the exercise working individually. They ean compare answer in pats before checking arsners a8 da ‘answers ‘established 2 participated 3 postponed 4 returned QUOTE... UNQUOTE | Read aloud the quotation from Martin Lther King’s 1963 ‘Thave a drean’ speech, Ask students how the situation has changed in the USA and the rest ofthe word since 1963. How fa do they think there is equality now in their country and other countries? Encourage them to think of examples te suppor thelr opinions.9 William Shakespeare Literature Focus Background Hamlet isa revenge tragedy with some of the richest language ‘that Shakespeare ever used. According to the Shakespeare cite Frank Kermode, Hamlet isthe play which may be sab to offer the fullest exhibition of Shakespeare's powers -.. The sense that it constitutes a quantum leap in the development (of English poetry and drama is widely shared” (Kermode, Shakespeare's Language, Penguin 2000). Before you stort Exerise 1 1 Read the Background withthe students and help them with any new vocabulary. Ack students if they have heard of any of the plays mentioned tr any other Shakespeare plays (or seen fils of them). Encourage students to give their opinions of them. Ask students to look at the Background text again and answer questions about Shakespeare's Life, e.g. When was he boon? What happened when he was elghtoen? 1 Ask stents what was happening in their country inthe Sixteenth and early seventeenth centuries, Do they know of any literature weitten then? Reading and Listening Exercise 2 1 Bk students to rea the four kinds of story and give an Sranple ofeach Kind om trate in ow anquage fs students to look at the pictures and guess what kindof story Hare's 1 Pay te recording for students to listen and read for git Sndetstanding and to see they guessed comet. Tel fem tot to wory about remembering al the names ofthe characters Sr undestoning every word a ee 2 story of revenge Exercise 3 f= Read through the Strategies with the class, Elicit examples of more time words and expressions, eg. when, oft, before. In pairs, students read through sentences a-i, Elicit the fist action in the story (sentence 9). 1 Students then work individually reading the story and putting the remaining sentences Into the cortect order. They can compare answers in pits before checking answers. 1 If students disagree about the corect order ofthe sentences, ‘ask them to refer back to the text and read out the section that Supports their answer. Draw students’ attention to time words and expressions that show the order ofthe ation. “answers ge bdiachf# ' Check students’ understanding ofthe relationship between ‘the characters by asking” 1 Whot was the name of Hamlet's mother? (Gertrude) Who wes Homiet’s uncle and stepfather? (Caucus) Who 4s Homiet love? (Ophelia) 2 What are the names of Polonia’ two children? (Ophelia and Laertes) 13 Who dies in the pley and in whot order? (Hamlet's father, Polonus, Ophelia, Gertrude, Claudius and Hamlet) Heroes Exercise 4 Students may find it helpful to do the first item as a clas and ‘hen complete the exercise working individually. Tell students there may be more than one way of covecting the false information. “Answers ‘LF (Gertrude maried Claudius a few weeks after King Hamlet diet) 2 F (The ghost appeared after midnight.) 3 F(A snake didnt Kill Hamlet’ father, /Caudius killed | Hamlet's father with poison.) | 4 F (Hamlet had an opportunity to kill Claudius while he was praying.) 5 F (Claudius did't want to poison Gertrude. He wanted to poison Hamlet.) Exerise 5 s Students refer to the Kay Words: Character and Fersonality (page 25) and choose adjectives to describe each of the characters. s Students then feed back tothe class and see how much generat agreement there is Vocabulary: Wordbuildng (1) Exercise 6 Revise some of the ways adjectives, nuns and aves ae feed in Eglsh Ak dents to mae the oposte of pater. Creve) and ten fo mate te noun and aber om patio (patence patent Tel stents at 0 refer to the story wil thy ae dng the wen they have ised te exerci, stents can chek thei trove 2 ey Check pronunciation by asking tert say each pir of words fhe word in acetal the new word) ‘Answers 1 poisonous, painful 2 hatred, anger 3 decisive, strangely 4 Suspicious 5 dead, alive Talkback 1 Read aloud the questions. Remind students that they need to give a reason for their choice in question 3 ‘Students work in pais, discussing the questions. Go round and ‘monitor the activity but try not t impede fluency. 1 The pars feed back thelr answers tothe class f Ask students what they think present-day attitudes to Tevenge ate, Are they the same throughout the worl today? How have attitudes to revenge changed since the time ofthe story of Hamiet? ‘= Students look back atthe answers to Exercise 3. Write the comrect order of sentences on the board: gebdTachf 12 Asa clas, students retell the story using the sentences from Exercise 3352 framework and adding extra ‘information Ask them what extra information they can add between the fist sentence (9) lauus killed Homies {father andthe second sentence (2) Gertrude marsed Hamlets uncle, e.g. How did Claudius Kill Hamlets father? Wen did Gertrude marry Claudius? How did Hamlet feel about this? 1 Continue eliciting extra information to add to the sentences from Exercise 3. Elsinore Ophelia fot elsina/, Claudius klo:dius/, Polonius /poouniws!, ey, Laertes Mlerais/, Gertrude /gotrod! aLanguage Problem Solving 2 Articles a/an or the This Language Problem Solving deals with basic rules of article usage in Engish. An important pat isthe contast between o and {he and the diferences in meaning they create. The definite article the fs used when the speaker knows thatthe tstener will be able to identify without ay doubt the person/thing they refer to, whereas the indefinite ace ais used when the speaker fs pointing a¢ 2 representative ofa class of peope/thing. Tbs important to make students avare tat very often the choice between and the depends onthe context and onthe speakers “intentions and i not arbitrary. Often both articles can be used ontectly in 2 given sentence but they wll rete eiferent meanings. ‘Anather important aea isthe use of articles in Fixed expressions, eg. inthe morning, which have to be learned by heart and practised as chunks of anguage. There are notes onthe use of articles on page 142 of te Students Book. You may wish to direct students tothe notes while they are doing the exercises or for reference atthe end. Exertise 1 f Students work in pais, studying the dialogues and marking the statements tre of fe 1 Check student’ answers. Then elicit the important difference between the two situations, (Pete doesnt know which key dack ‘stalking about whereas Sue and Kate know which key they are talking about) “Answers 11 2F 3F 47 SF 6T Exercise 2 s Students translate the two sentences ito thelr own language. Exercise 3 s Students complete the rules ‘Answers athe b a/an «= Give students some examples ofthe use of o to “describe Something oF someone as a example ofthat group, eg. bought a new cot yesterday. Theres 2 good film of television tonight. Exercise 4 f= Students work in pales, discussing the situations. 1 When checking answers, ask students to explain why the alternative sentence is wrong anawers rb 2a 3b 4a Exerdise 5 Discus the diferences between the sentences as @ whole las. “answers {The person has either one bag or several bags. 2 There is either one armchair in the room or several. 3 They have just decided to look fora house to buy or they have decided to buy the particular house they have already seen. a No Article Exercise 6 1 Students match the examples in the sentences withthe rules. 1» When checking answers, elicit one or two similar sentences for each rule, eg. think dogs ore fendlier than cots (rule a). ‘Ancwers te 2a 3b Exercise 7 1 Remind students to refer tothe Mini-dctionay If they wish ile doing the exercise, 1 When checking answers, ask students to put the expression into a sentence (eg. 1 What time do you hove breakfast) [Answers Tn '?a 3the 4- 5- 6- Tthe 8- 9the 10the uithe “I2the 13-16 the Exercise 8 Check students” answers by asking individuals to read out the ‘Answers ithe 2- 3- 4- S- 6-7-8 9the 10- the 12- 13the ~ 15-16-17 the 18- 18 the 203 LS "= When students have done the exrcse and checked thelr answers, they can write a similar paragraph about themselves and ther daly reutine. Go round and monitor stages witng, helping with vocabulary if necessary and pointing out an ers for students to correct. | a In pais, students read each others paragraphs and ask further questions about thelr partners routine and | activities | —_} Remind students to 26d any new words from Module 3 to the Word Bank inthe Language Powerbook.q Challenge Module objectives Draw students’ attention to the module objectives atthe top ‘of the page and give them time to read them, Ack students iF ‘they can remember what use ofthe Present Perfect they practised in Lesson 4 (resultative use, e.g. She's tired because She's had three exams this week). Background Definition of college ~ something difficult and demanding but often interesting todo, Explain that a challenge is something positive but diffcalt. ' Before looking at the exercise, discuss the meaning of challenge with the class, Is theres citect translation into their own language? Encourage them to think about challenges for different people, e.g. riding a bike in the park is probably a challenge fora young child whois just leaming to rie but oot for an experienced cyclist. 1 Students workin groups, discussing which isthe biggest Challenge, Tel them to give reasons for their opinions and to tse the language of agreeing and disagreeing, '= The groups then feed back tothe class, ging reasons for thelr choice ofthe biggest challenge, 1 ach student then thinks of some challenges they are facing now and tells their group or the class about them. archaeologist architect, athlete, chef, computer programmer, dentist, doctor, electrician, engineer, farmer, fire Fighter, hairdresser, holiday representative, journalist, lawyer, Uieguard, mechanic, nurse, pharmacist, pilot, plumber, police officer, shop assistant, surgeon, teacher 1 Give students time to ead the Key Words and look up any new word in the Mini-dctionay. f= Ask them to identify the jobs in the photos (A athlete, 8 fie fighter, C (car) mechanic, 0 chef). ‘= Check students’ pronunciation of the Key Words and point out the stress on the last syllable in enginear and on the second syllable in mechanic. 1 Elicit more jobs to add tothe list. Teach any new words students ned to tlk about jobs that members of their family do or that they want to do. a eee 1 Students add useful new words tothe section on Jobs/Work in thelr vocabulary books. ‘= Im pairs, students test each other on the Jobs section in their vocabulary books. Exercise 3 1 Ask one ofthe students to read aloud the example sentence about police aficers. Elicit from the class examples of different challenges that police officers face. 1 Give students time to think about and decide which three jobs they think are the most challenging. ' Students then feed back to the class and see if they agree, Exercise 4 1 fead the instructions and the example question and answer with the class Remind students that a rising intonation is used with this type of question. 1 Elicit more Yes/No questions from the students and write prompts onthe board for them to refer o while playing the game eg o you work alone/with other people/with children regular hois/at night? 0 you wear seca dotes/aunform/your own cothes/smart aloes? Do you trove olot/meto ot of peopl/eam « lot? 1s your job dangerous/boring/interestng/unasul/er tring? Deronstiate the game by thinking of ajo yourself (29.3 farmer. Students ask you upto ten questions to find ou what the job is. TF they have not guessed Ie after ten questions, al them what ies Students workin groups, taking tums to think ofa job and ask questions. Monitor the activity and make 9 note of any problems wrth question forms to revise later with the whole cas.Module ¢ 10 Champions Grammar Focus Present Perrect 2 and Past SIMPLE Module objectives ts To practise using postive and negative opinion adjectives To read a magazine article for the main facts ' To provide a title appropriate fora magazine artic. 1 To use the Present Perfect and the Past Simple tenses appropriately. 1 To use oad ever, never and yet appropriately in Present Perfect sentences. Resource used (Grammar Summary 4. Grammar ‘The contrast shown f between the Present Perfect used to talk about events that happened at an unspecified past time hich are sometimes also called achievement of experience, land the Past Simple used to refer to events that happened at ‘specified past time, ether diectly Indicated or defined by the content, Most Present Perfect examples ago show 3 more or less direc ink between the past event andthe present Situation, eg. the sentence They hove come o long wey from the poor area in Califia where they were born tals us that at present they arent poor any more and dont tive in @ poor Drea, Such a link s absent in the case of the Past Simpl, The lesson also presents four adverbs traditionally inked with the Present Perfect (ve, never yet. olredy) and word order related to them. However, teachers should avld presenting these adverbs as typical only ofthe Present Perfect as they are also used with other tenses, especially ever and never, 9, ‘My granémether never liked sweets. Wil you ever stop smoking? ‘Troubleshooting: Students wil tend to use the Past Simple for any past event as the distinction between the use of the Present Perfect and the Past Simple is difficult to make for speakers of other languages. ‘An issue which may come up is the difference between the ‘verbs be and goin the Present Perfect: He’ been thee and He's gone there. The sentence He's boon there describes an action that happened at some time in the past and doesnot Inform us about where ‘he’s at the moment (ough it often Implies that e i ‘back home), whereas Hes gone there describes a ast action with present consequences and says that he 1s there (or on is way there) now. rn The Willams sisters are the first sisters to have won so many titles and to have payed in frals of major grand slams. They have revolutionised the word of women’s tennis inthe last few years and made it much more popular. Now, womets tennis has almost become more popular than the men's game {inthe USA, where its shown on TV at prime time, Routes through the material > Short of time: give some exercises for homework, €.9. Exercises 2, 10-and 12. > Plenty of time: do the Options. > 2 clases for this Lesson: break ater Exercise 8. Before you stort Exercise 1 KEY WORDS: Orocon aac (2) positive: aggresive, brillant, calm, fast, intelligent, skiul, Fong negative: awful, boring, overated, slow, useless, weak 4 1 IF any major sporting event i in the news or hasbeen inthe ‘ews recently, use this to introduce the theme. Ask students \ahat they tink of the sports people involved. Read through the Key Words with the class. Remind students to Use the Mni-dictionay to check the meaning of any new wards. ‘Ack two students to read aloud the example dialogue Students then work in pairs, talking about their sporting heroes and heroines ‘he pairs feed back tothe class and find out which spots stars are thelr Favourites. Exerdise 2 1 Students (ook at the photos and say what they know about the Williams sisters 1 Read through the questions with the cass so students know ‘what information to look out for when reading the article. See f Stages can predict any ofthe answes. Students then read the article and answer the questions. For question 5, encourage them to give reasons for which sister is ‘the better player now. ‘Answers 1 They are both tennis champions and have won many grand slam titles. 2 They lved in a poor aea of Califor, ful of olence and drugs. 3 thelr father, Richard 4 They get on well ~ they dont tall about tennis off the court. 5 Students! Exordse 3 f Stoderts discuss titles fr the article in small groups. Each group selects is best ttle and presents this tothe cas, giving Teasons forthe title. The class votes forthe best ttle 1 Students ada new information about the sisters. Write the new facts on Ue board, Students discuss whether the new information can go into exstng paragraphs in the article or nhether new paragraphs are needed, For example, they might want to add another paragraph beginning: This year, _kL_z=€=—E—rti‘SOt~=~™ = Ask students to read the article agzin and make a note of words connected with tennis and spre s Students feed back to the cass. Write the words on the board, eg. in/wor, (@rand slam) ttle, beat, number (one) inthe word f= Students then make sentences about other sports stars using the words onthe board. Presentation Exercise 4 = Remind students ofthe use ofthe Present Perfect in Lesson 4 (ve tidied my oom) fora past ation which has a present result. 1+ Students complete the table using the Present Perfect and the Past Simple, refering back tothe article I they wish, nawers have played 2 has... won 3 Has .. caused Ghasrft won Shas. seen” 6 played” 7 Did... play 8B did win Exercise 5 1 Students look at the sentences inthe table again and discuss when we use each tenge. “Answers 2 Past Simple b Preset Perfect | Exercise 6 f Stadents read the sentence and dlscuss what it tll us about the sisters’ present life. (It tells us that at present they arent oor any more and doit ive ina poor are.) Point out to Students the ink between the past and the present that is made inthis sentenceExerdse 7 s Students complete the rules with the corect tense. Encourage them to think of example sentences for each of the uses (2c), 9. 2 He hasn't phoned me. ‘Answers 1 Present Perfect 2 Present Perfect 3 Past Simple 1 Students practise using these tenses by talking about Verus and Serera Willams, saying what they can remember from the article and what other Information they know about them. Exercise 8 1 Ask two students to read the dialogue aloud while the class focuses on the use of already, yet, ever and never. 1 Students complete the rules. answers aalready —b never, yet cyet. ever Challenge 1 Students work in pats, using the cues to ask and answer ‘questions. Go round and monitor the activity, paying particular attention to question forms. 1 Check answers by asking pairs of students to say one of thelr questions and answers for the class to hear. “Answers ave you ever seen a sharkbroken your leg/played snooker /tied an extreme sport/had an accident/watched ‘hess tournament/ridden a horse/won a competition cooked inner for your family? Exercise 13 Ask two students to read aloud the example dialogue. Point out that if students answer Wo, havent tothe ist question, they cannot go on to ask the second question. f= Students work In alts, asking and answering the questions. Go round and monitor the activity, checking that students are using the vet tenses correctly. t= Check answers by asking some of the pairs to say their dialogues again 1 Students study Grammar Summary 4, page 142 at home and bring any queries to the next lesson. Practice Exerdse 9 f= Students read the situations and discuss the answers in pats. = _ ab 2a 1 Ask students to ook atthe second situation again and to ‘say what situation would fit question b Did you vst Venice? (You are talking to a fiend who has just come back from a holiday in Tay) 1 Write these prompts on the board and ask students to write down the tree replies Teacher: Hove you done your homework? Reply 1: (n0/yet) (No, I haven't done it yet.) Reply 2: (Yes/already) ... (Ys, ve already done it.) Reply 3: (Yes/last night) (Yes, I didi lastnight.) Exercise 10 f Students do the exercise working individually # After checking answers, stodents can work in pais, reading the Aialogue aloud with as much expression as posible. Inawes Tplayed 2 Did you tke 3 didn't enjoy 4 was 5 have you scored 6 havent played 7 have joined 8 bought Exertise 11 1 Check answers by asking individuals to read aloud the sentences, ‘Tnswers already 2yet ever 4nover Syet 6 ever, never Students write four sentences oftheir own using already, ver, ever and ye: sn pairs, students then check each others sentences, refering to you i they have a query Exercise 12 s Read the example dialogue with the class and point out that hnave been is the Present Perfect form of the veth to 90 Students may make the mistake of saying Have you ever gone instead ofthe corect form Have you ever been. ‘answers 2'Have you eve seen a Lord of the Rings movie? Oid you like the special effects? 3 Have you ever acted in a play? What | role did you act/play/have?” 4 Have you ever meta famous person? Who did you meet? 5 Have you ever climbed high ‘mountain? Which mountain di you climb? 6 Have you ever eaten Chinese food? Was it very hot? 7 Have you ever ‘eaveles by plane? Were you fightened? Have you ever played tennis? Where did you play? 1 Write some more verbs on the board and ask students to make Similar aialogues in thei ples: touch, wre ie, buy, sing make. 1» Then, encourage students to ask and answer questions about ‘other personal experiences, eg. concerts they have been to, atc. Exerdise 14 Students workin pairs and tur to page 137. Student A looks at ‘he notes for Star A. Student B looks atthe notes for Star 8 * Gives students time to make sentences about their Star using ‘the Past Simple and the Present Perfoc. s Students tell each other about their Stars and see if they can guess who they are. Go round and monitor the activity and check students are using the corect tenses, | = Students workin groups. One person thinks ofa famous person (sports star, actor, singer, politician, et) and says {ree sentences about her or him. The others guess who it | 4s, e.g, He has been in teams in Brai aly ond Spain. He | has played in two World Cup finals. He won @ winners | ‘medal in 2002, (Ronaldo) aMobile ¢ 11 Nothing is Impossible Skills Focus jectives f To practise reading for information and fr inference. 1 To develop strategies for working out meaning when treading. 1 To develop word-attack sis for new vocabulary and muit- art verbs. 1 To develop wordbuilding sil. ‘= To atk and answer questions about personal experiences. ‘Troubleshooting ‘Students may be reluctant to guess the meanings of unknown words, Work with them to show them how to use the clues teseribed inthe Reading Strategies. Background This infomation is taken from the Christopher Reeve homepage. More information about him can be feund at evn fortuneity.com/lavender/greatseep/1023/newsntn “You might want to mention hs campaign for medica esearch using stem cel. Homan stem cel are the bullaing blocks of ‘the human body and can develop into cells related to each part ofthe body. Because ofthis, they have enomous potential for treating disease, They are Found In embryos, eggs and sperm as sre 2 in umbilical cords. Stem cls ae also found in adults Dut less is known about them and their developmental potential may be mor restricted. Some people ae against this Find of resarch for religious reasons and tis banned in some aunties Uke the USA, However ts used in other countries tik Britain and scientists hope research ito the use of stem calls with paralysis wil enable vital connections to grow back, thus enabtng people to recover from paralysis. Christopher Reeve was an ardent campaigner to it restrictions on research, (ne of his famous remarks addressed to opponents ofthis kind of research was Sust please spend one hour ina wheelchair ke this and not even beable fo Sratch your nose or shift yout weight. And then, lets resume the conversation after that! Routes though the material > Short of tne: shorten the discussion in Excise 1; give some exercises for homework eg. Exercises 3,7, 8 and 9. > Plenty of time: do the Options. > 2 classes for this Lesson: break after Bers 4 Before you start Exerdse 1 Stents lok tthe photos and say what they know about hrstopher Reeve a anette dustions. A this tage, do rot corect thei answers because they wil find the answers as they do Bere 2 1 Ask stale! opinions of he Supemen ins Reading bare? Prune: Rev i: ana ana/ w Students read the article quickly (give them a time limit of 90 ‘seconds Ifyou wish) to find out i their answers to Exercise 1 ae comec. yams beep ‘Answers to Exercise 1 1 Superman 2 He fel off his horse and was paralysed from the neck down, 3 He acted ina TV fll, drected'o movie, wrote two books, gave alot of interviews, made speeches bout dlabiity and campaigned about issues for disabled people and to promote research into spina injuries. 4 He died | cumer ® Exercise 3 f Student workin pais, reading the article again and matching ‘the topics withthe paragraphs. 1 IF students disagree when checking answers, ask them to refer back to the artite and ead out the words that support thei After checking answers, encourage students to exchange ideas About how they tackled the task Di they read the whole article again from the beginning? What cles dig they use, €9. the fiat sentence ofa paragraph, the same words used inthe paragraph asin the topic? Answers A331 C5 09 £7 F2 G6 NS The extra topic is 4 = Stodents cover the article and look at the topics. In groups dents tak about each topic, seeing how much they can | remember fom the atte, ‘The groups then feed back to the cas. Exercise 4 = Read through the questions with the cas. Explain that stents wil not find ditect answers to these questions inthe ticle. They need to interpret and respond to information inthe {ticle and give reasons for their opinions + Scudentsciscus the questions in pais then feed back to the cass, 1 In thie pars, students then describe Christopher Reeve's personality. Encourage them to use the character vocabulary they have met in previous Lessons and to practise the language of expressing opinions, agreeing and disagreeing. 1 Ask students to tink about their ansmers to question 1. In pairs, stodens prepare an interview with Oana Reeve about her husband's aceldert, her feetngs then and during is recovery and her life aftr his accident 1 Some of the pars can then roleplay the interview for the clas. =) Exerdse 5 Ask students to look atthe frst paragraph ofthe article in Eerie 2. Ask ther to find and read aloud examples of nouns, verbs and adjectives In the paragraph Read the Strategies with the cass, Ask students if they use any af these strategies when reading teats in their own language oF Jn Enlieh. Encourage students to share with the class any tips they fave found helpful when trying to work out new vocabulary. s Students work individually finding three new words in the article and then using the Strategies f0 workout their meaning. Students can check the meaning inthe Min-dictionary. 3 bilingual eiconary or by seking you. = In groups, students then tell each other thelr three words and what they mean. Exerdse 6 ‘= Students work individually, choosing the correct meaning for ‘each word. They can compare answers in pais before checking answers asa lass When checking answers, ask students how they made thelr choice and what strategies they used, “answers ib 2b 3b 4a Sa 6b 7a 1 Students may like to look up the wows inthe Mini-dctonary to prove that they have worked out the corect meanings and to heck pronunciation, = Ask students to use some ofthese words in sentences of their ‘own, Students can male up thet sentences In pals then read ‘hem out tothe classVocabolory: Muti-port Verbs (3) Exercise 7 1 teens use the sane states as they sed in Bere 6 to Shows the canec neing he nui ga er «After checking answer stuents wor niu ard write Fr sence cot of te al pat ver In group of tee fu student ead eu th sentences tnd trecsany the ep caves ay eros an es ay toetes oe 1a 2b 3a 4b 1 Ask students if they have aleady got a section in thei own, vocabulary books for multi-part verbs. IF they have, give ‘them time to add these verbs to the section, together with ‘vample sentences using the verbs in context. If students haven't gota section for multi-part verbs, give them time ‘to make a section and record the vers from Lessons 2 and 2835 wel as the verbs inthis Lesson. Tell students to add more multi-part vtbs as they lear them in later Lessons. Vocabulary: Wordbuilding (2) baerse 8 «oot the table withthe das and check tht students desta wit tod, Thay ey dt ep ove oF two sromers nth ou ten complete De eee wokirg Shady «Sens con compar thei answers in pas bf checking merece raw te tbl onthe Dad Ten check anevers by asking init tres complete the gps te table ov the Sar Cek omaneatn ad word sess ne sow ‘answers Ube able 2able 3 disabled 4act S active 6 parse paralysed. 8 succeed 9 successful 10 unsuccessful Exercise 9 f= Students complete the sentences, working individually. f= Check answers by asking individual students to read aloud the sentences. ‘Answers ~ 1 disabled 2 paralysed 3 successful 4 active 5 able 6 paralysed 7 was able Speaking ‘Exercise 10 Read the fur prompts with the cas, Ask two students to ead Bloud the example question and answer. Ect he question for the other tive prompes. + ct tre o four more questions about changes in someone's Ue nthe ast thee year. Hove you moved house? Have ‘ou joined o cub or sockey? Hove you made new endyet nae so ean 3 mn fogs Stents work individually, writing down thelr questions, ell them to wit sito elght questions Stents work in pais, asking and answering ther questions. Tel them to give fll infomation In thei answers and toy and remember ther partners answers. For eampe 2 ul Answer ta the question Hove you stared one hobby or spot? Aight be Yes. hove T started gong foo kao cs ost yer 1 9 every Sturday morning. Its ret Go rund and montor the acti, making note of any genet poems th Cuestion fomation to reise with the mole clas late. sIntum, sient el he class one orto interesting tings at have happened in thir parte’ Ie in the lst tree yeas Challenge Sule we thaws fom thie to wean Sci dhesose abe me ieee | eal orga ieta ict tape oper ee ees ete nd tnd morte acy wining okay ens tbe Sree | Inthe pes, tle ten ead tt parefs etc | Hein Pine eer eect meena | Tate | QUOTE... UNQUOTE s Students read the quote. Ask them i they know or have heard about other people who have not given up when faced with real Problems. How do students think they would reat themselves in 2 similar situation? @)Madale € 12 Communication Workshops Objectives ‘To isten for names of people and for expressions of ‘agreement and disagreement in an interview. 15 To prepare for a discussion by making notes. f= To participate in a discussion, pressing opinions, agreeing and disagreeing. 1 To write a story fora magazine in three paragraphs and use Linking words, 1 To develop self-assessment of speaking and writing sis. Resources used Cassette /ED, Writing Help 2, ‘Troubleshooting ‘Students, if friends, may share the same opinions and agree ‘nth each other in group discussion and so not practise SFeagrecng. Grouping students in diferent groups may prevent this happening, Sackground Davie Gray (born 1970), Welsh singer and songuniter, He has ‘made se albums, of which the mast famous is White Ladder. ‘ob Dylan (born 1941), world-famous singer and songwriter ‘own for such classic from the 60 a5 Blowing inthe Wind. Dido (born 1971), British singer and songwriter whose fist album No Angel was @ majo international succes. Her full ‘ame is Dido Armstrong. Dustin Hoffman (born 1937), American actor whose mast famous Rms are probably Kramer vs Kramer, Tootsie, Midnight Conboy, The Greduote and Rain Man. Nicole Kidman (bora 1967), born in Hawai but spent her Childhood in Astaia Sh is atop Hollywood actress who hhas mage ims such as The Hous (won the best actress Oscar in 2003), The Other Eyes Wide Sht, Moulin Rouge. Paul Newnan (born 1925), American actor whose flms include ‘Road to Perdition, Butch Cassidy and the Sundonce Kid, The ‘Hustler Hud. AS well as being a screen legend, he is an active ‘campaigner against drugs and has a foundation that raises money fom the sale of food product. ennifer Lape (born 1970), born in New York of Puerto Rican patents. She isa singe, model and actress. She has starred in ‘lms such 28 Maid of Monhatin, Selena, Out of Sight George Clooney (Born 1961), American actor who became famous for hie rle inthe TV programme ER. He has starred in fins such as Solaris The Peocemaler,Bctman and Robin, Out of Sight. Kate Winslet (born 1975), Btsh actress whose first major tole was in Sense ond Sensibty. Other fms she has stared {nate Titanic and Hamlet, in which she payed Ophelia. ohn Lennon (1940-1980), born in Liverpool and was one of ‘the members of The Beatles, With Paul Martney and on his ‘nn, he was a proliRc songwriter, singer and guitarist. ula Roberts (orn 1967), bom and brought up in Georgia in ‘he USA, She Became famous afte staring in Pretty Woman. Other famous fms she has starred in are Notting Hil and Erin Brockovich. Brad Pit (born 1963), born in Ottahoma. He is 2 famous ‘actor who has stared in Fm such 2s Seven, 12 monkeys, Fight Cub. {Eminem (bom 1973), fullname Marshall Mathes, 3 Controversial white rapper from the States. Both his Ufestyle nd his lyics are violent but he's the most successful modern rap star, Also starred inthe flim Eight Mile. ‘Antonio Banderas (bom 1960), Spanish actor who moved to Hollywood and has made fils such as The Mosk of Zoro, Desperedo, Evita. Routes through the material > Short of time: shorten the discussion in Listening Exercise {Land In Speaking Stage 3: give some exercises for homework eg. Writing Exercises 1 and 2. > Plenty of time: extend Speaking Taltback, > 2 classes for this Lesson: break after Speai Discussion. Listening Before you stort Exercise 1 1 Students work in pas, looking atthe photos ané answering the aueston. The pars then feedback their answers to question 4 tthe dts Exercise 2 thea clas, students dscuss who their favourite stars are. IF you wish students can vote for their tp two stars. ‘Aa Interviow © Buercise 3 Play the recording once for stents to listen for the names of ‘the people in the photos and in the ist in Exercise 1 “answers Did David Gray, Bob Dyan, Dustin Hofman, Paul Newnan, Nicole Kidman, Antonio Banderas Tapescript Interviewers Welcome to this week's eition of Generation Choice, Today we have the writer, Monia Alen, and her daughter Fiona. Right, (t's begin with music, Who are your heroes in the wrld of music? Fiona Shall I start? Wel. you krow, 1 realy tke Dido, her songs, the way she loks, everything, think she's realy seat singe. Monica: I dont think so, I mean, she's not bad but shes nothing special. i she? Fiona: Well, I thnk she (s. And my favourite male singer is David Gray. Personally think he's briliant. Monica: Oh, come of it There are lots of singers as good as him. Mis ast album wasnt very good, was it? Fionas Well, I think he's 2 really good singer. And his yes are just fantaste Monica: I dont think so. IF you want a real music ero it has to be Bob Dylan, He really changed pop music and wrt some brant songs Flona: OX, but his voce is terrible, Monica: Nonsense! ‘And he's ancient. Who wants to Usten to his music nowadays? Monica: Well I stil ke him, Interviewers And what about fils? Actors and actresses. Monica: For my generation, T think, e, Dustin Hoffman and Paul Newnan were the best Fiona: Mi, yout dead right. They were brian. Monica: Absolutely. Both of them have mace some relly great Fis and Pout Newnan i 30 good-looking, it he? Flona Is he? He looks abit Like grandad to met Monica: Mm, youve gota point there Fiona: But there are other really good actors and actresses round today, For example, e, Nicole Kian. Monica: Thats true I've seen har in thre or four fits and shee realy ood I realy Uke her in The Hours. What @ perfomance!