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100% found this document useful (5 votes)
3K views167 pagesOutcomes 5 Advanced Teachers Book
Uploaded by
Влада ТолстіхінаCopyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
/ 167
Pima
(Peet cease)
ADVANCED
OUTCOMES el
INTRODUCTION TO OUTCOMES TEACHER’S BOOK 4
01 CITIES 8
02 CULTURE AND IDENTITY 14
03 RELATIONSHIPS 20
04 POLITICS 26
Review 01 32
05 NIGHT IN, NIGHT OUT 36
06 CONFLICT 42
07 SCIENCE AND RESEARCH 48
08 NATURE 54
Review 02 60
09 WORK 62
10 HEALTH AND ILLNESS 68
11 PLAY 74
12 HISTORY 80
Review 03 86
13 NEWS AND THE MEDIA 88
14 BUSINESS AND ECONOMICS 94
15 FASHION 100
16 DANGER AND RISK 106
Review 04 112
INTRODUCTION TO WRITING IN OUTCOMES 114
Writing Lessons 1-8 116
COMMUNICATION ACTIVITIES
‘Teacher's Notes 120
Photocopiable Communication Activities 128
(Grammar Reference Answer Key 160
axdio Track Listing 166 WHAT’s IN OUTCOMES STUDENT'S BOOK?
16 units based round common topics Each unit has three
interlinked lessons’ of 50-90 minutes. The unit contents give
clear practical outcomes. The first lesson teaches language
leading to Conversation Practice The second and thitd spreads
evelop reading or listening and teach more grammar and
vocabulary connected with the topic.
‘8 writing units The two-page writing units on pp.120-135,
teach different types of writing for everyday life and exams.
Fach has a model text, Grammar ot Vocabulary, Keywords for
writing and Practice.
4 Review units Each review has a learner training discussion,
‘two pages of games, tasks and pronunciation exercises to
revise language and then 2 two: page test including listening
exercise.
Grammar ‘Sixteen points of grammar are covered. Each
Grammar section links to the previous text. An explanation or
guided questions teach meaning. Exercises give controlled and
freer practice. There's link to the grammar reference if you
need extra help,
Grammar reference This is on pp. 136-155 at the back of
the book. Each section hasan expanded explanation, further
natural examples of usage and extra controlled practice
exercises with a glossary.
‘Language patterns Thisisa shor! translation exercise
Into students’ own language and back into English. It draws
attention to other aspects of syntax and grammar based on a
pattern seen in a text.
‘Vocabulary Vocabulary is carefully chosen to enable students,
to tal about the topicin the context of English as a lingua
franca Tasks generally move from meaning, to contextualised
sage to personalised practice. Other sections focus on word-
building.
‘Outcomes Vocabulary Builder (OVE) The separate booklet
allows students to look up meaning of new language which
is key to learn offering several examples of collocations and
usage plus a page of revision practice
Native speaker English Oraws attention to common words
(or phrases that fluent speakers use, which students may hear
‘or want to learn
4 ourcomes
Keywords Most writing units have a focus on linking words
and patterns, which help develop fluent, coherent writing,
There's a link to the text, short explanation and practice
exercises.
Developing conversations These sections teach typical
‘questions, responses and patterns common to conversation.
‘An explanation clarifies the focus, while exercises give
controlled practice.
Conversation practice A task lets students practise social
and practical conversations based on their own experience or
through role-play
Speaking These sections give stucents the chance to
‘exchange ideas. The final speaking task in each unit isa variety
of longer tasks that draw the language and / or the themes of
‘the unit together,
Listening These sections are introduced with a short
description of the context. There s usually a preslstening
speaking task to generate interest or predict content, followed
by tasks to guide students to understand the text and focus
‘on vocabulary.
Reading These sections are introduced with a short
description of the context. There is usually a pre-reading
speaking task to generate interest or predict content followed
by tasks to guide students to understand the text and focus,
‘on vocabulary.
Wuat's IN OUTCOMES TEACHER’S BOOK?
‘The Teacher's book is organised into three sections: Teacher's
notes, Writing lessons and Communication activities.
‘Tescte’s worts provide guidance on how to use the 16 units and
four Rewews in the Students book. Each unit opens with a brief
[Uns overview that allows you to understand the main elements
of the lesson very quickly
Under the same headings asin the Student's boo: the
notes give clear aims ard simple steps to provide avery easy
path through the material. Answer boxes and aucioscrips
embedded in the notes ensure you have everything you need
at your Fingertips. Suggestions throughout the notes help
YJouwith ways to setup activites check ad clarify meaning
monitor conduct feedback etc An icon $9 @ indicates where
you might want to use a Comaomomon sen. In addtion,
theres help through three min features. ‘The Tw feature offers ideas on things such as
+ other ways to check meaning:
how to adapt material for different groups such as mono-
‘or muttilingual classes;
+ bringing extra material into lessons.
‘The Anewuarvay feature provides:
+ a different way to stage an activity than the one suggested
inthe Student's book.
“he Opnonat acy suggests:
+ ways to extend an activity if students need to do more wort.
hie Wamne ussons section opens with a two: page introduction
1 teaching writing, It explains the approach to writing and.
uggests ways you can provide feedback to students. The
sitroduction i followed by Teacnen’s Noresand the answer key
‘the eight writing lessons,
The Communtcanon acres Section contains simple instructions,
19 how to use the 32 photocoplable activites. The activities
2re designed to revise key grammar and vocabulary from the
Student's book in a fun and varied way. There are quizzes,
word puzzles, questionnaires, games, information gaps and
hort role-play. Each unit has two activities calculated to take
20-15 minutes of class time.
OTHER OUTCOMES COMPONENTS
‘Outcomes Workbook The Outcomes Workbook thoroughly
-evises all the language areas that are in the Student's book.
Each unit also hast
+ a listening and a reading with tasks based on topics loosely
connected to the theme of the unit and providing interest
‘and extra challenges to students
+ Developing Writing that focuses on types of text students
might vite in their academic, professional and personal
lives and further work on relevant language.
The Outcomes Workbook also cornes with:
+ Audio €D of recordings ofthe listening and reading texts
+ Answer key 2nd Audiosctipt to aic self-study.
Outcomes Exam View? Writing tests to check your students”
progress takes a lot of time and work but the ExamView®
CD allows you to create tests and exams in a litte as five
minutes. What's more:
+ all the tests are closely based on the Student's book.
+ the software also generates the answer key.
+ it provides a variety of exercise types (True / False, multiple
choice, Yes / No, matching, etc)
+ tests can be printed, computer-based, or on the internet.
= you can easily edit the questions and add your own,
+ you can save all tests for another time.
= it’seasy to reorder questions to avoid cheating.
MyOutcomes online resource Every copy of the Outcomes
tudent’s Book has a unique code at the front of the book
which provides access to MyOuteomes online resource where
students will find additional work on all the elements of the
‘Student’s book. There are:
+ over 230 activites practising the grammar, vocabulary,
pronunciation and conversations in the 16 units
+ additional listening, reading and speaking practice
+ reviews every four units to test students’ progress.
‘Teachers canalso use the online resource if they apply for
an access code. Go to myett.heinle.com and request a MyELT
Instructor account. This will allow you to set specific work for
all your students and then receive their results. You can then
store these results through the Grade book, so both you and
your students have a record of their marks and progress.
OUTCOMES ADVANCED
In this introduction we try to answer these questions:
‘What are the goals of language students?
‘What is key language for students at Advanced level?
‘What is key for teachers to help them teach?
KEY GoALs
‘The Common European Framework of reference (CE)
states tat language learning and teaching oveal goals
should be
111 todeal wth the busines of everyday fein another
county. and to help foreigners staying in their own country
to doo
12 toexchange information and idews with young people and
‘aduts vino speck a diferent farguage and to commaunicate
thei thoughts and feeirgs to them,
1.3 tocchive a wider and deeper understanding ofthe way of fe
«and forms of thought of the peoples and of ther cuturahertage
(Counci of ture, 2001 page 3)
‘These ideas underpin everything we do in the Outcornes series.
‘At Advanced level, we look at can-do statenents for C2 level as
‘a guide to what students might want to achieve
‘Business of everyday life You can see the communicative
_ateas that are dealt with in the how to sections of the contents
‘and tite strip that heads each unit. Outcomes hasa strong,
practical thread, For example, students at Advanced level learn
‘the grammar and vocabulary to:
+ talk about the nature of work and discuss terms and
conditions of employment pp. 64-69
+ present icleas and theories and ask for clarification
pp.84-85
For many students passing exams is also the business of
‘everyday life, which is why Outcomes has a Gramnas rvenece
‘with exercises on al the grammar you'd expect. Simitarly,
‘Warne deals with both practical types of writing (writing
‘a coneting letter pp.128-129) and exam-type writing
(expressing your opinion pp. 122-123).
iwreooucriON $ Communicating thoughts and feelings Practicalities
are important, but just as important, and perhaps more
‘motivating, is the ability to communicate in a way which
reflects your personality, feelings and opinions. That's winy
most of the Devonne cowessanions and Cowversenion macnice
‘work towards practising typical conversations we have to
‘establish and maintain friendships:
+ share and talk through problems pp. 24-25
+ network and make small talk pp. 98-99
This is also why we constantly give students the chance to
exchange their ideas, through Srevanc, practice actNities in
Vocanuiatr and Granwas, the lead-ins to Reaoine and Lsrewine
and discussions about the texts.
Understanding other cultures Students will best
understand other cultures by talking with other students,
which the various speaking activities in Outcomes always
‘encourage. However, many classrooms may not have people
from a large mix of backgrounds, which is why we use texts
«with international contexts and reflecting other cultures
‘throughout the world — including Britain, students come to
realise they share many of the same desires and concerns!
‘Among others, you'll read and hear about:
+ recent historical milestones in four different countries,
pp. 86-87
+ the Electoral system Swiss style pp. 30-32
Native speaker notes also draw attention to ways fluent
speakers express themselves, which may be different to the
neutral international language that we generally present.
KEY LANGUAGE
There were five guides to the input at Advanced level - the
communicative outcomes (outlined in Outcomes Goals), the
Frequency of words, ‘naturalness’ of usage, student autonomy
and teacher-student expectations or interest.
For example in’describing people’ (pp.20-21) students need
to know a number of core adjectives which are presented
and practised in Vocasuany.The practice gets them to think
cf language which might go with these words and the OVB
provides Further help in terms of collocations. usramwc then
gives a model conversation, Laxaunce areas draws attention to
the grammar around the word he's/ she's one of those people
‘who... Denon conversanons teaches expressions to give Your
impression. Granuan ok at using would to give opinions about
‘people politely and provides a fuller context for the vocabulary.
This s typical of the way language input is focused on helping
students achieve the stated communicative outcome, but
not all language learning can be developed in this way. lot
of vocabulary may be very frequent but not specific to any
one topic (eg. issue, unite, refer). The language highlighted
through texts is largely of this nature. The exercises and OVB,
then show a range of natural collocations. Similarly, some
6 Ourcomes
grammar may not be fundamental to a conversation in the
way we saw with describing people” Here, we make the choice
based on what students and teachers expect to be covered at
this level or have tested in exams, This may be’exam grammar,
but we try to give natural sounding examples.
Input is also decided on the basis that students need to learn
‘outside the classroom. The word families strand in Vocamaany,
the OVB language boxes and Reapine shows students how
words are formed. This helps them recognise and learn
new words in their own studies. The same motives underlie
Laxcunce xrrins, but with a focus on grammar.
Finally, students and non-native speaker teachers often
express an interest in colloquia} language and idioms. The
"Narn sreaxte nore provides explanations and examples ofthis
in contrast to the normal input, which can be freely used and
Understood in contexts where English sa lingua franca,
KEY TO LEARN
‘There are many ways to learn but it seems there are a few
essentials:
+ Students need to notice.
+ Students need to understand.
+ Students need to practise ~ spoken, written, receptive.
+ Students need to make mistakes.
+ Students need to repeat these steps a lot
Noticing and understanding Obviously the exercises in
Gaamman and Vocanwaty encourage students to notice and
understand, Visuals and clear explanations of vocabulary and
exampies of cotlacations in the OVB reinforce meaning. The
LLwncuacerarenus exercise trains students to notice and consider
how English compares with their own language.
Practice Students always have a chance to practise language.
This goes from very controlled remember and test’.and gap:
fills to freer role-play and personalised speaking. Communecaion
‘erwmes in this Teacher's book provide more practice.
Making mistakes Not all teaching and input can or should
be provided by the coursebook. We allknowy from experience
and research that people learn new language when they are
stcupgling to express something and the’correct'or better
‘word s given. This i also why we have lots of speaking
activities. They are not just oppartunities for students to
practise what they know they are chances for them to try to
say something new,stretch themselves and make mistakes,
which you can then correct
Repetition Seeing a word once is not enough! Some say
you need to see and understand vocabulary ten times before
you have learnt to use it! Maybe grammar takes even longer.
Recycling and Revision is therefore a key part of the design of.
(Outcomes. For example, the OVB, Worsoox and ExamView®
allow unit-by-unit revision, while Rewew after every four units
‘ensures further revision ata later date. With grammar, students can revise after the class by using the
‘Gevymu seenence and exercises, the Womaoex oF MyOutcomes,
Grammar structures are often looked at in several contexts
over the course and at various levels. Remew units test grammar
and you can also create tests with ExamView®,
Apart from this revision we try to repeatedly re-use language
from Vocasuant in Usewina and READING; in Grammar and Geant
rercance; in Devtcrm conveasaions in workbook texts:
exercises and texts in other units of the Student's book and
even in other levels ofthe series.And as we have seen, Srewcns
and Cowversanon racnee allow students to re-use language
they've learnt
In terms of speaking, esearch suggests that students can
improve performance with repetition. Within the first two
pages of each unit there are often several opportunities to
hhave conversations around the same topic as we saw with
“describing people’ through Voeasuiry or Gram practice,
Devito convussarons and Convesanon acres. The Review Units
also encourage students to look back and repeat speaking
tasks
KEY TO TEACH
‘Most teachers need of want material that:
+ is quick and easy to prepare
+ caters for mixed level classes
+ motivates students
(Quick and easy to prepare A coursebook is easy to use when
the relation between input and outcomes is clear and we hope
you already see that is the case with Outcomes, However,other
aspects of the design should help you just pick up the book
and teach:
+a limited number of sections appear in all units
+a regular structure to the units
a variety of familiar tasks
double-pages can exist as unique lessons but s
units allow you to easily continue
+ straightforward rubrics in Student's book fully explain tasks,
+ Grammar and Vocabulary have clear links to texts
+ OVB follows the spreads of the book so you and your
students can easily look up words in class.
‘Mixed level classes Students often start at different levels
within a lass and so the input in Outcomes Advanced revises
and extends language encountered at Upper intermediate.
However the exercises and design of Outcomes also works for
multi-level classes,
+ OVB The Outcomes Vocabulary Builder allows weaker
students to easly look up new words, before, during and
after class, because it follows the spreads of the book.
Stronger students benefit from the OVB because it gives
‘extra input through collocation lists, extra language boxes
and practice exercises
+ Grammar The short explanations help weaker students,
‘with exercises in the unis. The grammar reference helps
weaker students with more examples, but stronger
students wil ke the extra information that is always
given,
+ Easy to difficult Whether itis grammar or vocabulary,
reading or listening, we usually move from easier to more
dificult tasks in each section. For example, reading texts
‘often allow language to be pre taught, the fist tasks are
then based on general understanding and further tasks are
more detailed.
+ Translation Several exercises including Lancuac pens
encourage students to translate. Translation is particularly
important for weaker students who benefit from the
support oftheir mother tongue and bilingual dictionaries.
in monolingual classes especialy it allows stonger
students to help others in the cass by providing the
translations
+ Test and remember Tasks lke this are comforting for
weaker students, but they can also be made more
challenging for stronger students by asking them to
remember more
+ Nanve sau nores anc Lancuce arn These offer extra
input for stronger students and classes. You might consider
Cropping them for weaker classes.
+ Texcatr's none There are more ideas for dealing with
multi-level classes in ths book -particuarly through the
wand Auromusn features
Motivating students As‘ teacher motivating students will
bbe a major part of your job; however, we knovy a coursebook
can often work against student motivation by having,
itelevant or boring content, unclear, unrealistic or unfulfilled
‘outcomes or simply by a dull design. Outcomes helps you
motivate students by having:
+ outcomes matching students, wants and needs
+ a clear menu of input and outcomes at the start of
each unit,
+ input and tasks that carefully match those outcomes,
+ a manageable number of keywords to learn in the OVB.
+ texts based on authentic sources that we think you'll find
by turns informative. funny. even moving.
+ a range of speaking tasks that allow for play, humour and
{20Ssip, a5 well as serious discussion
+ afresh design with bright, interesting illustration
‘The CEF and Level There is nota direct conelation between
publishers'leveis and the CEF Completing Upper intermediate
wll not mean a student has reached 82 and completing
Advanced is not equivalent to reaching C1. That's because the
EF Gescriptions of level or the LTE can-do statements donot
exactly describe content, bt describe someone's performance
‘na language. We have used can-do statements from the C1
level at Acvanced level as 2 guide towhat tasks and outcomes
students want to progress towards. However, at this level
students’ performance in doing any of the speaking, reacing,
listening ot writing tasks may be assessed using CEF scales
235 being 82 (+), C1. if students are regularly outsice the range
(of B2 (+),C1 (9, they are probably atthe wrong level fortis
materia
ITRODUCHON 7 01 CITIES
Dosa
In this unit, students p
Cet eu eae
problems and ways of dealing with them, anc telling urban myths. They
arn hov
articles about citie
ara
Tee dasa es
Next class Make photocopies of
Ap 128
oq
Aim
‘To get students thinking and talking about city life.
‘Step. Ack students whether they lke living in a city and.
‘why / why not. Try to elicit some general advantages /
disadvantages of city life, Put students in small groups to
discuss the questions in A. Conduct brief feedback
VOCABULARY City life
Aim
‘To introduce / revise adjectives associated with city life.
‘Step 1 Ask students to look at the adjectives in exercise A
land match each with one of the sentences 1-9. heck in
pairs. Then check with the whole group, paying attention to
students’ stress / pronunciation,
4 polluted 7 congested
5 affluent 8 sprautiog
6 spotless 9 cunecown
Step 2 Ask students to spend two minutes reading and
memorising the adjectives in the box in A They should
then work in pairs and test each other, Student A should
say four or fue of the sentences in exercise A and Student 8
should respond with the correct adjective. Then swap.
Step 3 Ack students to look at the adjectives in exercise C
‘and match them with their opposites in exercise A, Check
in pairs, then check with the whole group.
Answers
1 filthy= spottess
2 deprived ~ affluent
3 dull vibrant
4 chaotic well-run
5 compact -sprawiing
safe - dangerous
See Rn aa rsa eae
that have overcome problem:
Presta ears
Se ee aes
oa number of individuals talking about urban myths. The mair
meu
Step 4 Put students in groups and ask them to describe
places they know, using the adjectives from A and
Conduct brief feedback
ry ee
LISTENING
Aim
‘To hear the vocabulary in context and to extend it. To
give practice in listening for detail and intensively.
‘Step 1 Tel students they are going to hear two
conversations about cities. Ask them to listen and take
notes on each of the cities. Play the recording
Conversation:
| a= woman, 8 = man
| fs Mow waryour tip :
ee Mea ang ve you ee Den tet S
& NoWhat sit iker
‘B Its peaily wild. tt took re by sup meet &
UB Yeah &
Yeah dont know what expected realy just
thought bequetes bat henge aly mad
Wie
1 Honesty, the peopl there party ise theres na
| tomorrow We went out with these people and we
‘ended up in a pace at about four in the cone
Seriously Yu couldn't rove. ta fact. the whole sty |
“ras atl iaing You can sl get soek in otic
ai tal tine fg
& Wowk
8 Acai tats ofa dome the
congestion
Ac Really tsit act :
®. Unbeleable ou just spend hows ant hours in|
‘your car crawling along, with everyone honking
their hme, oul be quicker walking realy
A Sedidyou) Step 2 Put students in pairs and ask them to compare their
rnotes and discuss which of the cities they think they would
prefer to live in and why.
Step 3 Ask students to ook at exercise C and try to
complete the sentences with phrases from the recording.
Play the recording. Check their answers and concept check
the phrases by asking for other examples.
‘Step 4 Put students in small groups and ask them to
discuss the questions in D. Conduct brief feedback
DEVELOPING CONVERSATIONS
Emphasising and reinforcing
Aim
‘To draw students’ attention to ways of adding emphasis
or reinforcing what they say.
‘Step Read out the explanation, checking students
Understand as you read. Ask students to look atthe
audioscript on page 160 and underline examples of the
different ways of emphasising / reinforcing, Check in pals.
“Then check with the whole group. (Answers are underlined
Inthe audioscript)
Step2 Ask students to add 2 reinforcing sentence for each
sentence in 8 Monitor and check students’ sentences are
appropriate.
‘Step 3 Ask students to [00k at the model conversation in
exercise C, Model the conversation with a strong student,
_getting the student to use one of their examples to
‘complete what A says. Then put students in pairs to have
‘similar conversations. They should take turns to be A and
use the sentences they have written
CONVERSATION PRACTICE
Aim
‘To give practice in the target language and sound off
‘this part of the unit.
‘Step Ask students to think of two cities they know and
‘make notes about the things in exercise A Tell them to use
_as much language from th’s part of the unit as possible
‘Step 2 Put students in pais and ask them to have
conversations beginning Have you been to... Tell them to
keep the conversations going by respording and asking
further questions. Monitor and tate notes on their use of
language for a correction sit at the end.
READING
Aim
‘Toextend the topic:
specific information and exchanging information
about similar texts.
‘Step Ask students to look at the questions in exercise A
and check they understand all the words / phrases. Then
pput them in small groups to discuss the questions,
orams 9 Step 2 Divide the class into three As, Bs and Cs,
Stucents A should turn to File L on page 152,85 to File 12
‘on page 256 and Cs to File 18 on page 159, Draw theit
attention to the glossary in each case. Ask them to read
their texts and answer the questions in 8.
Step 3 Put students in same letter pairs to check their
answers and discuss any vocabulary they're not sure about.
‘Step Put students into threes with an A.a B and a Cin each
‘group. Ask ther to tell each other about their cities, using the
{questions in 8 to help them. They should then decide together
‘which they thinks the most remarkable or interesting story
‘and why. Ask them to report back tothe rest of the class and
‘ty toencourage ther to argue / discuss it all together
‘Step 5 Ask each student to choose two new words
phrases from their text which they think are useful, and.
explain them to their partners. Check with the whole.
‘group and check the words / phrases they have chosen for
‘meaning and pronunciation.
VOCABULARY Changes
Aim
‘To introduce verbs commonly used to talk about urban
changes.
‘Step. Ask students to look at the sentences in exercise A
‘and use the correct form of the correct verb from the box
to complete each one. Do the frst example with them,
Check in paits then check with the whole group, Concept
check by asking them for other examples.
‘Step2 Ask students to look at the questions in 8 and think
about possible answers. Then put them in pais or threes
to discuss their ideas.
NATIVE SPEAKER ENGLISH gentrified
Read out the explanation in the box and check students
understand. Ask them for examples of gentrification from
cities they know. Ask them what they think are some
advantages and disadvantages of gentrification
GRAMMAR Perfect tenses
Aim
‘To revise, practise and consolidate perfect forms,
40 ourcomes,
Step 1. Begin by asking students which perfect forms
they know, vith examples of each. Then read out the
‘explanation in the box, or ask them to read it.
Step 2 Put students in pairs and ask them to discuss the
sentences in A They should decide whether one or both
are correct and why. If both are correct, they should discuss
the difference in meaning. Check with the whole group,
“Answers
1 have been ~ perfect infinitive after may — used with
_for-4+ 3 period of time; someting which started in the.
past and is stil true now May always be would refer
othe future — not possible her.
2 ‘ave fallen ~ present perfect simple witha period of.
time which started in the past and continues now;
have dipped ~Auture perfect with by + point in time
| showing a tine limit ordeactine for the action o:
| state. Fall would refer to present ~ not possible with |
| over the last 20 years. Dip would be future simple This
's possibie but futute perfect mare likely with by.
43 Bath possible but past perfect emphasises change
i197
‘4 having been - because the process of rebuilding is
‘complete. deing nat posible with since.
'S have contributed - perfect infinitive ~ refers toan
action or state which began in the past and has
continued up to the present. Contribute not possible
‘with over the last twenty years.
6 Was ~ because itis permanent state: he'd been
‘would suggest he was no longer from Dortmund.
Step Ask students in the same pairs to discuss which of
the perfect forms in the sentences refer to finished actions
or states and which to continuing states. Check as a group.
Answers
1 continuing state
2 finishec action
3 finished state
4 finished action
§ continuing action
ntinuing state
see Teachers notes p. 120,
LisTENING
Aim
‘To hear some of the perfect forms in context and to give
practice in listening for gist and for specific information.
Step 1 Tell students they are going to hear an interview
With Lloyd Jones, an expert on disaster recovery Elicit
some different kinds of natural disaster and check they
understand recovery. Ask them to listen and decide what
they think the main point of Loyd Jones's answers is Play
the recording, then put students in pairs to compare their
ideas. Check with the whole group. Pat students in pairs and ask them to look at
ms © exercise 8 and discuss what Lloyd and the
sais about each of them. Then ask them to
OF
turn to page 160 and read the audioscript while they listen
‘again to check Play the recording. Check answers as a class.
Step 3. Ask students to look at the questions in exercise D
‘and think about how they would answer them. Check they
Understand heritage. Then put them in pairs or threes to
discuss their ideas. Conduct brief feedback.
SPEAKING
Aim
‘To extend the topic and give fluency practice.
‘Stop 1 Tell students they are going to discuss ways of
improving a city with problems. Read out the introduction,
‘or ask students to read it, Check they understand
‘regeneration grant = money from the government to help
with improvements or rebuilding,
‘Step 2. Ask students to look atthe list of items in Aand
think about how they would order them, according to
importance or priority and how much of the money they
‘would allocate to each and why. Then put them in small
{groups to discuss their ideas. They should try to reach
‘an agreement about how to spend the money Monitor
‘and make notes on their language use, especially target
‘vocabulary, for a correction slot at the end.
Step 3 Ask each group to join anather group to try to
‘agree on one proposal between them. Ask the large groups
to take tuins to present their proposal to the rest of the class
‘sk them tovote for the best proposal a the end. Finish with
acorrection sit
‘Step 4 Put students in new pairs and ask them to discuss,
‘what they spend the money on ifit was for their town /
city. Conduct brief feedback
READING
Aim
‘To familiarise students with academic texts and give
practice in predicting, reading for detail and guessing
meaning from context.
orcmes 22 1
Step Tell students they are going to read an academic
text about urban myths, Check they understand urban
myth and academic text. Then put students in pairs to
discuss the questions in exercise A
‘Step2 Ask students to read the text and answer the
‘questions in Tell them not to worry about the words in
bold for the moment. Check in pairs, then 2s a group.
‘Answers
1 Folklote is defined as stories which are often repeated
‘many times and often gradually change or become
‘more exaggerated with each re-telling.
2 Urban myths can be analysed structurally orfom a. |
literary point of view, culturally or psychologically.
‘Urban myths are usually about crime, accidents oF
death.
4 We create these stories to help us deal with our fear
‘and anxieties about the world. |
5 Popular mts spread: quickly because of boredom. or
‘because people want to express their anxieties gct
attention, harm others or make smal talk. entertain,
‘Step 3 Put students in pairs to discuss the meanings of the
‘verbs in bold in the text. Tren ask them to match each of
the verbs with the sets of nouns in C. Check as @ group.
1 offer= give, provide 5 spread = disseminate
2 undergs = experience 6 remains = stil
3 voice = express 7 decode interpret
[4 eles analyses 8 emerge =comeout of _|
Step 4 Ask students in the same pairs to try to remember
which word or phrase wert with each of the verbs in bold
in the text. Then ask ther to look again at the text to check,
“Answers
1 remains meaning’ul
Se oleea aes :
13 decede the meanings S
| 4 explores historical, Sel and coniccontes
|S opreadstories Coes
eo
7 offerlessons oe
8 voice personal worries :
LANGUAGE PATTERNS
Aim
‘To draw attention to patterns using the phrase out of
‘Step 1 Ask stucients to read the examples in the box and
check they understand. Ask them to translate into their
‘own language and notice any similarities / differences. In a
monolingual class, ack students to compare their translation
inva motelingual clas, ask students to workin pairs and tell
‘each other ifthe sentences were easy to translate
132 ourcomes
Step2 Then ask them to close their books and transiate
‘the sentences back into their own language. at the
‘end, they should open their books again and compare
their translations with the original sentences. Ask them to
