OVERVIEW VOCABULARY | fre ime READING | understand an article about the secets ofhappiness GRAMMAR | question forms PRONUNCIATION | stressed words SPEAKING | ask and answer questions about holidays and weekends aU VOCABULARY | relationships LUSTENING | listen to stores about offers of matiage GRAMMAR | past simple PRONUNCIATION | past simple verbs: -ed endings SPEAKING | askand answer personal questions WRITING | write about an important yearin your le; improve your use of linking words VOCABULARY | conversation tonics LISTENING | understand routine exchanges, FUNCTION | making conversation LEARN TO | sound netuel PRONUNCIATION | linking (=e ERIN DVD | watch an extract from a sitcom about a woman called Miranda speakout | a special person writeback | a competition entry RCL EAT Communicative revision activities BIBIEIE wrerviews What do you look for ina friend? ‘This video extends discussion ofthe unit topic to friendship. twill also extend Ss' language an friendship, relationships and keeping in touch, Use the video atthe ‘art or end of the unit. TEACHER'S NOTES FEELING GOOD? Introduction Ss revise/practise asking and answering questions with be and the auxiliary verb doin the context of happiness ‘SUPPLEMENTARY MATERIALS | Resource bank p48 Language bank p128-129 Warm up Its very important to build rapport with anew class. The activity here designed to give Ss the opportunity to pet to know ach ater and help you to assess the language and speaking skills in particular the use of question forms Geviewed later inthe lesson), Fst, tll the aims ofthe atvty ard el the information they need to get to know each other e8. same 02 hme tonn, natonaty/counr,joboccupation, tobbiesinerets, reasons for earning English. Wie the romps onthe board and eli suitable question foreach One, eg, Whats your name? How ol are you? Where are you frm? ‘Write the questions on the board i necessary.Ss then workin up of 46 and take turn task and ansver the questions “hey should note down at least five facts about each person in ‘heir group or feedback. In feedback, nominate each student ineach group to tel the cass about one person in ther group. The cies listens and rites down another question to ask that person. This ensires that Se pay attention and listen to each ‘other Ss then move around the ass nan informal way asking Sand ansvering the questions they wrote down ‘While Ss work through speaking activities Uke this, monltor and note down any particular strengths and weaknesses, ‘cluding how well they use the target language. Tis wll holp you to decide how much support and input wl be needed inthe grammar section later. WOGABULARYSR 1A Fist, elct two or three examples from different Ss. Ss then work in pais to discuss their ideas. In feedback, nominate $s to tell the class about their partner’ answers, B GlveSs2-3 mins to do the exercise lone but don't pte-teach new language at this point. Ss then complete the phrases and compare answers in pairs. Monitor while they do the exercise and check/teach phrases Ss don’ know in Feedback, eg have tine off=not go to nork/have a haliday. ‘Answers: 2spend eat have 5 play Give $s 3-4 mins todo the exercise n pairs. Meanuhile, write the verbs from &x 1B on tie board, In feedback, nominate 5s to Bive their answers, Write the extra activities on the board under the correct verb or invite $s to write them, ‘Suggested answers: 1 go auto the cinema/to work/running 2 spend £50/the morning in bed/2 week in the mountains 3 cata meal/ahamburger/a ovat home/alone 4% havea party/tinds round 5 play footbalVtennis/n team15] TEACHER'S NOTES Caen 2A. First, introduce the text and check the rubric. Give $s 2-3 mins toread the text. They then discuss thelr answers in pars, small ‘groups or as a whole clas. |The aim of strict time limits i to encourage Sst skim teats ducky and check the main ies. Tel them not to wor about unknown vorabulary at che moment. B Gives 2-3 mins to rank thea in order of importance and discuss inthis pairs. n feedback, elicit answers and ask Ssto ustiy their opinions. Also, check the meaning of any useful vocabulary from the tex eg, bein, unexpected, curious, satisfcton, network, opportu. (IE) QUESTION FORMS 2A Elicit an answer for each question from the cass. Then give Ss time to prepare thei answers Encourage them to make bret notes. Monitor and provide vocabulary Ss need ifnecessry. B Model and drill the questions. Ss then work in small groups and take tus to ask and answer them. Monitor and make notes ‘on their performance, particularly with the accuracy ofthe tenses used. Check Ss’ answers in open pairs across the class ie. nominate two students at atime to ask and answor a question. 4, Ss look at the tables. Check the meaning of audliary and other meta-anguage (subject, infinite, etc) iFnecessary. Ss should use ‘the questions in Ex 3A to help them complete the tables. While Ss complete the tables, write the questions on the board with gaps. Elicit the answers and complete the gaps. Ask Which isa yes/no" ‘question? Which are information (wh) questions? Then ask: What tense are the questions in? How do you know? Elicit Ss’ answers. lanewors: 106 2When 3A 4 Where ‘Stronger classes can work alone but weaker Ss might need mare | suppor. In mixed-ability classes, strong Ss could work with weak ones. Done sensitively, this is a useful strategy for most classes: the need to help explain language challenges stronger Ss and increases their language awareness. B Ss read the rules of form and discuss thelr answers in pairs In feedback, elicit and underline the auxiliary verbs and be in the {questions on the board. answers: 1before 2 before D> LANGUAGEBANK 1.4 pizs-129 Stronger classes can study the tables and notes at home when they do the exercises. Otierwise, check the tables and notes. with Ss, especially the difference between which and what. Elicit ‘more examples using question words, eg What are you doing? Why are you learning English? Which longuages do you speak? Weaker Ss could do Ex A-Cin class. Ifyou do Ex And Bin class, ‘make them into a competition The frst pai to finish with all the comrect answers wins. there are words/places/narnes Ss don’t understand, tell them to use the answers in Ex B to work them out. ‘Answerst ‘A AHow many 2Who 3What/Which 4What 5 When Where 7 Which 8 How Bie) 2b) 3h) 41) 50 60) 70) Be) © 1 How much does this cost? Doyou have/Have yeugot any brothers or sisters? 3 What time does he film star? 4 How often da you play football? 5 Whois yournew teacher? 6 Doyouwenttocomeand have a plza? 1 8 Why dont you fe grammar? Where dd you go on holiday last year? '5A Checkthe rubric and do te fist question as an example. $s then work alone to write the questions and then compare answers In pals. Monitor and prompt Sst self-corect, but dont do feedback et. Ss wil check their answersin Ex 58. B Play the recording. pausing fora few seconds after each ‘question for Ss to check/cortect their answers ‘answers: 1 How many people are in your fori? 2 How often do you see your parents? 3 o you enjoy spending time wth your fami? 4% When was your last family cslebration? 5 Who do you live wth? 6 How often do you eat out with fiends? T Where does your best fiend lve? C Play the fist question again and ect the stressed words: people, mil. Ss then do the others alone/in pats Play the ‘recording again for Ss to check their answers before they repeat the questions. ‘Anewors: S28 6: 58 above. 1D Pair Ss who don't know each other wel, especially in ‘monolingual classes; this wil create a wider information gap. They take it in tins to ask and answer the questions and make brief notes on their partner’ answers. In feedback, nominate Ss toreport back their oan and ther partner’ anawers tothe clas, (2g; There are six people in my family, but there re ten in Diego'sTEACHER'S NOTES Beal GA First, ask: Where ore the people inthe pictures? What are they doing? Elicit Ss’ answers, eg. in Paris toking a phato, na café. spending time/having a coffee with friends, Do an example, then give 53-4 mins to finish the exercise in palrs. In feedback elicit the {questions and prompt Ss to self-corect, Suggested answers: Holidays How long do you usually go on helidoy for? Who do you usually go ithe/Who do youllke going with? What do you tke doing? ‘Where do you lke going? Where do you want to go on yournext holiday? Weekend Wht do you usually do/ke doing atthe weekend? Where do you tke to) go? Doyou ever/usualy/ften have to) work or study? ‘What time do you usualy getup? B In groups, $s take itn turns to ask and answer the questions. Monitor discreetly while Ss talk and make notes of examples of good language and problems, 5s report back tothe class about thelr group's answers. In feedback, write some examples of $s' errs and good language ion the board. Se aiscuss and correct them In pars, groups or as a whole class Optional extra activity Ss witea short paragraph about one ofthe Ss in their group but do not mention their names, eg. Xoften plays chess ot the weekend. He ato paints pictures He started when he wos sixteen, He enjoysit becouse he ike rts then pass thelr tests round for ther groups to read and guess wi they are about ‘Altematively, put the texts onthe classroom wal. $3 walk round and guess who the people are Homework ideas + Ex 6B:$s write two paragraphs about thelr answers to the {questions (or they wtte about another person in their group) ‘+ Language bank 1.1 x A-C,p129 + Workbook Ex 1-4, p5-6 TRUE LOVE Introduction Ss revise and practise the past simple in the context of relationships. They also practise using linking words in texts. ‘SUPPLEMENTARY MATERIALS Resource bank p147 and 149 Language bank p128-129 ‘Warm up: 12 veto prompts (see notes below) Warm up Review ieguae pat forms with apelmanism activity onthe boar Before caste sixiregulr verbs an tel past simple forms, eg became ~become, al =fel, meet -me, et ~ got. 9 Wen, See sa on Bs sheets of paper (one on each sheet). On the other side ofeach sheet. rte a number For 10 12. clas, tek the sheets on the board withthe numbers face up and do an example Ett any two numbers fom seg. 3 and, and tur over the corresponding sheets fr them tose the words. theres a verb and a past simple form that match to make a pair €@ 20 went remove them fram the board not put them backin the same places. 5s should try to remember where they reso they can choose a matching pair of words late Ss workin pas/teams and tek in turns to choose two numbers. The pair/team wth the smost matching pas wins ‘Use similar pelmanism activities with any word game involving the matching of two itoms. SPEAKING! 4 Read and check the questions with Ss. Teach/Check ove at fist sight, Then give them 3-4 mins to discuss the questions in pairs In feedback, elct their answers and have a brief class discussion Suggested answers: 2 at worl/collegs n lubs/societes playing sports, at partes, at friends houses TRELEUMANA) RELATIONSHIPS 2A Ghe $53 mins to read the sentences and match the phrases with the definitions In feedback, elicit their answers and check the ‘meaning and pronunciation ofthe phrases where necessary. Answers: 18) 21) 3h) 4a) 5a) 68) 70) 80 B 5s put the stages of 2 relationship in order and check answers in, pairs before class feedback, Suggested answers: 7,5,2,9,1,6.4,3 © Ask$s to work lone and monitor discreetly while they write their sentences, $s then workin pairs and read their sentences to teach other Encourage ther to ask follow-up questions about each oftheir partners’ sentences. In feedback elicit any interesting oF unusual information from $s.TEACHER'S NOTES = spealcout TIP Read the Speakout tip with Ss and write the verbs get and have on the board. Give them 2 mins to write down phrases they cemember ‘in pairs. In feedback, elicit the phrases and write them on the board (orinvite $s to doit). They then copy theists into thelr notebooks. 1’ important for $s to record their vocabulary in logical and | accessible way so they can review it easily, Suggest that they celther have a separate section in thelr English notebooks or 2 smaller notebook which they could cary around in thet bag/ Pocket tosofer to at suitable times. TSE ‘BA Here Ss practise their prediction skills. Ask them to discuss the {questions in pairs and then play the recording for them to chack their ideas, Answers: ‘Story 3: The man put the engagement ing the weman’s salad but she cit seeit and put tin her mouth. ‘Story 2: They went ona dive and the man proposed to the woman underwater Story 3: The man madea video of him proposing ta his gifriend ‘and put iton YeuTube, Is important to build Ss’ confidence with listening by asking them to compare their answers in paits. I they don't agree about their answers, lay the recording agai for them to double-check: | this gives B Play the recording and get $s to check answers in pairs before class feedback ‘answers: 1 Ina restaurant 2 She putthe rng inher mouth and neatly swallowed it 3 Exyat & She sad yes 5 He madea two-minute YouTube video of him proposing and sent. heralink {6 She made a video of herself saying yes, © Puts in pairs and give them 2 mins to decide which stories the sentences are from, Check answers, hen give Ss 3-4 minutes to retell the stories, Monitor and help where necessary. In feedback, nominate Ss/pairs to retell the stories in open class. Answers: 1Stoiy 1 25ioy2 3Stoy3 4Stey2 5Story3 Story 5s could discuss the questions in pairs or small groups. Monitor and provide vocabulary they may need. In feedback, nominate Ss from each group to tell the class thelr opinions. 1 My oyfiend and | were a a restaurant and | don't know how he Git, but he put the engagement ring in my salad. dn see it and I put it in my mouth: think he panicked and ted to stop me, ‘Anyway, lucky felt something hard a bit into my food andt id swallo it. took tout, sav what it was and accepted So that was how we got engaged. it was almost a disaster We got mmartied one month later, 2 We decided to goon holiday In Egypt as we both tikes ving This was me and my gtriend atthe time. So we went an adve and | proposed to hr underwater. | didnt say anything. just gave her the ring wile we were, | dont know, ten feet under Luckily, she smiled We got bck on the boat and she said yes, ‘3 My husband and lare vdeo artists, We met at art school and honestly, we Fellin love immeiately. Ard what he dd was, he ‘made 2 funny two-minute vide, he put it on YouTube and sent link to me. And it was him proposing, And in the video there es music end ther all of ou friends suddenly appeared, singing and dancing, It was amazing and such a surprise. watched it and then | surprised him. accepted his proposal, but id tll him Instead, | made a vdeo of me saying yes. PAST SIMPLE, 4A Give $s 2-3 mins to underline the past simple on their own and then compare answers in pars. In feedback, check answers and ask 55 to tell you whether each verb is regular or iregular (These ‘are indicated as (or (Rin the answer key below) ‘Answers: 1were() 2didn say) gave) Smet) smiled) Saccepted (didnt tell) 6 teed () B scan reer to the audio script on p168 to help them complete the tables before comparing thei answers in pairs. Wite the gapped sentences from the second table on the beard, n feedback, elicit the regular and iregular past forms and the spelling of -ed ‘endings eg marry~ matted. Then nominate Ss to complete the ‘gapped sentences on the board. Check the form of the past simple, Ss then copy down the three sentences. Answers: regular: led, decided tried leregular: went; ell, got, sale negative: dd ‘question: Old short answer: didnt ‘BA Ss now practise recognising the pronunciation of ed endings. Write the phonemic symbols on the board and medel/il them. ‘each s that /€/s@ voiced sound and /t/ is unvoiced. lustrate this tll s to touch their throat with ther Fingers. When they say 87, they wil ee vibration in thei throat ut with the /t/ sound, they wont. Then play the recording while Ss read the sentences. Tan ‘The pronunciation ofthe ed endings oF regular verbs is @ ‘common problem for 5s. They overgeneralise fom the rule for verbs ike started, decided and pronounce all-ed endings in the same way (id). I’ very important to highlight, dil and corract this mistake atall times to prevent fosslisation,B Check the examples and play the recording. Pause after each verb for Ss to write itn the correct column. Elct/Check Ss" ‘answers. To give practise of producing the sounds, Ss can listen and repeat again. Drill the verbs chorally (withthe whole class) and thea individually. With stronger classes you could teach the rules, of pronunciation ford endings: verbs end withthe /d/ sound after vowels and voiced consonants except /d/,€8,/b/ /v/ /2/ Zs/ Fn! /0/ /\/-Netbs end with /t/ after unvoiced consonants except /V, eB. /p/ // /s/ /k/ Nerds end in /rd/ after /d/ and A, eg started, decided. answers 74: smiled, studied ‘Ad: worked, stopped, walked, talked, helped | AdAwanted, needed, decided D> LANGUAGEBANK 1.2 pize-129 Ss can refer to the notes on p28 when they do the exercises Weaker Ss should do Ex A and B in class. Check new vocebulary before $s do each exercise or in feedback. ‘Answers: [A 2saw 3go knew Semalled 6fell 7 decided Basked Sariived 10said 1igot [BL taught 2did,growup 3met_ 4didnt geton Slefi, got Gved.cidntsee 7Did,enjoy Sdidn'thave Sfinished 10studied GA Doan example. s then complete the sentences alone and ‘compare answers in pits In feedback, elicit answers and for each verb, as Is regular or egular verb? It would also be useful {o,evse the time phrases in each sentence before Ss do Ex 68 ‘and 6C Elicit and write them an the board, eg. three months ago, last summer, ll night. copy them down and add three more ‘examples of each phrase, e.g two weeks/a yeorfive minutes ogo. Check answers and write them on the board for Ss to copy if necessary. (Answers saw 2vent Stayed Avent S cooked @spent B check the example and ghe Ss 3~4 mins to vite the questions Inpairs. In feedback, elicit and dil the questions with the clas, and then elicit possible answers with time phrases. ‘answers: 41 When did you last see your best fiend? 2 Wihen did you last go toa wedding? 3 When did you ast stay up al night? |4 Mien cic you last go on holiday? '5 Vihen did you ast cook a meal (or (some) friends/someone}? 66 Wihen did you ast spend the day with yoursister/brother/ boyfiend/etc? Modest the example questian and elicit personalised answers using time phrases. While Ss workin pais, monitor and ‘romp ther to self-corecterors with the target language. Give feedback on persistent errors withthe past simple. TEACHER'S NOTES SENS 2A Give Ss 3-4 mins to write dawn fve dates and make notes ‘about them. Monitor closely to provide help with vocabulary, especially with weaker 5s To prewide a model for Ss, you could tel them about an important date for you B heck the example and point aut that Ss can ony use yesna ‘questions Limit the number of questions to ten In feedback, nominate 5s to tell he lass about one of ther partner's dates. (WSTINEN LINKING WoRDS BA This should be revision for most Ss, so use the exercise to check. Check new words if necessary eg. degre, flat-mate ‘Answers: 1cjand 2d)because 3b)s0 40) but B Ss look at the cartoon. Ask: Wat’ the man doing? Eicit/Teach ‘ntemet chatroom. Ss complete the text. In feedback elicit answers, ‘and ask some comprehension questions, eg. What happened in 20112 Where do they lve now? ‘Answers: Tbecuse and Sbut 450 Give Ss time to think and make notes on an important year, using the linking words It would be helpful for them to tlk about iin pairs/small groups for 3~4 mins while you monitor and provide language they need. Give Ss 8-10 mins to write their text. time, Ss exchange texts with a different partner and answer questions ‘about it Otherwise, they can Finish writing tat home, | Encourage a collaborative aprcach to writing: Ss show each other | thelr work and exchange advice/help. Et Homework ideas + BT: Sswrte sentences about their (or their partners) five important dates. + BBC: Sswritea final craft of thelr text + Language bank 1.2 Ex A-B, p129 * Workbook Ex 1-8, 7-8TEACHER'S NOTES a NICE DAY, ISN'T IT? Introduction Ss lain and practise ways of making conversation when they frst meet people. They also learn how to make their spoken English sound more natural ‘SUPPLEMENTARY MATERIALS Resource bank p1s0 Language bank p12é-129 ‘Warm up: Prepare a short descriptive narrative like the example bbelow (or use the one provided). Warm up {Lead in to the lesson topic with alive listening. Ina ive listing, you tell Ss a story/anecdate or give a description ofan event \hich relates toprovides a model ofa speaking activity that Ss will doin the lesson. You can ask comprehension questions about 1, use target language thet $s wll focus on later or just allow 55. tolisten and practise hearing authentic English. Give Ssa short ‘description ~real or invented ~ based an the questions in Ex 1A. Example text Last weekend I went to stay with my fiend Jomes in Oxford and ‘he took me toa focol artisans‘ market an Sunday morning. twos fantastic, There was home-made bread and cakes, jewelery, clothes, cards ond paintings all sorts of things twos great. jomes introduced me 1. friend of his called Jone - she makes beoutfl silver rings and necKlaces and sells them in the market. ve recently started moking neclaces too, so james though we should meet. He was right. We got on ealy well and talked about our work for ‘ages ~ earnt ots of interesting things and gat some new ideas for _my necklaces. nd Fm thinking of making earrings now. \When you've finished, ask comprehension questions about your description. Then mave to Ex 1, where svi talk about their ‘own experiences. WSESUMANA) CONVERSATION Topics 4. Lead into the topic. Ask: Do you like going co paties/meeting new ‘people? Elicit Ss’ answers and have a brief class discussion. Then check the questions in Ex 1. Give Ss 3-4 mins to discuss them Pairs. n feeaback elicit and discuss Ss" answers. A Elict/Check the meaning ofthe words in the box, and also check conversation killrsin the title of the article, Give 5s 3-4 ‘mins to read and complete the article, then ask them to compare answers in palts, Check answers in feedback Answers: Uconvetsation 2telle Simterrupt 4Sajing Seossip. 6joke 7 tall B Ss iscuss the questions in pairs, Elicit answers in feedback and encourage $s to give reasons. ‘Answer: The aricle talks about the kinds of problems you can have when trying to have a conversation with someone. E sk sto cover te article and give them 2 mins to make a lst ofthe tps they emerbe They canthen compare ther notes impairs In feedback oct he tips possible or give Sa 1 min to checkctheilissin the article by themsehes GUNSHN MAKING CONVERSATION ‘3A Tell ss that they are going to listen to people making conversation’ Pay the recording and then ask them to discuss the question in pairs. n feedback elicit the answer and ask Ss to give reasons, ‘Answer: Conversatlon 2s better Baealze if flows more easly and both speakers sound interested, B First elicit possible answers to question 1, then play the ‘recording again. Ss listen, complete the respanses, then compare their answers in pairs Ir they have any doubts, play the recording ‘again, Check Ss’ answers and teach new words/phrases as necessary, ‘Answers: 1Pleased 2low 3/fom Alavly SOK @terible soon) 4 Put sin A/B pairs and tel them to look atthe relevant exercises on p160 and p162. Do question 1 as an exemple: elicit Student As question (Would you ite drink?) and Student 8's answer (love an orange juice, please). Tell Ss to face each other and not show their books. Monitor while 5s work and make nates of problems they have. With mixed-abiity or weaker classes, ‘provide more support for the preparation stage. Divide the class into Student As and Student Bs. In palrs/small groups, Student ‘As work together to prepare their questions and Student 8s do the some with their questions. air stronger Ss with weaker ones {and monitor to pravide extra help with aceuracy where needed. In feedback, nominate Student As and Bs to ask and answer each ‘Guestion across the class. Then write problems Se hal on the board ‘and ask them to correct the mistakes in pairs Answers: Student questions/Student B answers 1 A: Would you tke drink? Bld love an orange juice please, 2 A: Did you watch the match last might? B: Yes it was billant. 3 A Niceday isnt? B:Yos its lovely. 4 Do you work here? B;No,tma student ‘Student B quostions/Student A answers 2 Be This is my fiend, Pete. ‘cH Pete, Pleased to meet you, 2 B:Did you havea eood weekend? ‘Yes, thanks. I ciit da much, 3 B:Whare exactly are you from? ‘Im from Toleda, near Ma 4 Beillsceyoulater. ‘Yes, se2 you soon. D> LANGUAGEBANK 1.3 p1z8-129 ‘58 ca refer to the information inthe tables to help them with ExAands. Answers: ‘A.2 HiPleased to know meet you. 3 Be Would you ike a drink? 4 Where exactly do you come from? 5 Did youhavea good weekend? 6 Iilsee you later B 1 Pleased to meet you 2 would lovea coffee 3 So, what do you do? 4 Mlsee you tater | '5 Where exactly do you come from? 66 See you soan, |[USSIMIE soup arurat ‘BA Ss may already be aware of how words are linked in English, especialy if they studied Speakout Elementary Play the recording sil Ss listen and read. Then ask: How/When co we fink words in sentences in Englsh? Give 5s time to look at the sentences again and discuss their answers. Elicit the answer: when one ward ends ina consonant and the following word begins with a vowel, eg, would you. B Play the recording again for Ss to listen and repeat. Pay it as, ‘many times as necessary unt Ss are confident. Then do individual, repetition and correction as needed. If Ss find the word linking difficult. dil the pairs of inked words in isolation and then drill, the whole phrase again, spealut TIP ead the Speakout tip with Ss and check the examples. $s then look at the conversations in Ex 38 and find questions where they could add so in a natural way. t would also be useful to point out the use of exactly to ask for more detail Elicit other examples Where exactly do you came from? What exactly do you do? ‘answer Conversation 1 So, ould youte a drink Rachel? So, hese exactly do you come from? Conversation 2 So, cid you have a good weekend? So, cll you watch the match lastnight? GA Check the rubric and elicit an example question forthe first topic, e.g, So, what kindof films do you enjoy? Then give Ss 3~4 mins to prepare the questions, They should also practise saying the questions to each other. Monitor to check the accuracy of thelr {questions and help with pronunciation where needed. B First, check the brie and examples Ss then workin groups or tend up and walk around the class having conversations wth other Ss. Weaker lasses could fist practise the conversation in pairs before moving onto the group activity. You can then monitor and provide support as necessary. During the activity, monitor discreetly, making notes ofboth good language and eros. In feedback ask s what they learnt about their lassmates Then write 4-6 examples of the language you noted on the board. Ss correct the enor in pas. ‘Alternative approach Ss choose another identity to usen the conversations ~ ‘an invented one ora famous person Give them time to prepare facts about their ne identity before they start the ‘conversations Homework ideas + Ex 6B: Ss vrite two conversations similar tothe ones they hain class. * Language bank 1.3 Ex A-B, p129 * Workbook Ex 1-4, p9 TEACHER'S NOTES SOMEONE SPECIAL Introduction ‘swatch an extract from the BBC situation comedy Miranda. They then learn and practise haw to talk about a special person in theit lives, and write a competition entry about their bes friend Culture notes ‘Miranda was a popular BBC sitcom, written by and staring, comedian Mirende Hart. It was developed from Hart’ eerler semi-autoblographical radio series Miranda Hart Joke Shop and ‘evolved around socially awkward Miranda, who often found herself in bizare situations. The shaw alred from 2009 to 2015, lasting three series, and was filmed in fant of ve audiences, Warm up Lead in and creat interest in the lesson Tell Ss to cover the texts andl atthe photo across the bottom of the pages. sk Who do ‘you tink these people ee? Wheto you think hey oetlking abut? Discuss briefly in open class, then elicit or explain that the phot¢ from the BA sitcom Mirando, end ll 3 they willbe watching on cero rom it later in the lesson DRT AN Check the questions and elicit one or two initial answers. Then Blve Ss 3-4 mins tolscuss in their pairs. In feedback, nominate pairs to share their answers withthe class. The other Ss can add extra ideas and agree/disagree. B Give $s 1-2 mins to read the text. Check any new words, 8, panic, respond, work something out. then discuss the {questions in pairs, groups or as a whole class. ‘Suggested answers: 11 Miranda alvays panics when her boyfriend says‘Ilove you! and doesnt know what to say, 2 She might be uncertain of her feelings and/or t might be ‘something to do with her ol rend, Gay. PME 2A Tell ss that they will now watch the DVD and check their answers to Ex 18. Pay the recording and elt answersin feedback. Aske Were your guesses correct? What else id you find out? ‘answers: She can't soy {love you to Mile because shan ove wth Gary, She needs to work out how to end her relationship with Mike, Tell $s to focus on answoring te question and not worry about language they doa't understand, They'l watch the DVD again in Ex 3, BB Give Ss time to read the sentences before they watch the DVD again. tn feedback, check doughnuts, reak out, it’s only fat. split up, ‘make sb’ neat skip. Vth weaker classes, play the DVD again if Ss are unsure. Answers: 23) 36) 4b) 50 61) ‘BA Ss read the sentences frst. Elicit/Teach the phrases have to dash, spring to mind, With stronger classes, you could do tis in feedback, Play the DVD. 5s watch, listen and complete their answers individually. Do nat confirm answers yet ~ $s wil check them in Ex 38,TEACHER'S NOTES B Play the DVD again. Ss watch, check their answers and then ‘compare them in pairs. If necessary, pause/revind the sentences containing the answers (in bold in the DVD script below), ase 1 Mike=to Miranda 2 theman-toMiranda 3 Stevie~to Mirenda % Miranda=to her friends (Stevie and the man) 5 Gary=toMianda 6 Mirnda=to Steve 4. Give Ss 2 mins to discuss the questions in pais then discuss in open class. Cave Sz Stevie MR: So news Mike and are stil ogethe all good. But when he tells me he loves me | freak out, can sayit back Mie: Hove you. ‘MR: Oh weil well done and you're welcome and what a boost. MR: Gary look at youin your owa restaurant. MK; Are you naming i? MR: What, Gary's? G_ What's wrong with Gary's? IR: No, seriously, what are you cling it? MK: ts veny you. HR: No that lovely. no that's perfec, classy, sort of manly yeah. ‘G:__ Manly? Good, cos now 'm manning up to put sin up. Mik: Oh 'm gonna have to dash, | wil see you later. love you Me Oh well um (hums mobile phone ringtone) ~ hello G_ Right, OK well uh, what springs to mind when say, What do you love?” MR: Good, liking this, don't worry, Stevi, Ive got anew fiend. (OK wat do you lover Ma Doughnuts, Again, what was your fst love? MR: Doughnuts, ore emotional, what makes your heart skp? MR: Doughnuts [think know what this means. Youre notin lve with your boyfriend, it's only far you split up with him. MR: What, what?! No, no, nl You cant leave me with that! Oh my lovely Mike, going to beenbag myself Stevel Stevelt Si Miranda?! UR: He sid oh! Si Alright, calm .. now step back! MR: She's back loveou. 2 Love, ‘Sand MR: Not 'S: Now, as this suggests, Mikes not what makes your hear skp. | ‘ean, you lave him but you're natin love with my that’s why you cant say it. im right are 2 Yes. Now we need to workout how you'll end it, Carityou just tll him? Just tll him? This guy! Miranda cant be direc, isa cancion tm going to have to write Mike a letter. I's the only way. Sand CIs too mean! S: Come on, thnk and pace Nol really should be- Re Think and pacell Mi goes Hi ‘Ohare you O? 5: OnIim stressed, um, cooking, deliveries, stan, uh relly, really need your halp. Um, do you tink you could spare a few hours this afternoon? Mme Yeah sure come over latex (Oh hank you, thank you. Oh and by the way ui, man has put up sign. Don't laugh. ‘Re | wouldnt laugh, i's one ofthe reasons! love you S¢Uh,ythat did you jst say? & @ MMe just said,‘ love you, bu, | mean just Mippanty le say it to you, ‘Well that's where youre mistaken ry massive fiend. We say i ina ily way. But tell me you love me. Re Loveleu 'S: Can you see you'e finaly getting this? What truly makes your heart skipr Re Cary, ‘5: Howdo you see Mike? How do yau see Gary? Wh do you love? HMR Gary, in love with Gary! 5: Yes! Waited three years fortis, she said love youll & Towhat HMR Gar! love Gary! min love with Gary! speakout a special person A Ssow talk about people they know. Check the rubric and ‘questions and give Ss 3 mins to think about thelr answers. They should note down the names with reasons for ther choices Monitar and pravide help if necessary BB First elicit some answers before Ss work n pais, making sure that Ss give reasons for thelr choices. Then monitor to ensure they ate giving reasons. feedback nominate each student to tll the dass about ane oftheir choices, 5 cheek the questions especialy question 2. El examples of people who ere important to your Ss, faaly members, frends, teachers Give Ss time to think and note down their answers They willbe able to expand on these in Ex 6 aftr listening othe ‘model text. Monitor and help where needed. GA Check the rubric and questions. $s then listen to the model and compare answers in pairs, Check these in feedback Answerst 4 They met at schoo 2 They geton eally wel they've got lots of things in comm thespeaker thins she can rely on Michelle and that Michelle is 3 {feat person; they have areal laugh together 3 She's abit competitive BB First, read/check the key phrases with Ss, then play the recording again Ss tick the ones they heat In Feedback, play the recording and pause at each phrase (in bold in the ucio script below) Elci/Dril the complete sentences and ask further comprehension questions, eg, How did they meet? What’ one thing, they have in cormmon? Dnawerss Fve known fname] for... Wemet | We geton really wel [because | Weve got los of things in common |The only problem wth Inamel is. | HelShe's a greet person, CoE ez "ve known Michelle fora long time and we met wien we were at school together: We were about eleven years old and | had to show her the peg to hang up her coat and we've been mates ever since EF... we get an realy well Shes one of those people that ifyau haven't seen for six months, sx days, ts the same. ts ike time hasn't passed. We've got lots of things in common. We play ‘tennis together. The only problem with Michalleis that she's abit Competitive and we've fallen ut over tennis. Sometimes if she wins, I navent spoken to her... erm... and she’s ust one af those people youcan ely on. Shes sat of ike number one n my phone beck Erm. and yes, she's a great person We have areal laugh togethecFirst give Ss time to check their notes from &x5 and add to or revige them using the key phrases, They can alo use the aucio Teint on p168 to help. Provide support ta Ss who need itor ask Songer Ss to help weaker ones. Ss then take turns to talk about hele special person in palts. Remind them to ask questions from £5 as often as possible to keep the conversation going. Monitor tiscreelly and note down the strengths and weaknesses of the fanguage $5 use In feedback, Ss tel the class about their own thei partner's special person. The class then decide which person twas the most ‘special and why. Give feedback on Ss'strengths and lreakriesses now or in the next lesson. writeback a competition ent ZA Ssfirst read 2 model of a competition entry about a best friend, Check the rubric and title of the competition. Ss then read the text and answer the question. In feedback, elicit Ss'answers| and teach/check expressions in the text, ., (be) therefor me, help me trough, sense of humour. Suggested answers: shes akays therefor me. She has helped me through some difficulties. We low everything thre sto know about each other {ean talk to Jule about anything. Shewillbee fiend forever. B Give Ss time to thinkand make notes about who they'll write aout It ight be the same personas in Ex ora different one ‘They should use the key phrases and refer to the text in Ex 7A for, help. Provide support where needed. Ss could add photos to their texts and/or put them on the class blog. Homework ideas + EX6C:Ss write a description of thelr special person + EX7B:Ss rite final draft of their competition entry. TEACHER'S NOTES LOOKBACK Introduction The notes below provide ideas for exploiting the exercises and activities, but your approach will depend on your aim, gs 2 lagnastictest/assessment or for luency practice/tevision. For example, ifyou wanted to assess/test Ss’ knowledge, then it would ‘not be appropriate to monitor and help them. se {1A Ss complete the sentences alone and then compare answers in pars In Feedback, elicit and drill the questions to prepare Ss for Ex 18 ‘Answers: Thave 2off 3spend spending Seat 660 1B While Ss ask/answer the questions, nate down problems for feacback or assessment if required. in feedback, write examples of correct/ncorrect sentences onthe board for $s to correct alone/ in pairs. Alternatively, write the sentences on an Aé sheet of paper after the lesson, Photocopy it for your $s.as.a warm up for the next class or use an OHP or WB if available). CN 2 First, give Ss time to read the application form and write the questions. Monitor and prompt them to self-correct if appropriate “Then put Ssin pairs, preferably with a partner they don’t know very well o that there is areal information gap, and get them toask ‘nd answer the questions on the Form. Monitor and give feedback as needed, Answers: How old are you? ‘Where were you born? ‘Ae you married? Whatis your address? \Wnatisyour telephone number? Have you got a mobilephone number? \Whatisyour email addtess? ‘What do you do? Doyou have/Have you got any hobbies? 3A Give 33-4 mins to write questions about their chosen topics. Ina mixed ability closs you could either put strong/weak 5s together or put weaker Ss together and provide support. Suggested answers: love: Have you gota gifriend/boyfiend? When did you meet? home: Where do you live? family: How many people ae there in your family? Have you got any children? ‘Worle Where do you work? Do you enjoy your ob? ood: Do you lke cooking? Do you eat unk food? holidays: Where do you usualy go on holiday? B Ss takeit in tums to ask their questions in groups and make notes ofthe answers Each student could then write a short ssurnmary of the answers. Monitor discreetly, making notes of 5s' performance for feedback/temedial work ater. In feedback, nominate Ss to tell the cass about their group. Le)1.5 TEACHER'S NOTES 4A Give $53~4 mins to work alone and correct the mistakes in the paragraph, Monitor and help Ss f necessary Do not confirm ‘answers yet ~§s will check them in Ex 48. B First, Ss compare their answers to Ex 4A in pairs, Check the answers then ask Ss to close their books and do the speaking activity. Note down problems for feedback or assessment If required, answers: [met Layla ata market. She was sling bread. We started chatting and gotn well At the time I did't havea gilriend, so asked heron a date. le went to a local bakery! We soon fell a ove and {proposed to her afer a month, hid ue rng ina plece of cake. Fortunately, she acepted, and she dict eat the ring! twas good ‘way to get engaged. A week later we got married. Pass 5A Give $s 3-4 mins to write the questions. In weaker classes, $s could workin pairs answers: 1 Where did you go? 2 Why did you go there? 3 Did you stayina hotel? 44 What cid you do during the day? 5 Did you eo cutin the evenings? 6 Was the weather hot? 7 What language did you speak? 1 ic you make any new fiends? |B While Ss ash/answer the questions, note down problems with the past simple for feedback or assessment if required GA Depending on your aims, weaker classes could refer back to the verbs on p0-1 in their books. B Ss could make anote of the number of incorrect answers their partners gave. The activity could alsa be done as a team game Ss work alone to write questions forthe verbs they chose in| Ex6A Monitor and make notes of problems with the question forms for feedback 1D Give $s5-6 mins toask and answer the questions and make ‘notes. They could then work with anather pair and tell them about their partners answers. Optional extra activity Provide further practice of past simple forms, Draw a grid on the board with 12 squares numbered 1-12. Put Ssin teams and nome them A, 8, ete, Demonstrate the activity. Ask Team Ato choose a number from the grid. Give them the vero from the fd below, eg, 1 meet. must make a correct sentence Inthe past simple, ¢g.Imet my husbard in my English class. Ss take icin curs t choose a number and select a student fom thelr team to make a sentence. They get a point foreach corect sentence. The team with the most points wins. Example verb grid mest [5 fall [9 0 Zook [6 study | 10 get Sstat [7 dedde [11 say Ghave [8stop [12 lve PENAL A Ss work alone to complete the conversations though weaker Ss could work together 5s should practise saying the canversations alone, Monitor and help them with pronuncition ‘where needed. Suggested answers: Conversation 1 ‘8s Hi (name). Nice day, st? BL Yes islovely. Conversation 2 ‘8 This is my frend (name) B: Hi Pleased to meet you. Conversation 3 ‘8:50, do you work here? B: No, ma student. Conversation 4 ': Where exactly do you come from? Bs im from Reading, Conversation 5 ‘id you havea good weekend? Bi Yes it as OK I didnt do much, Conversation 6 ‘aid you watch the match ast night? 2B: Yes itwas terble, Conversation 7 A We lost 3-0 B: Oh nol im sorry to hear that Conversation 8 Bs Vlsee you later B: Yes, sea you soon. B While Ss practise the conversations, note down problems with pronunciation and do remedial work in Feedback i appropriate. Ss could also choose ane or two conversations and memorise/ rehearse them to perform to the class. BBC interviews and worksheet \What do you look for in a friend? ‘This video extends discussion ofthe unit topic to friendship. It will alco extend Ss' language on friendship, relationships and keeping in touch,