el Docented a ic t c á id Guía D Rod Fricker Teacher of English as a Foreign Language Englishfor 3 Edición Especial para el Ministerio de Educación. Prohibida su Comercialización año 2012 er año de Educación Media Datos de catalogación Inglés 3er Año de Educación Media Guía Didáctica del Docente 1ª Edición Pearson Educación de Chile Ltda. 2011 ISBN: 978-956-343-176-6 Formato: 21 x 27 cm Páginas: 96 Inglés 3er Año Medio Teacher Book The adaptation of this book is published by an arrangement with Pearson Education Ltd. © Pearson Education Ltd 2007 Content development and technical-pedagogical revision: Original series: Rod Fricker Adaptation: Carmen Montes Technical-pedagogical revision: Gloria Hudson Edición y Arte K-12 Editorial Manager for Latin America: Clara Andrade Editorial Manager: Cynthia Díaz Editor: Lissette Vaillant email:
[email protected] Proofreading: Christopher Czupryna Design: Equipo Editorial Layout: Isabel Olivera FIRST EDITION, 2011 D.R. © 2011 por Pearson Educación de Chile Ltda. José Ananías 505 Macul Santiago de Chile Nº de registro propiedad intelectual: 208.695 Número de inscripción ISBN: 978-956-343-176-6 “Se terminó de imprimir esta 1ª edición de 4.500 ejemplares, en el mes de xxxx del año xxxx.” All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the copyright holders. Contents Plan of the Book ............................................................................................... 4 What’s in a Unit ...............................................................................................6 Introduction.......................................................................................................... 8 Teaching notes Refreshing our minds....................................................................................... 13 Unit 1 Love and trust ................................................................................. 14 Lesson 1.1 Lican ray ..................................................................................... 15 Lesson 1.2 Poor but happy.......................................................................... 16 Lesson 1.3 Sunshine ...................................................................................... 18 Lesson 1.4 Happily ever after ..................................................................... 19 Communication project............................................................................... 20 Language assessment ................................................................................ 22 Unit Test: tapescript......................................................................................... 22 Unit 2 (S)he ....................................................................................................... 23 Lesson 2.1 Different strokes ....................................................................... 24 Lesson 2.2 Brain balance............................................................................. 25 Lesson 2.3 Is it discrimination? ................................................................. 26 Lesson 2.4 Celebrating differences ....................................................... 27 Communication project ............................................................................. 28 Language assessment ............................................................................... 29 Unit Test: tapescript......................................................................................... 30 Checkpoint Units 1 – 2 ............................................................................... 30 Unit 3 Amazing animals .......................................................................... 31 Lesson 3.1 Those crazy humans .............................................................. 32 Lesson 3.2 All brain & no bones .............................................................. 33 Lesson 3.3 It’s a dog’s life .......................................................................... 34 Lesson 3.4 Elephants never forget ......................................................... 35 Communication project............................................................................... 36 Language assessment ............................................................................... 37 Unit Test: tapescript......................................................................................... 37 Unit 4 Keeping up-to-date ..................................................................... 38 Lesson 4.1 Is that correct? ......................................................................... 39 Lesson 4.2 Critical age ................................................................................. 40 Lesson 4.3 Write smarter ........................................................................... 41 Lesson 4.4 Walk and talk ............................................................................ 42 Communication project.............................................................................. 44 Language assessment ............................................................................... 45 Unit Test: tapescript......................................................................................... 45 Checkpoint Units 3 – 4 ............................................................................... 46 Unit 5 Success! ............................................................................................. 47 Lesson 5.1 If only… .................................................................................... 48 Lesson 5.2 Happy accidents! ..................................................................... 49 Lesson 5.3 Sometimes you win ................................................................ 50 Lesson 5.4 Be successful! ........................................................................... 51 Communication project............................................................................... 52 Language assessment ................................................................................ 53 Unit Test: tapescript......................................................................................... 53 Unit 6 Where the heart is ........................................................................ 54 Lesson 6.1 Homes, sweet homes ............................................................ 55 Lesson 6.2 A life of their own ..................................................................... 56 Lesson 6.3 Almost a ghost town............................................................... 58 Lesson 6.4 No place like home?............................................................... 59 Communication project............................................................................... 59 Language assessment ................................................................................ 61 Unit Test: tapescript......................................................................................... 62 Checkpoint Units 5 – 6 ................................................................................ 62 Classroom language......................................................................................... 63 Photocopiable resources instructions ...................................................... 64 Photocopiable resource 1 .............................................................................. 66 Photocopiable resource 2 .............................................................................. 67 Photocopiable resource 3 .............................................................................. 68 Photocopiable resource 4 .............................................................................. 69 Photocopiable resource 5 .............................................................................. 70 Photocopiable resource 6 ............................................................................. 71 Test Unit 1 ............................................................................................................ 72 Test Unit 2 ............................................................................................................ 74 Test Unit 3 ............................................................................................................. 76 Test Unit 4 ............................................................................................................ 78 Test Unit 5 ............................................................................................................ 80 Test Unit 6 ............................................................................................................ 82 Test writing tasks ............................................................................................... 84 Test speaking tasks ......................................................................................... 86 Test answer key .................................................................................................. 89 Writing assessment criteria ........................................................................ 90 Speaking assessment criteria .................................................................... 91 Irregular verbs ................................................................................................... 92 Pronunciation table ......................................................................................... 94 Websites .............................................................................................................. 95 Bibliography ........................................................................................................ 96 3 Plan of the book Unit 01 Pages Reading 10 -23 • A Chilean legend • A short story about a family • Text messages • A family argument • A phone call • An interview about a 50th wedding anniversary 24-37 • A cartoon strip about how men and women are different • Article: male and female brains • A letter to the editor • Conversations about how girls and boys are treated differently 40-53 • Article: The octopus • Pet’s views of humans 54-67 • A personal blog • Article: the first portable phones • The dangers of the Internet • Emails • Learning to use computers • An ad about a pen 70-83 • A comedian’s success story • Personal profiles • A popstar interview • An excerpt talking about how to be successful 84-97 • Travel leaflets • Article: No place like home? • Article: Graceland • Phone conversations • Article about a Chilean ghost town Love and trust 02 S(he) 03 Listening Amazing animals 04 Keeping up-to-date 05 Success! 06 Where the heart is 4 . never • For and since • Because and so • Text message abbreviations • Past Simple vs Past Continuous • Present Perfect • Present Perfect vs Past Simple • A short summary • An opinion essay • Talking about rules and obligations •Expressing opinions • Personality adjectives • Modals of possibility. prohibition and obligation • Comparison • Giving examples • Sequencing ideas • Introducing additional ideas / information • An opinion essay • Talking about things you can do • Making a short speech • Personality adjectives • Animal categories • Zero. failure • Third Conditional • I Wish / If only • Prepositional phrases • Describing a place • Making phone calls • Leaving messages • Taking messages • Describing pictures • Homes and houses • Collocations • Relative clauses: defining and non-defining 5 .Writing Speaking Vocabulary Grammar • A Chilean legend or myth • A paragraph about some who has lived abroad • Text messages • Asking and talking about things you have experienced • Expressing opinions • Expressing cause and effect • Time adverbials: already. ability. ever. First and Second Conditional • The imperative • Can to indicate ability and possibility • Plan a blog • An ad for an invention • A formal and informal email • Persuading someone to buy something • Discussing the pro’s and con’s of technology •Interacting in a discussion • Computers and mobile phones • Present Perfect Simple and Present Perfect Continuous • A personal story of success • A personal profile • An application form • Expressing regret • Giving advice • School. work • Success. yet. just. La Llorona. Listen t after personal 1.2 Poor but happ the use of Prese you’ve met.4 Happily ever about an important of since and for. love one’s t every abou ct is ld respe This unit ing skills and that they shou due to lack of sufficient speak sh all ideas are valid this activity in Engli unable to perform it in English.1 Lican Ray myths and Continuous. them support their titles with 10 15 63 6 . Love and trust 1. The beaches are made Villarrica.3 Sunshine t Write about some 2 hours love. Chica Playa to down and town The main street stretches through a park that makes up the gates of and turns and ends at the es and Playa Grande. listen and legen ct when speaking one you know. to name Chilean myths and Put Ss in pairs and ask them responses. and writing. Ss share their This can be discussed in predictions and justify them. Do 1 Classroom Language open class. Lican Ray is situated destination with businesses from n Lake about 27 kilometres the north shore of the Calafque of Pucón. Before reading This is what they already know. a Write about some Past Continuous and Present Perfe le. well-known events. biograph fictional a create could work together to or theories. and after activities. Write the names text. Elicit their legends. t to Ss are encouraged to identify e. background information. If needed first paragraph. of ways: them into the lessons in a number country 1 Comparisons with the Ss’ about discuss notes. during. of the text and then the layout the on focus Ss Have the 9 the text. Even when n Calafque Lake ing warm.000 about are there today and n to February 28. Ask the dictionary definition: an to relevant is that Accept anything people. Villarrica Volcano. love and making difficult decisions Using the culture notes are mainly designed as a reference The culture notes in the book people or for more information about te for teachers in case Ss ask However. the text and the Ss find the pronouns in have First 5 references to also look for other pronoun underline them. Chilean legends. than looking at real people’s As an example here. 1 Love and trust 01 Objectives objectives with your Ss. it has a 8 Read the text out loud! Repeat! Can you repeat. before. All tourist services are is the busiest month of the such as boat rides around the and many activities are available rental. both front of for permanent residents. 1. It is important that they know in advance what is expected from them. Talk about a long-lasting story. Go through the unit relationships. learner autonomy tance of developing reflection Understand the impor . have the students After answering the question things they to look for explanations for discuss why people tend cannot understand in nature. not let anyone tell the story tell the rest of the class. many as they can. Appreciate the importance of and good study habitsage learning. or magical brave about often story. the Ss could find out homewo a outline of the item so. town The beaches.1 Lican Ray (Student’s book pages 12-13) 4 of a Chilean legend on the topic This section gives students . Talk about t Read a Chilean Past Simple and past Use . 2 Inspiring the Ss about the corresponding information ion. rtant impo t feelings. different people and brainstor ents. instructions. and analysis in langu t Unit test Getting ready Ss that the unit. 1. and Jet Ski Warm-up 01 Table. culture notes and tips for warm-up. Robin the Knights of the Round example: King Arthur and of story Elicit ideas for what category Hood. Previously to answering the are. the beach tends to stay the being one lar the most spectacu are snow capped volcanoes. Surround colder. They should list as to quickly a few people know. Use the Past Simp relationships. and about 35 from get the South of Chile starts to black volcanic sand. objectives. Topic l life Family and socia 2 Class resources Class CD urce 1 Photocopiable Reso Online dictionary Timing Objectives legends 2 hours legend. They drawings while a text in a magazine hs. please? Sit down! Stand up! Sit next to Pablo! Speak! use a pen! use a pencil! Work in groups! Work in pairs! Work on your own! Work alone! Write the answers in your notebook! Excellent! Good! Very good! That’s right! OK! That’s not quite right! Try again! Well done! Be quiet please! Don’t speak Spanish! No talking! Speak English please! Work quietly please! 5 After reading with possible answers and have Ss work in pairs to come up evidence from the text. Where there is no obvious notes may stimulate their imaginat Ss Ss’ own country. except 3. 1. adventures. for others and their ct of love and respe unicate stand and comm in ability to under Develop confidence in English. Allow Ss to check with story and check their predictio open class. If Ss are ers the following activi pages 10-11) pairs to complete assist where necessary. Careful monitoring is importan more evaluation of previous knowledg know and where they need understand what the Ss already towns that has recently started Lican Ray is one of those small resort town to a year-round lake the transition from a seasonal on open all year. allow them If there are stories that only of Lican Ray. water skiing. numbers and some title and it is organized in paragrap is usually illustrated. 2 hours se discussion. rather y of a scientist. 3 Find out more culture notes to generate homewo This is a way of using the ily brief and give only a brief The notes themselves are necessar rk task. you could also incorpora places mentioned in the book. legend. lake. groups. timing and OFT. Most business peninsula between Playa Chica in along the main street and directly and restaurants can be found was founded as a trading post. these fall into: legends. Have Ss work in ideas. 4 Teaching notes provides special difficulties. Read. 2 Class resources tells instructor what resources are available in addition to the Student Book. t Speak about some 1 hour . abou Focus on talking love and respect for others and their Discuss tolerance. questions.4 Act out the dialogue! Act out the story! Ask and answer in pairs! Can you spell it? Change roles! Come to the front! Come to the front of the class! Copy this into your books! Do exercise 5 for homework! Don’t look at the book! Fill in the chart! Learn this by heart! Memorise this! Listen! Listen and say after me! Listen and repeat after me! Listen to this dialogue! Listen to the dialogue! Look! Look at this! Make two teams! Make two groups! Open your book! Close your book! Read! Read this text silently! Read the text silently! Read this text out loud! Reading paragraph of the Give Ss time to read the first 3 a partner. before eliciting responses in that explains the origin in of sentence the find Ss In pairs. the culture lives. They could also lesson.What’s in a Unit? 1 Unit opening page introduces topic and tells instructor contents and objectives. as a and be encouraged to make the more from the Internet or books in display could be used for visually interesting poster that other. Elicit answ Encourage fast Ss to do (Student’s book ish. the paragraphs where the answers 6 7 back to the text. as their major works and achievem 5 Classroom language provides expressions for giving instructions. practi t Read about a family y nt Perfect. with the culture m facts about the person’s life. the Ss find s before going Have the Ss sequence the sentence Then they go back and check. n. Ss could such For example. OFT 3 es nts to develop attitud Encourage stude feelings. s invention future g perhaps imaginin rk. at the start of the following Culture notes 14 work. February more that doubles with the arrival working year. of text and then the source of and content to identify first the type es between a text in a magazine Have them mention the differenc a list of could say that a manual contains a section in a manual. Remind ties before you begin in open class. allow them to perform it in Span and relationships. congratulating and reinforcing. 4 is in the point out that the sentence the name Lican Ray. books closed. They could nding of a strategy for a better understa practise because this a good have their lesson. students to define the word old. 2 2. Monitor and . Ss For Introducing the topic of the of some legends on the board. talk about love and d and a text message. El Dorado. in present their findings to each classroom. t Read about a family one who has left. Practise the use 1 hour topics Project t Discuss Communication ages t Write text mess 1 hour t smen t Language Asses 1 hour Lesson 3 Unit plans shows lesson name. when the populatio the period from December 15 of summer vacationers. com Internet Public Libra ry http://www. 5 ___ Ian’s parents don’t like Monica. we only met five months ago but we’re crazy about each other. There are more words than argue teens married argument blind divorced 3 trust her about her husband.Web 2meltingpot. so I wanted to write and let you know my exciting news. 6 ___ Monica has finished college. 1 ___ Monica and Ian have known each other for a year.com Educational help er http://www. the correct form of the Complete the sentences with or Past Simple.how tolearn.12 Listen to the conversation or F (false).6 Photocopiable unit test provides an assessment for language. more.edh elper. Do you think 4 They haven’t phoned __ __ they are still interested? __ bought a ring for your 5 Have you a __ __ r __ __ __ 2 ___ Girls should ask boys out. with your mother.com The Web 2. Chris. verbs in brackets: Present Perfect (you/send) her the text message 1 ___________________ yet? _ (he/get) the piercing? 2 When _____________________ _____________ (live) in 3 After the wedding they _______ Paris for eight months.MerriamWebster http://visual. ria ssment crite Speakingasseasssinse performance. and writing covered in each unit. you___________________ ______ (he/know) his 7 How long ______________ girlfriend? 7 September Dear Kate.0 for EFL Teachers http://www. 6 Test Test unit 1 ___________________ Name: _____________________ Date: _________ Grade: _______ Reading 1 Listening and 1. g student’s oral ment table Fluency Visual Dictionary Online .ht ml Fun Brain http://www.n ationalgeograph ic. 3 ___ Monica likes the ring Ian bought her.com/ 8 English teaching material http://www. 2 ___ They don’t know when they’re getting married. lines show you how many letters 2 answer T (true) __? 1 Have you told your wife __ __ __ celebrated their thirtieth 2 They’ve r __ __ __ __ __ __ wedding anniversary. She says that his parents were the same age as Ian (twenty) when they got married – and they didn’t have any money either.funb rain.ipl. Apparently. Ian has asked me to marry him! As you know. 4 ___The girl would love to ask 4 girlfriend? the words from the box. She’s 4 Don’t _______________ right and I agree with her. but his family are very upset.com National Geograph ic http://education. We haven’t decided on a date yet. I get on quite well with Ian’s parents too but they’re worried because I haven’t finished college yet and Ian’s only just started his first job.wiki spaces.usingenglish . 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Do you think it him? But 6 What? You want to live with ___ (not/finish) at college yet. 8 ___ Ian’s parents have been married for more than 20 years. when she decided he was the 3 She was still in her _______ man of her dreams. __ c __ last week.lear ningpage.eslg old. s __ met her and we’re not 3 Don’t panic.com 89 95 7 .nytim es. please write and tell me your news and I’ll write again soon – and of course I’ll send you an invitation to the wedding! 7 With lots of love. It that Chinese restaurant on and we spent a nice evening in the corner. 5 8 5 Language 1 Read the text below and answer T (true) or F (false).me rriam-webster.disc overy. but he’s already bought me a ring! We couldn’t afford an expensive one – but I love it anyway! My parents are pleased because they get on really well with Ian. they’ve been married for twenty-two years and they haven’t split up! Anyway. _____ (you/know) him? 4 How long ______________ Dan 5 You’re not going to believe this! (take) his girlfriend to a _______________________ means something? nice restaurant. How are you? It’s been ages since we saw each other. equal.o rg/ nt and Task Achieveme Interaction and Appropriacy Collaboration FJTBQQSPQSJBUF tUIFMBOHVBH BOE GVMMZ BSLT JCVUFT L SFN tDPOUS IPVUUIF UPUBT UJPOT FGGFDUJWFMZUISPVH SFTQPOTFT RVFT BT JOUFSBDUJPO FMBCPSBUJPOPGJEF QPLFO Points Accuracy tDPIFSFOUT TUSVDUVSFTBOE XJUIHPPE GBXJEFSBOHFPG MZBOEDPOýEFOUMZ JOUFSBDUJPO tFWJEFODFP BQQSPQSJBUF TQFFEBOESIZUIN WPDBCVMBSZ VTFE EHSBWJUZ WF tGFXPCUSVTJ JNBMJOOVNCFSBO JPOBMBOENJOPS tFSSPSTNJO tPOMZPDDBT OVODJBUJPO 5 UJPOT TIQSP IFTJUB &OHMJ XJUIFBTFGPS FSZPG tDPOUSJCVUFT tHPPENBTU EJGýDVMUJFTBOE DUJPO MCVU FYFDVUJPO TJPOB PDDB t NPTUPGUIFJOUFSB GFBUVSFT JOBEFRVBDJFTPG JPOT TUSVDUVSFTBOE OPUJDFBCMFIFTJUBU JOUIF GBHPPESBOHFPG PSMBOHVBHF tFWJEFODFP XIJDIEPOPUTUSB VMBSZ QFEF WPDBC F OPUJN MJTUFOFSPSJNQFE SFSSPSTXIJDIEP tBGFXNJOP UJPO DPNNVOJDB DPNNVOJDBUJPO QSPOVODJBUJPO 4 VMUJFTXJUITPNF FBMUXJUIJOB TUFOFSPS tNJOPSEJGýD tUBTLTBSFE POPUTUSBJOUIFMJ FGGFDUJWFMZGPS MJNJUFENBOOFS tDPOUSJCVUFT GFBUVSFT XIJDIE BUJPO DUJPO FOUBOE FJTPGUFO tGBJSMZGSFRV TPNFPGUIFJOUFSB JNQFEFDPNNVOJD tUIFMBOHVBH BCMFIFTJUBUJPOT OEFWJEFODFPG RVFOU UF OPUJDF SPSTB JSMZGSF SPQSJB FOUFS CVUGB JOBQQ S tGBJSMZGSFRV UJPOJT GTUSVDUVSFTBOEP MUJFT NBZIBWFCFFO tDPNNVOJDB tSFEJSFDUJPO SFTUSJDUFESBOHFP JOTUIF EJGýDV EPOPUQSFWFOU BDIJFWFECVUTUSB FEBUUJNFT SFRVJS TTBHF WPDBCVMBSZ UIFTF JBMNF UJNFT GUIFFTTFOU MJTUFOFSBU DPNNVOJDBUJPOP UVSFTXJUINBKPS 3 QSPOVODJBUJPOGFB TUFOFSBOEPS BUUFNQUTBUUIF tPCWJPVT- tJOBEFRVBUF TUSBJOUIFMJ NBJOUBJOJOH VTJOHMJUUMF DVMU tEJGýDVMUZJO EFGFDUT UIFZNBZ VHIPVU UBTLT FETQFFDI TJPOPGEFUBJMEJGý tEJTDPOOFDU DPOUSJCVUJPOTUISP FPS BQQSPQSJBUFMBOHVBHF JPO NBLFDPNQSFIFO OHFPG SGSFRVFOU OEUPTJNQM SPSTBOEMJNJUFESB BOEP BKPSSFEJSFDU SFTQP TJDFS SFTN NBZ t FOUCB SFRVJ t EF tGSFRV UJPOCVU WPDBCVMBSZJNQF IFTJUBUJPOT TUSVDUVSFEJOUFSBD PSBTTJTUBODF OFS TUSVDUVSFTBOEPS TJO OETUSBJOUIFMJTUF E PCWJPVTMJNJUBUJPO DPNNVOJDBUJPOB XJEFTQSFB SPOVODJBUJPOBOE FTJNQFEF GSFFSTJUVBUJPOT tIFBWZ-Q GFBUVS 2 HMJTI BQQSPQSJBUF TUSBJOUIF EJGýDVMUJFTXJUI&O tMBOHVBHFJO GUIFNFTTBHFBOE FUPSFEJSFDUJPO OUSJCVUJPO DPNNVOJDBUJPOP tOPSFTQPOT QFFDIBUBMM tOPDP IPVU tOPþPXPGT UISPVH MJTUFOFS PSBTTJTUBODF OEPS TUOPTUSVDUVSFTB TQPOTFFWFOUP tIFTJUBUJPOT BMNP OPSF t TBOE BL FSSPS t NQUUPTQF O tMBDLPGBUUF TJNQMFJOUFSBDUJP WPDBCVMBSZ ODFTPGHSBNNBS JOHFOFSBM UPQSPEVDFJOTUB OVODJBUJPO 1 tOPBUUFNQU VMBSZPSQSP TUSVDUVSFT WPDBC 8 Webpages provide additional online resources for the class. Monica Score Photocopiable 72 Photocopiable 7 Photocopiable speaking/writing tasks provide an assessment for speaking related to the language covered in each unit.esls ite.com/learning Resources &teachin g ideas http://www. Ian’s fallen out with his mother and father about it. OK? 1 When she comes.com/education /edu/ New York Times Learning Network http://www.com How To Learn http://www. Both of them are happily 5 My sisters aren’t single any ________ and have lovely children. listening. don’t ask doesn’t want to talk about it. 4 ___ Monica’s parents are upset. In fact.com ESL teacher reso urces www. reading. Apparently the only person who’s pleased is his grandmother. 3 ___ Boys and girls should be a boy out. The Complete the sentences with you need to use. 7 ___ Ian has just started his first job.com/teachers.com Discovery School http://school. 1 ___ The boy is reading an article. Complete the sentences with you need. 1 the missing words. They’re _________ and she was a _______________ date 2 I met her once last week. dad! I’ve __ __ going to get married next month. rather than a summative one. It not only teaches English but also provides students with information about the culture of English-speaking countries and the world at large. When you have students assess themselves. The most important features of the course concept are the following: • A controlled environment for teaching and learning • Student and teacher motivation • An interactive approach to learning • Thinking training • Memorisation techniques • An emphasis on skills • A strong focus on vocabulary input and practise • Expanding general knowledge • Building cultural awareness • A thorough revision and evaluation system • Value and attitudes related to contents The above features make English for Success 3 a very well balanced course which gives you security. Further support is given in the Teacher’s Book with ideas for warmups and extra activities. and Vocabulary. In common with learners in all age groups. All English language exams now follow Common European Framework requirements. Students at this age are at the peak of their cognitive development. science and technology as well as the challenges of everyday life. which means that they are skills-oriented with a special emphasis on communication. Students need to be confident that they can pass the relevant tests at each stage of their learning. . It is aimed at fifteen to seventeen-year-old students. This introduction: • describes how the course meets the needs of students and teachers • outlines the principles on which the materials were developed • describes the course and its components ENGLISH FOR SUCCESS 3 FOR STUDENTS English for Success 3 is a course for upper secondary students. speaking test tasks. End matter includes 6 photocopiable tests. vocabulary and functional language input. geography. topics and tasks which encourage the learner to think about what they read. Self assessment is more usually used as part of a formative assessment process. English for Success 3 provides everything students of English need to cross the border between their school life and the outside world. accessible and novel. and a real sense of progress to students. Principles behind the course English for Success 3 is an ELT course written specifically for secondary school students. but they can also deal with big chunks of new material. speaking and writing criteria. English for Success 3 has a highly educational content. art. Clear headings and the logical sequencing of exercises ensure that English for Success 3 will be very easy for you to teach from with little preparation. rather than just respond to it. English for Success 3 promotes maturity in its approach to learning through self-assessment strategies. The age range has been fundamental in defining the most important features of the course. English for Success 3 provides you with one test per unit to assess different skills. It provides interesting and engaging exercises and texts that deal with citizenship issues. Evaluation and assessment Monitoring students’ progress is particularly important. it is important to listen to what they say and to take it into account in your assessment of them. 8 ENGLISH FOR SUCCESS 3 FOR TEACHERS Lesson preparation The format of the units in the Student’s Book guarantees successful lessons. literature. English for Success 3 has a very strong skills syllabus and task types from different exams are practised throughout the course. Self assessment Self assessment activities help students become aware of what they have done throughout each unit. Students at this age want to learn about the world. They learn best when they are encouraged to use discovery techniques and engage with interesting topics related to their age. Students at this age are young adults who want to be independent in their learning. It draws from the most cutting-edge developments in ELT methodology and practise and is clear. they need a lot of recycling to internalise and acquire the new grammar. with their corresponding criteria.Introduction Welcome to English for Success 3. history. One way of doing this is as follows: Get students to give themselves a mark for the term or semester in the following areas: Reading. Listening. It also encourages them to reflect on their learning processes as they check what they have learnt and what they need to keep on working on to achieve fully. which consists of: • Training in skills strategies • Training in drawing conclusions connected with grammar • Training in social skills (emphasis on communication. Thinking Training The key to all the techniques described above is the fact that English for Success 3 is designed in such a way that it not only teaches English for daily communication purposes. Each speaking exercise is well guided through the use of prompts and examples. We have carefully monitored the language progression and have avoided using new grammar in the skills sections. The varied unit structure. Students analyse examples of language and arrive at the grammar rules themselves. which make it possible for students to remember their own conclusions about the language as well as new vocabulary and structures. intonation) We believe that this training is fundamental for building students’ confidence and thus for their future development. if you teach from English for Success 3. and even help create them. However. register. Lessons and tasks have carefully-prepared stages leading up to clear communicative outcomes. A problem sometimes encountered in course books is that of un-previewed language and grammar. 4. New language is always presented in context. 2. and the sheer interest of the texts make the material extremely engaging. the following principles have been taken into consideration: 1. This helps them understand and remember the rules better. so by the end of the lesson they can use the new phrases almost effortlessly. vocabulary and new phrases. Learners remember the interesting context. The variety of exercises and their unique character motivate the students and help them remember the material. Students can then understand the strategies boxes (Train Your Brain) much better. The topics covered are usually familiar but with a fresh and interesting ‘angle’. For example. They are mini lessons which very often finish with a speaking exercise in which students have to use the vocabulary they have just learnt. will add to students’ motivation and desire to learn. which we hope will make the material memorable. thus promoting acquisition and learning. Vocabulary sections: These are not just a selection of exercises based around a particular lexical set. English for Success 3 provides what we call Thinking Training. Grammar: The inductive approach makes the grammar presentations in English for Success 3 particularly interesting and memorable.1. many of the presentations in English for Success 3 are amusing and thought provoking. We have been very careful to avoid this in English for Success 3. the liveliness of the presentations and exercises. Your assurances that ‘this will be covered later’ can stifle the students’ own sense of achievement. Speaking: As in most courses these sections include a box with the functional language highlighted. You and your students will often find yourselves smiling at a funny cartoon or a humorous text. You do not need to adapt the material and no extra preparation or input is required. Memorisation techniques The Thinking Training would not be complete without memorisation techniques. Reading and listening skills: We believe that these sections are developed in a very involving way. The same approach has been carefully implemented throughout all the components. In other words. or guess the ending of the listening before they listen to the last part of it. To help students remember grammar. added to the high quality of photos. These thinking assignments require a student to let go of what they know of their lives and the world around them to assume a different truth or a different time period. The involvement is particularly transparent in the following sections of the book: Skills strategies: While other courses offer language tips about skills strategies. we give students the opportunity to experience the strategy through doing exercises that illustrate them. Student and teacher motivation The English for Success 3 course was designed to help you motivate students and also be very rewarding to teach from. Exposure leads to acquisition so new language is constantly revised within the unit and within the course. for example. They very often work like puzzles where students have to complete the reading with the missing paragraph or title. Most importantly. 9 . The second important aim was to create materials that provide methodologically sound lessons on the page. We are sure that studying from English for Success 3 will be a very enjoyable experience! 3. It can be frustrating for both you and the students when. There is often an element of puzzle-solving which. an elementary lesson on the Present Simple also contains examples of the Past Simple or even Present Perfect. 5. A controlled environment for teaching and learning One of our most important aims was to publish a course where learning is very carefully monitored. students might be asked how their lives would be different if they had been born in another country or in a different time period. you will be very successful with little effort. 2. The course has been developed in the light of knowledge about how the brain works. what is unique in English for Success 3 is the fact that all the exercises are constructed in such a way that students have to either complete the box themselves or refer to it many times. which then helps them remember the new structure or vocabulary. Unit objectives are clearly stated at the beginning of each unit. One of the key ways of achieving this is that throughout the course there is a clear direction for learning. An interactive approach to learning We believe that the unique feature of English for Success 3 is the fact that students are much more actively involved in every stage of the learning process than in other courses. illustrations and audio material. but also helps students become more independent learners. Critical thinking: Before you continue… is a section to encourage students to learn critical thinking through speaking or writing assignments and problem solving. including radio (reports. English for Success 3 also focuses on the communicative value of writing by making students aware of whom they are writing to. monologues. website pages. There are references to them in the reading sections as well as in the revisions. we are aware that skills cannot be practised without a solid base in vocabulary and grammar. There are references to the language students have already come across in the course. The course provides both appropriate guidance and opportunities for freer practise. phone-in. A strong focus on vocabulary input and practise The activation. They need considerable help and guidance to improve their accuracy. 7. signs. reading. with opportunities for students to compare their answers or report their findings. There are writing tasks in every unit. Tasks move from controlled writing activities to longer writing exercises. true/false. This leads up to a summary of the features in a Train Your Brain box. An emphasis on skills In keeping with current trends in language teaching. speeches and mini-lectures and songs. These are ‘life skills’ students will need in different situations outside the classroom. English for Success 3 aims to give a wide range of speaking tasks to cater for all student types and give ample. discursive and descriptive essays. including the Communication project and Language assessment. table completion. Teaching Reading The reading sections present topics and language in a wide variety of text types such as notices. Teaching Writing Writing is an essential part of the student’s competence and requires special emphasis. both for single answer. Teaching Speaking Speaking is often the area with which students experience the most frustration. The special Speaking sections introduce functional language (Speak Out). They should have a very high pay-off with a sense of satisfaction for both you and the students. based on research showing that we acquire language more quickly and effectively by ‘learning in chunks’ rather than single items. and shorter listening tasks in all the other Students’ Book sections. reports and summary writing. etc. All types of writing are covered with a strong focus on micro skills such as punctuation. students only read part of the text at a time and students are encouraged to guess what will happen on the basis of titles. Reading strategies are introduced and practised systematically and thoroughly throughout the book. This activates the knowledge students already have. announcements. understanding the main ideas. pronunciation. The sequence of exercises leading up to the Train Your Brain box shows how the strategy works in a very practical way. For example. There is a strong focus on the practise of fixed and semi-fixed phrases. (Language skills. linking words and avoiding repetition in order to build and develop the overall writing skill. These include letters. Skills strategies’ training is not limited to simple rules in a box. which are called Think Back! Students are encouraged to find the information they need in the sections of the Students’ Book that they have already covered. There are speaking activities in all sections of the course. 4. guessing the meaning of the new words and finding specific information. Mind the Trap boxes here focus students’ attention on any exceptions to the . This inductive approach to teaching skills is unparalleled in English for Success 3.3. There are listening sections in every unit. expressing opinions). advertisements. but not at the expense of fluency. Skills strategies training Skills training in English for Success 3 is organised in the following way: The Students’ Book covers general skills strategies such as prediction. text messages. quizzes). Students first ‘experience’ the strategy and then complete the Train Your Brain box with the information they already have about the given strategy. regardless of whether they are taking any language exams or not. text completion. Each reading passage is accompanied by a wide range of exercises to encourage students not only to understand what they read. either connected with situations (e. speaking and writing skills) 6. notes. Students then write and check their own text using the Train Your Brain box to help them. all written in a lively style. These exercises have been carefully designed so that they progress from guided to more open ones. giving instructions) or everyday phrases (e. brochures. literary extracts and journalistic material. New vocabulary is presented where relevant through the lessons. emails. The skills of listening are developed in English for Success 3 through a wealth of listening text types. Students learn how to use these phrases in context and practise them meaningfully in dialogues. messages. The Language assessment sections after every unit and the Checkpoint sections after every two units help consolidate the material in all its aspects. There is a wide range of task types. Speaking exercises in the classroom have to be particularly easy to administer. English for Success 3 addresses key text types. listening. extension and enrichment of vocabulary are essential elements of English for Success 3. There are speaking tasks in the revision sections to prepare students for the unit tests. 10 interviews. focusing on new vocabulary while reinforcing and building on the grammar and vocabulary they have recently learnt. especially those required in exam situations. but some contain accents of other Englishspeaking countries such as the USA and Australia. and more extensive and freer note taking. and their knowledge of the world. emails. questionnaires. Listening texts mainly include standard British English and regional British accents. but also to notice the language used. letters. dialogues. Teaching Listening Listening is extensively practised in English for Success 3.g.g. as well as clues within the text. reports. but also be worth the effort you put in. The course pays attention to the revision and recycling of lexis in the belief that students at this level have particular difficulty in maintaining their fluency and need help in developing strategies for learning vocabulary. regular practise. They analyse the text in detail. we provide very solid skills training but at the same time. pictures. Students analyse the specific features of a model text by doing exercises. selfassessment promotes independence and confidence in students. technology. one for each unit of the Student’s Book. which provide a focus on accuracy. Thus. short reading texts and cartoons). among others. answering questions. Students learn. There are suggestions for the teacher to vary the tasks based on the same function to be evaluated. The course deals with this important area effectively. We hope that you will enjoy working with English for Success 3. Grammar is present in a variety of text types (dialogues. There are 6 tests among the resources in the Teacher’s Book. which means that they should know the format of the test well in advance. matching titles with paragraphs. sequencing and gap-filling. The course also introduces characters so that students can relate to the issues easily. Mind the trap boxes draw students’ attention to areas of special difficulty and help to pre-empt errors. true/false. Vocabulary is consolidated and practised in the Language assessment sections. This particular way of teaching grammar encourages students to analyse and come to conclusions about grammar patterns and rules. for example. with a clear definition of the criteria for assessing each skill and rating scales to grade students. The tasks are varied and they always refer to the leading theme of each unit in the Student’s Book. people. The indications for the speaking skills tasks that go together with the unit tests are included immediately after them at the end of the Teacher’s Book. their ability to use their spoken language skills effectively. such as prediction. The language is consolidated and practised in all sections. 11. American and British English are the two varieties that are taught in most ESL/EFL programs. as well as self-evaluation models which teachers can photocopy as they are or adapt according to their students’ needs for them to reflect on their learning process and assess their own progress and development. 9. it is agreed that no one version is more “correct” however. The writing tasks are included in the photocopiable unit tests for students. there are certainly preferences in use. listening/reading for specific information. test the listening and reading strategies practised in the corresponding units in the Student’s Book. Also among the resources at the end of the Teacher’s Book. English for Success 3 promotes the reflexion on values and attitudes which are closely linked to the contents presented through the language and cultural aspect involved. but we also help teachers by providing photocopiable evaluation instruments to grade students’ ability to use their writing skills and their speaking skills effectively. They aim to offer students the opportunity to demonstrate. Grammar analysis is followed by controlled practise exercises. multiple choice questions. They were designed to assess the four language skills plus vocabulary and grammar in context. A thorough revision and evaluation system Evaluation in English for Success 3 is very carefully planned and includes a strong link between the Language assessment and Checkpoint sections in the Students’ Book and the unit test in the Teacher’s Book. 11 . When they do this. yet without labouring the point. table completion. Students first analyse examples from the texts then check if they were right by looking at the Check it out sections. together with the activities that test listening. Grammar is always presented in context. as well as about people who have played an important role in politics. they realise that there are things they can do which they could not do before. responsibility and awareness. Values and attitudes related to contents (OFT). which is very important from the point of view of recycling and remembering new structures. which makes grammar easier to understand. The objectives for each unit provide students with a checklist of what they should be able to do at the end of that unit. art and culture. there are observation guidelines for teachers to evaluate their students’ performance in class throughout the year. They An answer key to the unit tests is provided in the Teacher’s Book. as they can be easily inferred from the main themes and contents. English for Success 3 provides a structured and thorough syllabus which will not create unforeseen problems or surprises. so they are motivated to learn more. The fundamental rule is that there should be no surprises for the students. reading. As well as increasing motivation. Spelling While there are certainly many more varieties of English. vocabulary and grammar. trends. there is a special exercise called ‘Extend your vocabulary’ where students practise the vocabulary they know as well as learn new meanings of familiar words or expressions. about places. In English for Success 3 we have intentionally included both variations so that students get used to more than one way of understanding and using English. listening/reading for gist. before moving on to freer practise exercises. in a controlled but friendly atmosphere. 10.rule and areas of special difficulty. sciences. It encourages students to discuss contemporary social issues which are relevant to their age. The specific contents of the syllabus are organised in a logical way. 8. Expanding general knowledge English for Success 3 has a highly educational content. geography. speaking and writing. Generally. In the Pre-Intermediate level. 13. Building cultural awareness The content of English for Success 3 is designed to represent the culture of Britain and other English-speaking countries that are multicultural and multiracial. these values and attitudes are dealt with in an integrated manner. Grammar is consolidated and practised in the Language assessment sections after every unit. legends. 12. Teachers will find speaking and writing assessment charts in the final pages of their Book. Grammar presentation and practise The productive skills. are tested through tasks that are similar to those carried out by students in the corresponding unit of their book. answer questions (who. where. focus on specific aspects of language. etc.. cloze-type activities. classroom language is also recorded in the CD. structures. Apart from the listening tasks in the lesson. English for Success 3 Teacher’s Book . analyse point of view. The recorded material is a very important feature of English for Success 3. what. discuss/debate issues raised and express own opinion.Symbols used xx Iistening activities using the audio CD Components English for Success 3 Students’ Book Organisation reading activities speaking activities writing activities Levels of difficulty: Level 1: Provide needed background information: activate student’s knowledge of the topic/contextualise the text. etc. infer meaning. Each unit is divided into three lessons one of which contains a language focus. discourse and sociolinguistic features. Through the languages and skills tasks included there. Each unit starts with a plan and which relates to the contents and topics with aspects such as what students will learn. create/match titles or subtitles for the text. anticipate content/predict. challenge students cognitively and linguistically. identify type of text or information/main idea(s). use input to anchor or consolidate language and as a springboard for other activities. The teaching notes for each lesson provide methodological teacher support. Level 4: Train students to use inductive reasoning. recognise cognates. teaching. Teacher’s Book Special difficulties section provides answers to the anticipated problems.. etc. etc 12 The Student’s Book contains 6 thematic units.). Warm-up activities refer back to the material covered before and provide a nice start to a new lesson. each consisting of 14 pages. Level 3: Locate/match/identify specific information (real-life task). focus learner’s recall/brainstorm/transfer previous concepts. etc. English for Success Teacher’s Book mirrors the Students’ Book in its organisation and thus is very easy to navigate. students can grade themselves and later on assess their progress and decide if they need further practise. charts. There is a self-assessment section called Checkpoint. style. At the end of the each unit there is a two-page consolidation called Language assessment which provides students with additional practise in all the skills areas as well as grammar and vocabulary. diagrams. vocabulary. plus a writing project. timing. vocabulary. verify predictions. order or sequence information. resources and evaluation. It is very often the case that teachers may expect difficult questions from students about the particular grammar. Students will be able to consolidate at home and practise techniques learnt in class. pronunciation. wean students away from the tendency to translate word by word. revisions and tests. Class CDs Level 2: Train students to consider a text in its entirety. structures. access precision of understanding. The Introduction provides information about unique features of the English for success Students’ Book as well as the other course components. Optional activities offer suggestions for the exploitation of the Students’ Book material. complete grids. But most of my friends in London don’t agree with me! Invest 2 class periods in these pages to both refresh the students’ memory and also to evaluate their entry level. Discuss tolerance and respect for others. If necessary you may play the recording more than once. But I never say that I’m British. I’m also Muslim and that’s very important to me. It doesn’t really matter if your family comes from India or Jamaica. Reading 1 Ss read the article by themselves and work alone suggesting titles for the article. Irish or Scottish. Italy or any European country really. I love Britain. We all have the same culture and a shared history. CD 1 Track 2 Iman [Anglo-African accent] I have a British passport so officially I’m British. two reasons really. My parents support the Pakistan cricket team. Class resources Student’s book Class CD Lesson Objective Timing Refreshing our minds To assess language skills. you know why? Well. (Student’s Book pages 8-9) Megan [Welsh accent] I’m Welsh first and British second. and we sometimes go there on holiday. But personally. 2 Ss work alone choosing the best alternative to the exercises. First of all. In fact. I’m proud to be English. I’m very proud of our language and our Celtic traditions. and I always support England in the World Cup. and I like the mix of people. Write a formal email. It is recommended that the students themselves self-evaluate their performance and then discuss it with the rest of the class and the teacher. Monitor and assist where necessary. my family comes from Somalia. And the second reason is that I think the British haven’t got a very good reputation in some countries. Listen to people. People think they are arrogant and when they go on holiday they always eat burgers and chips and they drink too much beer! Steve Yes. It is important that they know in advance what is expected from them. 2 1. France. Robert I was born in London and I live there because.2 Tapescript Have Ss listen before they answer the questions. When people ask me I tell them I’m ‘international’. Writing 1 Ss work individually writing an email.2 Ss listen again and match speakers to their opinions. Remind them that this section does not include new content but it is a review of what they studied last year. I speak Welsh when I’m with my family. Speaking 1 Ss work in pairs preparing a short dialogue and then act it out. well. Listening 1 1. I believe that it doesn’t matter if you’re from England. But Britain’s a cool place to live – I think that the British sense of humour is the best in the world. OFT 2 hours Appreciate the importance of reflection and analysis in language learning. but me and my brother support the English team.Refreshing our minds Objectives Objective: Go through this section objective with your Ss. or if you are English. Encourage them to explain their choices. Focus on talking about persons. but I definitely feel British. I’m a Londoner and I don’t want to live anywhere else! But I travel around Europe very often and I meet wonderful people in every country. I think that people here all get on well with each other. 13 . I like our way of life. Speak about personal facts. Adil [London-Estuary accent] My family is from Pakistan originally. Read an article about Britain’s’ multicultural society. Students and teacher should provide tips on how to improve their achievement. Have Ss work in pairs to complete the following activities before you begin the unit. Past Continuous and Present Perfect when speaking and writing. • Language Assessment • Unit test Getting ready (Student’s book pages 10-11) This unit is about love and relationships. Read.2 Poor but happy • Read about a family discussion. Monitor and assist where necessary.4 Happily ever after • Listen about a long-lasting love. • Speak about some you’ve met. 14 . 1 hour 1. Practise the use of since and for. listen and talk about love and relationships. It is important that they know in advance what is expected from them.1 Lican Ray • Read a Chilean legend. 1. Discuss tolerance. Topic Family and social life Class resources Class CD Photocopiable Resource 1 Online dictionary Lesson Objectives Timing 1. Assessment 1 hour 1 hour Understand the importance of developing learner autonomy and good study habits. 1. Elicit answers in open class. Talk 2 hours Encourage students to develop attitudes of love and respect for others and their feelings. Use the Past Simple. • Write about someone who has left. a legend and a text message. If Ss are unable to perform this activity in English due to lack of sufficient speaking skills. allow them to perform it in Spanish. love and respect for others and their feelings. Communication Project • Discuss topics • Write text messages 1 hour Develop confidence in ability to understand and communicate in English. practise OFT 2 hours the use of Present Perfect. Appreciate the importance of reflection and analysis in language learning. Write about someone you know. Remind Ss that all ideas are valid and that they should respect everyone’s ideas. Talk about legends 2 hours and myths. Encourage fast learners to do it in English. about an important personal story.01 Love and trust Objectives Go through the unit objectives with your Ss. Use Past Simple and past Continuous.3 Sunshine • Read about a family. Focus on talking about important relationships. except for the period from December 15 to February 28.000 permanent residents. For example: King Arthur and the Knights of the Round Table. Ss find the sentence that explains the origin in of the name Lican Ray. or magical events. They could also look for other pronoun references to practise because this a good strategy for a better understanding of a text. when the population more that doubles with the arrival of summer vacationers. before eliciting responses in open class. 9 Have the Ss focus on the layout of the text and then the content to identify first the type of text and then the source of the text. the culture notes may stimulate their imagination. you could also incorporate them into the lessons in a number of ways: 1 Comparisons with the Ss’ country / region For example. Write the names of some legends on the board.Love and trust 1. Accept anything that is relevant to the dictionary definition: an old. They could also present their findings to each other. The town was founded as a trading post. Warm-up Introducing the topic of the lesson. The notes themselves are necessarily brief and give only a brief outline of the item so. Ask students to define the word legend. Even when the South of Chile starts to get colder. They could say that a manual contains a list of instructions. All tourist services are working and many activities are available such as boat rides around the lake. water skiing. Lican Ray is situated on the north shore of the Calafquen Lake about 27 kilometres from Villarrica. and today there are about 3. Chilean legends. well-known story. with the culture notes. Elicit ideas for what category of story these fall into: legends. The beaches are made of black volcanic sand. La Llorona. 2 This can be discussed in open class. the Ss could find out more from the Internet or books and be encouraged to make a visually interesting poster that could be used for display in the classroom. 8 After answering the question have the students discuss why people tend to look for explanations for things they cannot understand in nature. Using the culture notes The culture notes in the book are mainly designed as a reference for teachers in case Ss ask for more information about people or places mentioned in the book. 2 Inspiring the Ss Where there is no obvious corresponding information about the Ss’ country / region. allow them to quickly tell the rest of the class. Ss could discuss about different people and brainstorm facts about the person’s life. perhaps imagining future inventions or theories. 6 Previously to answering the questions. As an example here. 15 . February is the busiest month of the year. the beach tends to stay warm. it has a title and it is organized in paragraphs. After reading 10 Ss work in pairs to come up with possible answers and have them support their titles with evidence from the text. the Ss find the paragraphs where the answers are. They should list as many as they can. 7 Have the Ss sequence the sentences before going back to the text. Surrounding Lake Calafquen are snow capped volcanoes. Careful monitoring is important to understand what the Ss already know and where they need more work. Culture notes Lican Ray is one of those small towns that has recently started the transition from a seasonal lake resort town to a year-round destination with businesses open all year. as a homework task. 1 Put Ss in pairs and ask them to name Chilean myths and legends. The main street stretches through town and down to Playa Chica and turns and ends at the gates of a park that makes up the peninsula between Playa Chica and Playa Grande. 01 Before reading Ss are encouraged to identify what they already know. in groups. This is evaluation of previous knowledge. rather than looking at real people’s lives. adventures. Do not let anyone tell the story of Lican Ray. Ss have their books closed. 3 Find out more This is a way of using the culture notes to generate homework. If needed point out that the sentence is in the first paragraph. Then they go back and check. Elicit their responses. Allow Ss to check with a partner. Ss could work together to create a fictional biography of a scientist. Ss share their predictions and justify them. at the start of the following lesson. Have them mention the differences between a text in a magazine and a section in a manual. and about 35 from Pucón. numbers and some drawings while a text in a magazine is usually illustrated. El Dorado. and Jet Ski rental. the most spectacular one being the Villarrica Volcano. 5 First have the Ss find the pronouns in the text and underline them. often about brave people.1 Lican Ray (Student’s book pages 12-13) This section gives students a Chilean legend on the topic of love and making difficult decisions. Robin Hood. However. Reading 3 Give Ss time to read the first paragraph of the story and check their prediction. If there are stories that only a few people know. 4 In pairs. Most businesses and restaurants can be found along the main street and directly in front of both beaches. such as their major works and achievements. father. To encourage the use of Present Perfect. Put Ss into groups to discuss the following questions. Is anything wrong? Ian: I’ve got something to tell you. Use the past continuous when you want to emphasize the continuity of the action. Ss discuss and then report to the class. we use the past continuous to talk about the “background action” and the past simple to talk about the shorter completed action. .g.. Barbara: Oh. e. When we use these two forms in the same sentence. Did you see the football game? (last night). Check it out Once Ss have answered number 12 above elicit from them the difference between the use of the Past Simple and Past Continuous.2 Poor but happy (Student’s book pages 14-15) This section introduces the Present Perfect to talk about recent events and for actions happening at an unspecified time in the past. write the following sentences on the board for Ss to complete: The young man has just… The older woman has already… The older man has yet… 1 Put Ss into pairs. It also introduces the time adverbials yet. Also ask: What do you think happened before this? Elicit ideas and note the Past Simple sentences that Ss use. You could add more questions as the ones that follow or change them for these ones: 1 Would you go out with someone from another country or culture? Why/ Why not? 2 Discuss the advantages and disadvantages of dating someone from another country or culture. Most of the time when we are talking about such actions. you can come back to the sentences and show Ss where it would be better to use the Present Perfect. When they finish writing. I was thinking about you the other day. Ian: Thanks. If there is not enough time in class this may be done as homework. But I’ve already bought a ring for her! Margaret: That’s great news! I’m so happy. Then the student’s check their answers at the back of their textbooks. Allow 10 minutes of class time for writing. if possible. They then think of who the people are (probably a family: mother. Have students respond orally or in writing to the questions in the book. Work it out 12 Have Ss explain when each of the verb tenses is used before they study the check it out.3 Have the students listen to part 1 so as to check 2 their predictions to exercise 1. they trade papers with other pairs to make corrections before writing a final draft to hand in. the unfinished time period being referred to is ‘in your life’. If they cannot come up with one legend or myth. Both the past simple and the past continuous refer to completed actions in the past. If both speaker and listener know what the time period is.g. we haven’t. The Mind the trap! section looks in more detail at how to decide which tense to use. Warm-up Connecting the topic with their lives. Before you continue. grandmother and son) and what they are doing (having dinner and possibly discussing some difficult or controversial opinions/decisions). It may also be worth pointing out to Ss that when using ever and never. 16 Special difficulties: Ss may have difficulties understanding exactly when to use the Present Perfect and when to use the Past Simple. Once they have decided what to write about. Listening 1. at university. on holiday. it doesn’t always need to be stated at all. 13 Have Ss solve this guided exercise before they do the writing. you haven’t eaten very much. monitor and note errors. 14 Put Ss in pairs and give them two minutes to decide which legend or myths they want to write about. 1. they could make one up. I lived there for 6 years. The finished time periods used with the Past Simple may not refer explicitly to a time. just and ever. Tell Ss that the task of deciding is also a chance to practise the target language so they should do everything in English.11 Working in groups. e. Gran. This is by far the most common way of talking about the past. Then they read the rule to check. that’s … nice! Eddy: Have you decided on the date yet? Ian: No. Have you ever heard of someone who got married at your age? What’s the best time to get married? Before listening Ss are encouraged to identify what they already know. Careful monitoring is important to understand what the Ss already know and where they need more work. Tapescript CD 1 Track 3 Part 1 Barbara: Ian. Ss describe the people and what they can see in the picture. Monica and I have decided to get married.. we use the past simple. This is evaluation of previous knowledge. After the presentation and practise of the language point. It was raining hard when we left the building. already. After eliciting the answers. it is sometimes the same in both forms.g. for specific occasions.g. Barbara: Oh. But I’ve already bought a ring for her! Margaret: That’s great news! Oh! I’m so happy. we use the Past Simple.Love and trust 3 Have Ss listen to part 1 and part 2 of the conversation and answer. at home in the evening your parents might say: What did you do at school today? because they are talking about the school day which has finished. Tapescript 5 1. Margaret: Excuse me. However. Ss complete the dialogue in pairs and then listen to check. Monica and I have decided to get married. Have you finished your work yet? Monica: No. I’m so glad that my parents have already accepted the idea. I haven’t finished it yet. have you told your parents yet? Ian: Yes – I’ve just told them! Gran’s really pleased but my parents aren’t too happy. Elicit the form of the other two sentences (have/has plus the Past Participle). Work it out 6 Ss look at the example sentences and say which one is different from the others and why (met … is the Past Simple. just). but this is crazy! Monica hasn’t finished college yet! Have you ever heard of such a thing? Barbara: I’ve never been so shocked! They only met five months ago! How come he’s got enough money for a ring? He’s just started his first job. Nominate Ss who answered yes to one of the questions to come to the front of the class and the rest of the Ss ask questions to find out as much information about the event as possible. CD 1 Track 5 Part 1 Monica: Well. Ask the first question: Have you ever met anyone famous? (in your life) and if any Ss answer yes.4 Tapescript CD 1 Track 4 Part 1 Barbara: Ian. it can be e. After listening 01 9 Re-elicit the rule from Check it Out that. when I was younger. Listen again if necessary. that’s … nice! Eddy: Have you decided on the date yet? Ian: No. at primary school. You could also look at expressions such as today which can be used with the Past Simple or Present Perfect. Ian: I’d really like to see you. we use the Present Perfect but. e. Ian: Thanks. Look at number 2 and ask Ss which words could go into the gap and be grammatically correct (already. did/done. Listen – I’ll do my work tomorrow. e.4 Ss discuss in pairs. but haven’t you forgotten something.g.g.g. you two? How old were you when you got married? Twenty – the same age as Ian. Ian: Thanks. ask Ss what they think their parents would say if they decided to get married at the age of 20 and who would be the most supportive member of their family. 17 . And you didn’t have any money. Gran! Did you hear that? Monica: Yes.4 Students listen again and make notes so that 4 they can justify their answers when you elicit them. we haven’t. in 2003. last night. If the verb is irregular. Part 2 Eddy: Ian has done a lot of stupid things in his life. etc. Elicit or explain that past Simple and Past Participle of regular verbs are the same. Now ask Ss which word makes more sense in terms of meaning (just). I did. Check it out Read through the box with Ss. 7 Ss look at the sentences from the listening and do the matching in pairs. bought and sometimes different. 8 1. e. You could also ask a pair of students to role play the interview for the rest of the class. We need to celebrate! 1. did you? Mind the trap! Look at the box with Ss and elicit other time expressions that could be used with the Past Simple. Before you continue… Have students respond orally or in writing to this question. on holiday. I’ve just talked to your mum and dad and everything’s going to be OK.5 Re-elicit the meanings and uses of the four time adverbials. 1. not the calendar day which hasn’t. Gran. Is anything wrong? Ian: I’ve got something to tell you. ask follow up questions in the Past Simple: Who did you meet? Where/When did you meet them? What did you say? Ss carry out conversations in pairs. when talking about any time in the past. the other two aren’t). Tell Ss that the finished time doesn’t have to be an exact day or date. Have you ever felt that you just can’t concentrate? Ian: Hold on a minute … Margaret: Sorry to interrupt. e. Monica: Oh dear. you haven’t eaten very much. Ss now look at the three sentences again and match them to the correct use.: How do age and experience affect attitudes towards romance and marriage? Give examples. the parents might say: Have you done your homework today? because today is still unfinished and the child can still do some homework later. but it is important that the sentence they choose embodies the idea of a lost mother that the family misses. We use because before a clause (a sentence subject verb and complement). Lima is located in the Sechura Desert and it is the second largest desert city in the world. Finish up by discussing the questions in open class to find out what the Ss’ views are. Call the attention of the Ss of the use of the weather in literature to create a specific mood. city or and country? Who? When? Do you miss him or her? Before reading Check it out Ss first read the check it out silently and then check their answers to exercise 7. Reading 3 Give Ss time to read through the first paragraph and underline the words in the paragraph that help them check their answer to exercise 2. 9 Ss write following the model provided. Use because of when you put the noun after the reason. I was tired so I went to bed. Has an important person in your life left you. “no sunshine”. It was founded by conquistador Francisco Pizarro on January 18.1. This is evaluation of previous knowledge. Have them in pairs write at least one sentence using because and the other using so about the story. So is used to express result. after Cairo. Monitor and note any common errors for a correction slot at the end of the activity. First Optional activity Ss then swap partners and interview each other.. have them respond orally or in writing to these questions: 1 How do you think family and friends react when someone they love leaves? When they return? 2 Is it better to be the one who leaves or the one who stays? Why? . This conversation will link their lives with the topic of this lesson. They write and then they do peer correction. 1535. They go back to check their answers. Then they go to the text. After discussing the questions in the Ss’ book. Then write them on the board so that the Ss can write them. Would you move to another country? Why? Why not? What would you miss most about your country? Where would you move to? What problems would most worry you? 2 Focus the Ss attention on the layout and pictures again before answering the question. e. they try to complete the gaps without going back to the text. Then some of the students could report their own stories or their partner’s. Its original name was Ciudad de los Reyes but Lima was its name in the local Aymara language and it comes from the word lima-limaq (yellow flower). The population in 2004 was estimated at just over 8 million. The answers to this question may vary. The same pairs as in exercise 5 complete the sentences. 4 Ss read the whole story and then go back to paragraph 2 and re-read it. 4 and 5 before coming up with the titles. I went to sleep because I was tired. Ss explain what is the mood of the story. check their answers and finally they read Check it out on the following page. Ss work in groups of 2–4 to think of questions to write for a survey on attitudes to emigration. Have them support their answers. your school.3 Sunshine (Student’s book pages 16-17) This section gives the Ss a story extract on the topic of being separated from those we love. 1 Add other questions for the Ss to answer so that they observe the pictures in detail and get the feeling and mood of the story At this point there are no right or wrong answers. 6 18 7 Ask Ss to try to complete the text without going back to the text. Then they answer the question. “cold with sadness” and “life without her”. Careful monitoring is important to understand what the Ss already know and where they need more work. It is suggested they do this exercise in groups and then they can share their titles and justify them. Warm-up Review of Present Perfect Put Ss into pairs to discuss the following questions. neighbour. After reading Work it out Culture notes Lima is the capital of Peru. once they have finished this task. Ask them what type of text this is. Ss are encouraged to identify what they already know.g. Before you continue.. They could have underlined words such as “man steps out of his house”. 8 If necessary have Ss re-read paragraphs 2. 5 It is suggested this exercise is done in groups and they should find the evidence for their answers. a good age to get married. not since Christmas Day 1977. argument. kiss. 4 Ask Ss to underline the answers in the text. Jean: Norm! We’ve known each other for more than 52 years. They could explain them in Spanish if necessary. Elicit ideas in open class. the fillers “like”. Emily 27. we’ve only been here for sixteen years.Love and trust 1. Valentine’s Day”. 5 Ss listen again and since this is specific information. Different languages have different characteristic filler sounds. This is an evaluation of previous knowledge. they take notes to justify their answers. Elicit ideas and then ask Ss what they think the relationship between the people in picture 1 and those in picture 2 is (they are the same people). “literally”. “y’know”. If Ss don’t know. “actually”. how long have you known each other? Norm: We’ve known each other for almost 52 years. Max: Have you ever fallen out? Norm: We’ve had a few little arguments. Write four names on the board with four ages. in your twenties). 10 When Ss decide on the correct choice for the three rules.6 1. 1. the most common filler sounds are uh /´/. Write the eight words from Exercise 2 on the board (romantic.6 They could reword the answers and if necessary 7 they could answer in Spanish. Max: How did you meet? Norm: Well. I used to be a policeman. Max: One last question – have you got any regrets? Norm: I’m just sorry I didn’t marry Jean earlier. Encourage Ss to identify the filler being used by the speaker. give Ss more examples of how they could be used and when they 19 . the recording could be stopped when the information appears to write the answers. what’s your secret for a successful relationship? Jean: I think you have to fall in love many times – always with the same person. we always try to sort it out before we say goodnight. 1. Before listening Ss are encouraged to identify what they already know. It is suggested that the Ss are prompt to give their opinion in the matter. hold hands. Point out the relevance of the use of fillers for a better communication. Jean: And I’ve never regretted a single day. Then they answer the questions according to their reality. be 16 and in love. Colin 29. careful monitoring is important to understand what the Ss already know and where they need more work. Then the students listen to the beginning of the text up to “Jean: We’ve been married since 14 February 1956.g. Tapescript 3 1. correcting as necessary. have children and retire. Mark 24.6 Ss listen again and since this is also specific information. e. Amy 25. Remember you … Norm: We have a simple rule – if one of us is angry. We’ve lived in this house for eighteen years. hug) and elicit or check the meanings of each. especially if in L1 a different structure is used to give the same information. Max: So. We met in 1953! Max: How long have you been married. friendly. (They are in their twenties. Warm-up Introducing the topic of the lesson. 1 Put Ss in pairs and tell half of the class to look at the top picture and the other half to look at the bottom picture. (Student’s book pages 18-19) This section looks at the use of for and since to answer the question How long …? Special difficulties: Ss may be confused by this new use of the Present Perfect. Jean: Eighteen years. and “basically” are more prevalent. Jean: No. When and how.g.6 After listening Work it out 9 Ss work in pairs and get the meaning of the expressions through context. Then they identify the text type explaining why they show interview as the answer. Since 1988. er /„/ and um /´m/.4 Happily ever after Jean: Not exactly.6 01 A filler is a sound or word that is spoken in conversation by one participant to signal to others that he/she has paused to think but is not yet finished speaking.) Repeat in their fifties and in their seventies and then in their teens. They should use as many of the words from the exercise as possible to describe their picture and what the people look like. Norm: No. passionate. 8 1. in English. but not in this house. Listening 2 Check: regret. caring. Ss have their books closed. Make the distinction between for and since clear and give Ss sufficient practise of the form. but we haven’t had a serious argument for years. Norm. Max: Have you lived here since then? As Ss listen. Valentine’s Day. I retired ten years ago … And Jean was the waitress in my local café. Ask Ss what is a good age to get engaged (using one of the phrases above. tell them. Among youths. We’ve lived in Stretford since the wedding. Jean: It was love at first sight. 6 1. Ask Ss for a phrase which gives the ages of all four people. then? Jean: We’ve been married since 14 February 1956. They could also redefine the other two text types. the recording could be stopped when the information appears to write the answers.6 CD 1 Track 6 Max: So. e. Ss work in groups of 3–4 to rank the word in importance for a good relationship. 11 Look at the dates and times given and elicit what happened then. if they disagree. Both skills are carefully and gradually developed. Speaking This section gives the Ss practise at giving opinions. they should stand on one side of the room and. Nose rings look stupid. This time they note down what they said to support their options. but I was in primary school for … (the Past Simple because the Ss are not in primary school any longer. giving both factual information about what she is wearing and opinions about what Ss think about her style. Examples I have had this computer for about a year. Ss are introduced to the language through a listening and then given opportunities to use the language themselves. since 7 o’clock = for (5) hours. Anna: Here you are.g. for example: a few days. 1. please. Ss compare answers in pairs and then as a whole class. In doing so they also face listening and reading activities used mainly as models to be followed. all the 2s etc. Ideas: Earrings look good on men and women. e. 15 In pairs Ss write their own interviews and practise it. Ss work in pair writing the dialogue following the model provided. e. Pierced tongues are terrible. practise the negative form by again getting Ss to think of true sentences about themselves.. if they agree with what you say. I have been in this lesson since/for ….g. this time. Speaking and Writing. Mind the trap! Look through the box with the Ss and stress the rule given. Monitor and help where necessary. After they have interviewed each other in pairs. If necessary assign some time home to learn their lines. Communication project (Student’s book pages 20-21) The Communication Project section mainly aims at developing the productive skills. 2. Monitor and assist when necessary. Dad. Tell Ss that. for each one. She’s really… Jenny: That’s nice … What’s she like? CD 1 Track 7 . Ss all stand up. elicit what time expression would be needed for the other word. 3 and 4 and then make four new groups consisting of all the 1s. Ss discuss the reasons for their opinion standing in their two groups and then debate across the room.g. Ss then have to translate back into English to make sure they have got the form correct and used for or since correctly. elicit answers in open class. Anna. It is suggested they have a further discussion on the following questions: 1 Do you think men and women can be just friends? Why(not)? 2 How do you think members of your parents and grandparents generation would respond to the first question? Additional practise Photocopiable resources. After eliciting the answers. e. Tell Ss that. for example: last year. We use since with the time when the action started. The Ss ask and answer each other’s questions as before but. e. half an hour.g. We use for with a period of time. listen … we’ve got a new Art teacher at school. The Ss work together to think of five more similar questions using How long… Number the Ss in each group. I haven’t eaten since breakfast. Then elicit sentences in the Past Simple with ago. as the questions are unknown beforehand. Ss write sentences alone.can’t be used. I met you. translate it into L1 and swap with another pair who have translated a similar but different sentence. Have them role play in front of the class. June 8. two years. I have been in this class since/for …. when they answer the questions for themselves. they will have to respond more spontaneously. Tell Ss to write out full sentences to answer the questions. they should use a mixture of for and since and not just one of them. Have them listen again to check their choices.g. It may be worth doing translation exercises whereby Ss in pairs have a sentence in English. We use Present Perfect tense to talk about action which started in the past and continues up to the present. Tea/coffee person. 20 Warm-up Introducing the topic of the lesson. I started in this class …. This lesson started … Check it out The box recaps what Ss have just learned. Jewellery and make–up should be banned in school. Check pierced/piercing and then Ss answer the questions given. Read through it with the Ss and ask them to make one true sentence about themselves using for and one using since. they should stand on the other.7 On the first listening. I have known her for five years or I have been here since 1996. Elicit ideas in open class. 12 13 14 1 Ss look at the photo and describe the young girl in it with as much detail as possible. Before you continue. 2 1. Resource 1 You’re a star! Page 66. Finally have some pairs present their work. Ss do the matching task and compare their answers with their partner. especially where the present tense is used in L1 and may cause problems. Frank: Pass the salt. agreeing and disagreeing. Ss work in pairs to decide whether the expressions take for or since. Hey. Optional activity Tapescript Put Ss into groups of four. Elicit the answers and.. e. I have been in this school since/for …. they can’t use since either). The Ss start from very guided activities and end producing oral and written texts with little guidance. Tell Ss they must listen for the words in a story and cross them off when they hear them. /ai/ my.g. school. She’s got a piercing. it seems to me that if she’s really sure she wants a piercing. come on. Ss pass their statement to the pair on their left. Check their answers. e. she can get one … Frank: What? I totally disagree! I mean. Frank: Oh. if you ask me. Do a short demo. Elicit ideas in open class.9 Tapescript CD 1 Track 9 blind. My friends are there this weekend. You can’t be serious! Everybody’s got piercings nowadays. relationships. a teacher should be a model for young people. Ss mark the stressed words. 5 I see what you mean. music. come on. but it’s Anna’s body. /oi/ boy. Each pair discusses their opinions about the new statement for one minute and then passes them to their left again. Writing This section aims at teaching how to write text messages and some of the common abbreviations and symbols used in those messages. cyclist. you have to be crazy to get a piercing … Frank: That’s right! Piercings are horrible! Jenny: Yes. Make up a short story using the words on the board. 1. Set Ss a short time limit to brainstorm more words with these sounds – they can look back in their Student’s Book if they like. daily. Elicit topics which are important in Ss’ lives. You can’t be serious! 3 What do you think? 4 If you ask me. The process is continued until the statements return back to their original writers. here … It looks really cool! Jenny: Take it easy. I see what you mean.g. and she’s really funny. Model each phrase or play the recording again. you have to be crazy to get a piercing. Jenny: So. But if I want one. classical music is all rubbish. Tapescript CD 1 Track 10 Hugh: … and I thought we could maybe spend next weekend at Pete’s place in the country. Drill thoroughly. late. noise. 2 Oh. Pause briefly after each sentence to give Ss time to find and cross off words. personally. It’s really fantast … Sophie: Hey. Then they decide which point of view they will defend as a group.g. 4 In pairs the Ss classify the words. Assign some time for them to speak in groups and then have them discuss with the other groups.Love and trust Anna: She’s great. One student in each group starts the conversation by giving his/her opinion.10 Ss describe the photo in as much detail as 1 possible. site. game. 6 Put Ss into groups of four. They then listen to check and complete the table. voice. Ss work in pairs and choose one of the topics and then write a controversial statement about it that some people might agree with and others might disagree with. Frank.g. Ss look at the words in the box and say them out loud in pairs. The game ends when a student crosses off all fifteen words and shouts ‘Bingo!’ 5 Discuss the Speaking Strategies with Ss. e. Elicit what was said in open class at the end of the activity. Frank: Not everybody. Ss discus in groups what they think about piercing. Dad? Frank: In my opinion. Monitor and note errors for a correction slot later on. Elicit and write up more words so that you have about 20. /ei/ same. boyfriend. enjoy. She explains things so well. Jenny? Jenny: Well. a teacher should be a model for young people. point. e. Elicit ideas and model again if there are any difficulties. 1. not yours … Anna: That’s a very good point. You haven’t got one. campaign. It was to tell me that she and her boyfriend had got engaged. Frank. Frank: Well. Tell Ss to draw bingo grids with fifteen spaces – demonstrate how on the board if necessary. Elicit ideas in open class and then play the recording to check. no. Warm-up Review of expressing an opinion. and I don’t think a piercing is appropriate! Anna: Oh. I’ll get one. 6 That’s a very good point. what they expect from their parents and/or teachers. looking at the appearance of the people and imagining their characters as well as answering the questions in the exercise.8 Tapescript CD 1 Track 8 1 In my opinion. I think that’s terrible. headlines. not yet. Tell Ss to choose fifteen words from the words on the board. but it’s Anna’s body. have you? Anna: No. Frank: She’s got a what?! Anna: A piercing. just think about … 3 Ss read through the sentences and see if they can guess the answers based on what they have just listened. baby. Make sure they understand them. Optional activity 01 Bingo. Divide the board into three spaces and write the three phonemic symbols in each space. life. Anna: What are you talking about. Last night I got a call from my friend. royal. sunshine. engaged. Elicit ideas and then play the CD to check. you won’t! You’re only sixteen! What do you think. Elicit a word for each sound. too. Then they listen to the CD at least twice. 1. Drill the three vowel sounds and elicit words which have the same sounds. Controversial statements. e. In her nose. Hugh! Look! There’s Liz! Hugh: Wh … where? 21 . I think her hair looked better when it was straight. Hugh). After eliciting answers. I can’t believe I’ve been so lucky – the man of my dreams fell in love with me and we’ve been happy for eight years. They could do peer correction before the correct answers are provided. In larger groups of four they can check their answers and finally the teacher could hand out an answer sheet for them to self-correct their work.g. collect all the messages to revise them.Sophie: Over there in that blue top. 6 If possible. Most boys would love to have a girl ask them out! Boy: Yes. Sophie. After the matching. 4 Ss answer this activity individually to see if they have a precise use of these verb tenses: Simple Past. 1 Ss work individually or in pairs to complete the first task. I think boys and girls should be equal. In the second part of the activity Ss mingle to ask each other their questions.11 Ss first read the questions and then listen to the 2 recording at least twice. 4 Re-elicit who the different people in the listening are (Liz. 22 CD 1 Track 11 Unit test See photocopiable test on pages 72 and 73 and answers on page 89. Ss first do the matching and then read through the texts to try to make sense of them. yes. Oh. Boy: That’s true. at the beginning of the course. 3 Ss first comment on what they see in the cartoon. When Ss are finished asking the questions. As the course continues it is convenient to let them attempt the activities with less help from you. They split up ages ago. allow them time to write before eliciting the responses in open class. John. Do you agree? Girl: You can’t be serious! Girls should be able to do whatever they like. They haven’t even spoken to each other since then. Check in pairs then elicit answers in open class. We finally got together after two long years – I was at a friend’s party and Greg suggested going for a coffee. toe. The following class. Then provide the correct answers. Present Perfect and Present Continuous. We ended up talking all night and that was that! We’ve had small disagreements over the years but we’ve never had a big fight – I think it’s because we are so different. Apparently boys prefer to be in control. They can discuss abbreviations of L1 words as long as they use English to do so. Then they work alone to complete the conversation. Personally. At initial stages it is more useful to tell them to do the activities alone but to compare answers with others before feedback to avoid weaker students being put on the spot. focus on the areas on which they are having more problems. I was brokenhearted! I went out with one or two men but no one serious. to split up. Leo. 3 Ss match and compare. Listen as Ss mingle to note common errors to revise at the end of the lesson. Tapescript I’ve been in love with Greg since day one! I saw him during my first week at college and I thought he was fantastic – but he’s a great extrovert and I am quite shy so it took a while to get to know him. Language Assessment 6 If necessary have the Ss in pairs solve this exercise. that’s a very good point. but it says most boys feel embarrassed if girls ask them out. Tapescript CD 1 Track 12 Boy: Have you read this article? It says that girls should never ask boys out. (Student’s book pages 22-23) These review sections give the students a chance to revise what they have learned in the unit. the activities can be done as pair work with lead-ins to remind students of the grammar or vocabulary and to help them develop strategies which will help them carry out the activities successfully. Finally they rewrite the text messages in their notebooks. 1. When the activity finishes. 5 Check: hug. when they have written their messages.10 Ss read through the sentences to make sure 2 they understand everything. Ss try to remember the answers from the first listening and then listen to check and complete their answers. my God! She’s changed her hair! Hugh: Oh. writing the questions. replacing the abbreviations with whole words. they can easily hand them to you for you to ‘deliver’ them to other Ss. discuss any other abbreviations Ss use. 5 Ss could make it explicit whether they remember the use of since and for before actually doing the exercise. Check possible difficult words. write the most common errors on the board for them to correct. to object. Ss then work in pairs to do the matching. e. Sitting next to that tall guy. We haven’t had any children yet but we’re hoping! 1. I wonder who the tall guy is … Bart told me he’s seen Liz at the club a few times with a short guy called John … Monitor carefully during the writing phase to make sure their questions are correct. would you ever ask a boy out? Girl: No way! I’d be too embarrassed! . When I found out he had a girlfriend. The main aim here is to increase the students’ confidence. arrange the class so that you are standing in the middle of the Ss and so that. Girl: That’s a load of rubbish. Elicit answers and justifications. So. It is suggested that. He still loves being the centre of attention and I’m happy to be the quiet one. Have they split up? Sophie: Haven’t you heard? Liz and Leo had a huge argument. Wait a minute … I thought Liz was going out with Leo. family life. 2 hours • • • 2. 2. Appreciate the importance of reflection and analysis in language learning. Monitor and assist where necessary. 2 hours 2.1 Different strokes Objectives Timing Unit OFT • Listen to a conversation between men and women. Have the different groups or pairs share their points of view with the rest of the class. and personality. allow them to perform it in Spanish. Communication Project • Role-play. Use modal verbs when speaking or writing. Write about why people like to distinguish themselves. Remind Ss that all ideas are valid and that they should respect everyone’s ideas. 2 hours Practise modal verbs. 1 hour Understand the importance of developing learner autonomy and good study habits. listen and talk about gender differences.3 Is it discrimination? Listen to a dialogue about tolerance. Activities 1 through 6 should be done either in pairs or groups. Have Ss work with a partner to complete the following activities before you begin the unit. Write a guided essay. Elicit answers in open class. Write a short summary and a guided essay. age gaps. 1 hour Read a letter to the editor about discrimination. personality traits and family life. Assessment • Language Assessment 1 hour • Unit test 1 hour Understand the importance of developing learner autonomy and good study habits.02 (S)He (S)he 02 Objectives Read. Focus on giving options. family life. Develop an attitude of respect and acceptance. • Checkpoint 30 minutes Getting ready (Student’s book pages 24-25) This unit is about gender differences. Encourage fast learners to do it in English. If Ss are unable to perform this activity in English due to lack of sufficient speaking skills. 23 23 . Topic People Class resources Class CD Photocopiable Resource 2 Self-evaluation for students Online dictionary Lesson 2.2 Brain balance Read about gender differences.4 Celebrating differences • Encourage students to develop attitudes of respect and tolerance towards people regardless of differences such as gender. Asking for and giving opinion. CD1 Track 13 Jerry: [Southern English accent] Mmm … I don’t know about you but I must have something to eat. I have to go. After Ss have finished Exercise 1.g. I can’t stay.1 Different strokes (Student’s book pages 26-27) Ss are encouraged to identify what they already know... Have the students justify their options. Michelle: It’s completely different. 7 The answers may vary according to their personal reality... Jerry: Aha! So men ought to help women with technical problems but when I ask you to make me a sandwich it’s not fair . Check it out 1.13 5 In pairs they try to complete with the correct modal verb before listening.e. Before Ss choose the adjectives.. the boys look at the attitude of the men in the cartoon and discuss together whether they act or would act similarly in the same situations. e. They could have other correct answers. After each point. Jerry: I can’t eat this rubbish! Look . er . elicit things they must and have to do in their lives. Listening 2 Tell Ss to read the questions before listening. “roles and gender”. Be sure they know what the clues in brackets mean. see if the adjectives they chose correspond with the stereotype for the gender. Dave: [Southern English accent] Oh don’t be like that. Ss do not open their books yet. some of these might be external obligations and for others personal obligations.. Write on the board the words must. etc? Before listening 1 Try to make sure the pairs are made up of either two boys or two girls. such as . Ask each student to write a sentence about themselves using each of the modal verbs provided. Then they listen and check.. i.13 Ss work in pairs and answer in English. etc. Elicit ideas and then check the meanings of all the adjectives with the group going back to the glossary on page 25. Four cheese and ketchup sandwiches … Lisa/Michelle: Oh . But I absolutely hate making sandwiches! Dave: Here you are folks. Tell Ss that their points of view are all valid and what is important is that they justify their answers. If 3 necessary provide options. When you have gone through all of them. the best three for themselves. Elicit or give the meanings of all the adjectives to the Ss and ask them to choose. Dave! You shouldn’t be so lazy! Jerry: Michelle … remember when you couldn’t understand why your printer wasn’t working and I had to fix it for you? 24 1. This is an evaluation of previous knowledge. and more girls choose romantic. Optional lead in Write the adjectives in Exercise 1 on the board. Then they listen and check. give me a minute and I’ll show you the best sandwiches you’ve ever tasted! Go through the Check it out box with the Ss. They study the Check it out and then correct their answers. How many sandwiches? Michelle: No Lisa. 4 Have the Ss answer the exercise before listening to the dialogue again. They should have seen all these verbs before but may be confused when seeing them all at once. Elicit ideas in open class and then Ss look at the words in the box. practical.. Check whether they handle some modal verbs to express obligations. OK. 1. Hey girls . e. did more boys choose insensitive. have them give their opinions about this dialogue. 8 Ss begin by writing the questions they will ask. So listen to other options. . Women love looking after men really … Lisa: [Southern English accent] Well. etc.. talkative. What is the past of ‘must’? How do we talk about ability in the Present Perfect? Ss discuss ideas in pairs and then look at the box to check or find out the answers.13 Tapescript Michelle: Yes. should and can. “women are better cooks” or “men are better cooks”. careful monitoring is important to understand what the Ss already know and where they need more work. The girls focus on the attitude of the women in the cartoon and decide whether they act or would act similarly. Have them keep those sentences and check them at the end of the lesson. ask questions to see if they know this already. If they feel like it.. but you’re her boyfriend . Ss complete the exercise alone.13 After listening Work it out 6 Before Ss look at the cartoons. Encourage Ss to ask follow-up questions for more detail. ability and possibility. elicit ideas in open class of how these phrases could be said differently. elicit examples to make sure Ss understand. For some Ss... alone. Monitor to make sure they have grammatically correct questions before beginning the interviews. can you make us some sandwiches? Michelle: [Southern English accent] Oh get lost! Even men can put some cheese between two bits of bread. you mustn’t listen to them. 1. e....2. I must go.. You love being able to show how much you know about computers . And? Lisa: Yes Jerry.g. Mind the trap! Before Ss look at the Mind the trap! box. thanks Dave. They may work in pairs or individually.g. OFT This is a good opportunity to have students reflect on how they relate to others and the world. a professor of psychology at Cambridge University. Ss then they provide the comparative form. After reading Work it out 6 Tell Ss to find the adjectives first and find out what they refer to. Some very famous scientists such as Newton and Einstein are thought to have suffered from Asperger’s syndrome. Before reading Ss are encouraged to identify what they already know. Culture notes The three types of brain mentioned in this unit were defined by Professor Simon Baron-Cohen. a kind of tube. It would be a good idea for Ss to talk about their own hobbies and those of older brothers and sisters. Have them arrive to the rule before reading the answers. Have them point out the differences between the two text types. Encourage them to give their opinions and be tolerant and respectful of others. Ss then compare what has been written with the original sentence to see how accurately it has been passed. The Ss will probably want to compare their answers to the second question in exercise 1 to the first paragraph of the text.2 Brain balance (Student’s book pages 28-29) This section gives the students a reading on the topic of brain chemistry and its effects on childhood development. and promote ethical values. It is suggested they have a conversation about responsibilities at home. This is previous knowledge so it shouldn’t cause much surprise. e. Warm-up 02 Review of modal verbs studied in the previous lesson. so they can choose. Empathising means that you are able to perceive what others are thinking and you have an appropriate emotional reaction. to see if there are any trends. Reading 2 Ss first read the questions and then the first paragraph of the text. a form of autism in which sufferers show narrow interests or preoccupation with a subject to the exclusion of other activities. This is an evaluation of previous knowledge. He also looked at the strengths and weaknesses of each type. 3 Individually Ss underline the sentences then compare with a partner and write the sentences in their copybooks.g. Choose a different student to start and finish for the next sentence and repeat the process. toddlers. to develop critical and creative thinking. Professor Cohen called the brain types: E (empathising). Ss compare what they found out in pairs before sharing ideas in open class. You may have Ss respond orally in pairs. e. Elicit vocabulary ideas before Ss describe and answer the questions in pairs. S (systemising) and B (balanced). Have them comment on the sentences.g. Tell them they can find more information than what is requested. The ultimate extreme Type S brain is an autistic one. Chain whispers. 5 Before doing this exercise have them read the whole text and then go back to paragraphs 3 and 4. 1 Tell Ss to look at the photo and quickly identify the things they can see that they know the words for. Before you continue… Have students respond orally or in writing to this question: Do you think men and women should maintain their traditional roles. groups or in open class.(S)He 9 In groups they write some sentences about their classmates. or do you think they ought to do what they want regardless of tradition? OFT Notes This section provides an additional opportunity to discuss the OFT of the Unit. This continues until the sentence is whispered to the last student in each group who has to write the sentence on the board. Put the Ss into two groups. 2. Have some prepared sentences written on pieces of paper. the comedian who is responsible for the characters Borat and Ali G among others. He is also the cousin of Sacha BaronCohen. When dealing with OFTs there are no “correct/ incorrect” answers. 25 . 4 Ss work alone. vacuum cleaner. Ss then think of how to define the things they cannot name. or even parents. They have to whisper it to the student next to them. Remind Ss that when dealing with values and/or attitudes there are no “correct/incorrect” answers. Show one student from each group the first sentence. Systemising is the drive to understand a system and to build one. toys. Then they answer a or b and support their options. Allow some minutes for Ss to answer and then have them find the answers in the text which justify them. 10 Ss practise a short dialogue following the given model. the part of the vacuum cleaner that the dirt goes up. careful monitoring is important to understand what the Ss already know and where they need more work. a magazine article and a catalogue. 1 Elicit descriptions of the people in the photo in open class. As soon as they or someone from their group knows what the adjective is they complete the word.. Damon: Well. and lads walking round in shorts all day doesn’t create a very serious. After listening. 7 Following the sentences they took from the text. if you ask me. Optional activity Listening 2 1. But the boys have been told that we can’t wear shorts. Also ask them why he 3 wore a skirt to school. Then they listen and check. I mean. we’re almost eighteen and we’re still being told what we can and can’t wear. careful monitoring is important to understand what the Ss already know and where they need more work. Before listening Ss are encouraged to identify what they already know. Each group either has two minutes to list as many positive personality adjectives as they can or as many negative adjectives as they can.3 Is it discrimination? (Student’s book pages 30-31) This section introduces ways of asking and giving opinions. write the adjectives on the board and tell Ss to write the comparative form of each one. . Elicit answers and reasons for them in open class. The first to do so. This is an evaluation of previous knowledge. Words to use: ahiyttepcsm (sympathetic). So Phil decided to come to school in one of his sister’s skirts. darlin’ and stuff. if you ask me. Put the Ss into two groups. Damon: [Manchester accent] Well. 6 1. Enlarging vocabulary.14 Ss do the listening.Check it out Challenge them to self correct their answers. he was trying to make a point … to prove something. At the end of the activity. Elicit responses in open class or small groups. 5 1. fotogcimnr (comforting). Groups then join up so that a ‘positive’ group is with a ‘negative’ group. aernottl (tolerant). Then they check their prediction to exercise 1. Board anagrams. Have them correct the false statements. Read out letters for them to write onto the board.14 Ss listen and identify Philip. Have them give their opinions about what Damon’s dad think. The other group has to try to guess what they are. 26 CD1 Track 14 1. Dad: I should think so too.14 Have Ss work in pairs checking whether the statements are true or false.14 Tell Ss to mark the true statements before they 4 listen again. One student from each group comes to the board. there was a big commotion. Warm-up Review of adjectives of personality. Ss compare answers in pairs and try to justify their answers with reference to the text. have them listen again. I mean what’s the point in … Before you continue… Have students respond orally or in writing to these questions: 1 How do you think gender stereotypes affect your behaviour and communication with the opposite gender? With the same gender? 2 How do you think the behaviour of the opposite gender changes in front of you? Is it justified? 2. He was just trying to show how pathetic some of the rules are. spelling correctly. A school has to care about its reputation . Have them check with another pair before eliciting answers in open class. He told Phil to go home and change straight away. 1. The possible answer would be: The boy wore the skirt in protest at the fact that girls could wear skirts to school but boys could not wear skirts. I think the headmaster was right to send him home. aeacbnld (balanced). Each group takes it in turns to define their adjectives in a similar way to the definitions in Exercise 4. Luckily some of the teachers saw the funny side but the headmaster was furious. Dad: And what happened? Damon: Well. ieevrgsasg (aggressive). Damon. It’s all about standards. Have them share their opinions. they write their own. Have them describe them physically and also ask them what they can say about their personality. of course. All the girls from Year 8 followed him around all morning saying things like ‘Nice legs. Allow Ss time to read the instructions first.. wins a point.14 They number them and if necessary. scholarly atmosphere. hiessfl (selfish). you know? It’s really hot at the moment and all the girls at school are wearing skirts. Extend this activity by putting Ss into groups of about four. Tapescript Dad: [Manchester accent] Morning! What are you two so cheerful about this morning? Anna: [Manchester accent] Morning Dad! Damon’s just been telling me about Philip York … Apparently he turned up for school yesterday in a skirt! Dad: Oh yes? He was always a bit funny that Philip York. Stupid boy – just like his Dad. Dad: Well. I think it was pretty cool myself. Could I borrow £15? There are these gorgeous T-shirts … 12 Ss may work in pairs discussing the topic before filling in the chart. Most pokemones were teens.15 Tapescript 02 CD1 Track 15 Damon: . guys. Damon – shouldn’t you be on your way to school now? Damon: Oh no! It’s ten past eight! I’ve got to go. As long as you phone me … Damon: Thanks.. Then they may discuss with another pair. Mind the trap! Have the Ss become aware of the style of the English speaking culture. Before reading 1 In open class Ss discuss what urban tribe and subculture mean. Dad: Oh.. They tend to be very polite. you know that we both treat you the same. 2. We want to.Yeah. I mean it is Friday night after all. Anna: Thanks! Er . while kissing and groping with as many people (male or female) as they could. er . I was wondering if I could spend the night at Sandra’s afterwards. Anna: No.. Pokemones are usually from the Chilean middle and lower class. I still think it’s unfair. such as “well. But here the objective is that Ss express their opinions. During parties they danced to reggaeton music. Insist on them using the phrases in the Speak out box. Anna: But Dad. 9 If possible do this activity entirely in English. Warm-up Ask Ss if they have heard the terms urban tribe or subculture. Anyway. 27 . Dad! Catch you later! See you. I suppose so – as long as you phone us after the concert. 8 In groups the Ss discuss these questions. urban tribes and subcultures. but it’s completely different for girls.. Culture notes Pokemon is the name given to a Chilean urban tribe which surfaced in the 2000s and began to decline in late 2009. by the way . 1. and discusses a particularly Chilean phenomenon. give opinions. Anna. Check Ss performance in class. please let me stay over. do something on his computer. You let Damon stay out with his friends. have the Ss respond orally or in writing to these questions: 1 Have you witnessed any kind of discrimination? What happened? 2 Should others intervene when they see someone being discriminated against? Why(not)? OFT Discuss where prejudices come from and how to overcome them. describe a situation or any other”. It’s discrimination! Dad: Oh stop it... then they practise and finally they present their conversation. a key difference being that members of an urban tribe/subculture choose to belong to that group. you two. which they called poncear. Do you mind if I go? Dad: Well. you say that. Anna. Before you continue… After they have discussed the questions in the Student’s book.. If necessary ask them to write their conversation first for you to check. Speak out 7 Ss read through the Speak Out box before they listen again. that’s not a very good idea is it? I mean you’ve got the dentist’s early in the morning. They are easily identifiable by their angular and pressed hairstyles. Is it OK if I come back late tonight? Dad: No problem. Anna! Dad:/Anna: Bye! See you! Bye Damon! Anna: That reminds me. in my opinion”.. Sandra has got us tickets for the Jason Trembelin concert tonight.(S)He After listening 11 This activity could be assigned for homework. The Pokemones also shared some aspects typical to the Punk and the local “hardcore” subculture. Dad: Nonsense . Then some groups report to the rest of the class.. Anna: What you really meant was Damon’s a boy. Oh. Dad. reminiscent of characters from the Japanese media franchise Pokémon. Then elicit from them what these phrases are used for: “to complain. Answers may vary. Dad: Actually. They could provide any other phrases they know. I’m going round to Matt’s after school. Elicit what they think they mean and any groups they know. Er … actually. I’m sure it won’t. as long as it doesn’t finish too late. 10 In pairs first they replace their sentences. the Pokemons.4 Celebrating differences (Student’s book pages 32-33) This section introduces stereotypes. The terms urban tribe and subculture are often interchanged. Anna: Well.. just one more thing. Accept anything that is relevant but point out that an urban tribe/subculture is not the same as a minority group. Anna: Go on. why can’t I? Dad: Damon’s a year older than you. Have them support their classification. Are you the most popular? Page 67. Resource 2. Communication project (Student’s book pages 34-35) Speaking This section gives Ss practise at preparing for speaking. have them do the exercise in groups of 3. Check it out If we report what another person has said. Elicit answers in open class. The answers may vary. byline. Therefore. They should support their choices. 1 1. Tell them facts can be proved. we usually do not use the speaker’s exact words (direct speech). First. Then they share their classification with the class. 5 11 6 Before you continue… After they choose the best title. They could also underline the sentences they consider facts in red and the ones they consider opinions in blue. Have the Ss support their answers. Then do the exercise and finally go back to the text. they could come up with their own titles such as. Ss must follow the steps one by one. Ss are introduced to the language through listening and then given strategies and opportunities to use the language themselves. check whether you have to change: * pronouns * place and time expressions 28 Ss must become aware of the fact that that these are phrases used to express opinions. Then another pair can check their writings before checking them. Reading 3 8 First Ss choose the adjectives and then they write the summary for homework.2 In pairs. you need to learn how to transform direct speech into reported speech. letter to the editor. then? Two A: [Southern English accent] Dad … do you mind if I borrow one of your Bob Dylan CDs? . Elicit parts of a newspaper article (title. story. check whether you have to change: * pronouns * present tense verbs (3rd person singular) * place and time expressions * tenses (backshift) Also note that you have to: * transform the question into an indirect question * use the interrogative or if / whether Requests When transforming questions. Statements When transforming statements. etc). The structure is a little different depending on whether you want to transform a statement. Tapescript CD 1 Track 16 One A: [Southern English accent] Hi Josie! Can I sit next to you? B: [Southern English accent] Sure! Be my guest … How’s life treating you. Additional practise Photocopiable resources. Allow Ss to answer on their own and then check with a partner. Ss discuss the photos.16 Ss listen to each of the conversations at least twice for them to note down the words that help them decide which conversation is the most formal. Train your brain Do this activity in pairs because of its level of complexity. have them identify the text type. They could study the Check it out before trying to do the exercise. Ss discuss the questions in their textbook and then they respond orally or in writing to these questions: 1 Do your parents have different points of view about today’s youth? 2 What were they like when they were younger? What liberties or restrictions did they have? OFT This is an excellent opportunity to encourage Ss to debate about tolerance and respect. Accepting each other or Different styles. They may refer to the text if necessary. After reading 7 Since this may offer some considerable difficulty to the Ss. 4 Allow Ss to answer on their own. 9 Instead of writing them they could underline them in the 10 Ss do this activity in groups. but reported (indirect) speech. text. check whether you have to change: * pronouns * present tense verbs (3rd person singular) * place and time expressions * tenses (backshift) Questions When transforming questions. question or request. answer the questions and then read the article. It could be assigned for homework. They could have classified the adjective differently. know. C: Of course I don’t mind! Take whatever one you want . property.. soft. A: Excuse me. his or her marker goes up the ladder and continues from there. Ss move around and ask each other their questions from exercise 1. I suppose so. If there is not enough time in class this may be done as homework. court. absolutely.) 1. Ss work alone or in pairs to write polite requests using the cues. Elicit answers then refer back to the essay. but he or she must roll the correct number on the dice to land on the 36 mark.. I’m sorry to interrupt … are you reading that newspaper? D: Er ..18 Ss work alone to read the questions. yeah . If there are doubts they ask the teacher. Ss can use two coins: 2 heads moves ahead 1 space. Ss can change partners and do the dialogue again. 1 4 Ss read the statements and individually choose one they find interesting. elicit phrases used to make polite requests.. Tapescript CD 1 Track 18 Ted: Great! The company I applied to wants me to go for an interview! Mum: Well done. etc.. changing roles. example: Please let me. Writing Ss work alone to read and study. very funny.. When is it? Ted: Monday. e. low. 4 Allow time to prepare and practise the dialogues. If there are no dice available. the person on his/her left goes next. I was convinced we’d lost the contract. I can use my driving licence or passport as ID. Mum: What time do you have to be there? Ted: The interview is at 10:00 but I have to arrive at 9:45 for a security check. Then listen and check.. Ss are led step by step to successful writing. I thought it was absolutely extraordinary behaviour. Then compare their lists with other groups before beginning the next step. Ss could assess their partner’s performance and give them feedback.(S)He C: [Irish accent] One of my Bob Dylan CDs? What’s happened? Why do you suddenly want to listen to some good music? A: Yeah. For more practise.17 Ss work in pairs to find the different sound. 02 Ss work alone to complete the gaps in the Train Your Brain box. gossip 3 Tell Ss to study the Speaking Strategies box on this page and the Speak Out box on page 31. 1 head and 1 tail moves ahead 3 spaces. When a player lands on a ladder. Ss will decide in the group if the response is correct or not. When a player lands on a snake head. didn’t you? E: [RP accent] Oh.) What is the writer’s opinion? (There should be a mix of formal testing and continuous assessment. Collect the revised essays to give the Ss a mark. Remind Ss to be polite and use phrases from Check it out on page 27 and Speak out on page 31.. This is an entertaining opportunity to reinforce ethical values as well as creative and critical thinking. 2 1. Language assessment (Student’s book pages 36-37) 1 Ss play a traditional game to practise language covered in the unit. 5 Choose two or three groups to present their dialogue to the whole class. Can I. cope.) What example does the writer give to support his or her argument? (Some people argue that exams are fair.. 2 Go through the four points with the whole class and then ask SS to work alone to find the words and phrases in the text. Ss must give an appropriate response when they land a square. Make sure they understand them. writing their responses in the boxes. She says I have to ring her if I can’t go. Tapescript CD 1 Track 17 1 law. report 2 lot. each player rolls the dice once.. 2 Before starting.. What general points does the writer make that everyone can agree with? (It is important to check students’ progress. If they do not give an appropriate response they must move back to the square they just came from. 3 5 Read through the tips as a class and comment on them. from 3 blow. host 4 order. Then listen and circle the correct answer. Group Ss according to the statements they chose and have them write their lists in groups of two or three. tolerant. I’m not. Mum: Is there anything else? You must read the letter carefully – do you have to do any preparation? 29 . Listening 3 This section looks at writing a short essay. no. Elicit answers in open class. A: I was wondering if I could have a look at it … D: Well . his or her marker slides down to the snakes tail.g. Take them all! Three D: [RP accent] I mean. The first player to land on 36 wins. knock. The player who rolls the highest number goes first. In groups of 4. 2 tails moves ahead 2 spaces. But now I think she trusts me and we have a really good relationship. She’s so easy to talk to and she always helps me when I’ve got a problem. A: But Mum it’ll be Sunday.20 Ss listen again and answer. Answers can be discussed in class. Two Girl: We have a brilliant relationship. You should start it now and do a little bit everyday. Mum: You mustn’t leave it until the last minute. have the Ss listen once more to complete any of the questions in activities 1 or 2. you must find them! You really ought to keep them somewhere safe. I have to take my certificates. You may want to discuss their grades with them individually and help them with strategies to do better. They will find the answer key at the bottom of page 39. do you mind if I stay with Sandy? B: Actually. Three Man: [Irish accent] When we first started to go out together we used to argue quite often. It’s sad really because when we were younger. Luckily she just ignores me a lot of the time – she’s too busy with her boyfriend usually. she was probably my best friend. if you must. They should read the questions first so that they focus their attention. Please let me. A: Thanks. Tapescript CD 1 Track 19 A: Mum. Listening 1 1. but don’t be late home. B: Yes. . Ted: Yeah. It is necessary the teacher checks their interview before they start practising. The only problem is that she changes her mind a lot – it can be very annoying sometimes.2 (Student’s book page 38-39) Have students complete the tasks and grade themselves. This activity is to promote awareness of learning and is a personal reflection. Reading 1 They face this activity with no help from the teacher to see whether they can follow instructions independently. Encourage Ss to take the time to answer thoroughly. Get me my handbag. Self-check Ss reflect on their learning in the two first units. Unit test See photocopiable test on pages 74 and 75 and answers on page 89. A: Well. 2 They do this exercise independently and check their score independently as well. Writing and Speaking 1–2 These two activities are related. Then they can hand in these marks. Have them read the instructions and answer. It’ll be interesting. 4 If the Ss understand the meaning of the words. She’s got a great sense of humour as well – she makes me laugh. Have them complete the chart with their own information. If necessary. I suppose. And there is a task. that’s fine by me. A: Is it OK if we go to a café afterwards? B: Yes. that’s not a very good idea. especially when she lies in bed all morning and I have to go to school so early. I used to get on with her really well. Do they want to keep them? Ted: Er. I don’t have to leave them – they’ll make copies. A: I was wondering if I could have £10 for the ticket.Ted: Yes. have them complete the sentences without using a dictionary. I’m very lucky. I don’t know where they are. As long as you don’t come home too late. And she gives me a lot of freedom too. she really irritates me when she spends so long in the bathroom – she’s very unfair. We have a lot in common so that helps. And you should check that your suit is clean. Tapescript One Boy: Well … for starters.20 Provide a little guidance. B: I suppose so. B: Oh. of course. In fact. You’ve got to do your homework. 30 CD 1 Track 20 2 1. They work in pairs. no. Mum: Well. Mum! Checkpoint Units 1. could I possibly go to the theatre on Saturday evening? We’re going to see Hamlet with our English teacher. You may want to discuss this information with the students and may suggest additional practise. good idea. 3 It’s a dog’s life • Read about octopus intelligence. Write a guided scientific report and a brief opinion essay. 2 hours • Listen to a story about African elephants. • Read about the responsibility of pet ownership. Have Ss work in pairs to complete the following activities before you begin the unit. If Ss are unable to perform this activity in English. • Language Assessment 1 hour • Unit test 1 hour Understand the importance of developing learner autonomy and good study habits. Encourage fast learners to do it in English. Timing 1 hour Unit OFT Practise conditionals 3.2 All brain & no bones 3.1 Those crazy humans Objectives • Listen to what pets might think of their owners. Practise 1 hour • Give a short speech and write an opinion essay. Remind Ss that all ideas are valid and that they should respect everyone’s ideas. Communication Project Assessment Getting ready (Student’s book pages 40-41) This unit is about the animal world. 2 hours Develop confidence in ability to understand and communicate in English. 3. Discuss animal rights and the need to protect them. expressing ability and possibility. Monitor and assist where necessary. Elicit answers in open class. 2 hours Practise reading graphs. 31 . Focus on talking about probabilities and giving short speeches. It is important that they know in advance what is expected from them. Topic The environment Class resources Class CD Photocopiable Resource 3 Online dictionary Lesson 3. Appreciate the importance of reflection and analysis in language learning.4 Elephants never forget Encourage students to develop attitudes of respect towards animal rights and the need to protect them. Read. allow them to perform it in Spanish. Practise connectors. listen and talk about the animal world. Use the conditional when speaking and writing to express probability and certainty.03 Amazing animals Objectives Go through the unit objectives with your Ss. I’m always pleased to see her again.’. dotted or other patterns and can be seen on many different breeds of cats. ‘They’re not very clean. Wally I absolutely adore Lucy – my human. I’ve trained my human well. and whether the animals are females or males.3. perhaps she’d stop doing it.21 Check first whether the Ss are aware of the 3 question they have to check before listening.21 Ss answer exercises 4 and 5 and then they listen. Choose one person from each group to come to the board. Give them a clue for a word and the first person to write it with the correct spelling wins a point for their team.’. But as long as it makes her happy. Special difficulties: Ss should have seen conditionals before but still may find them difficult. I’ve no idea what he does but it can’t be for pleasure. I’d practise at home first – he could start by hunting flies and spiders and then try the bigger things later. Culture notes Tabby is a description of the colouring of a cat’s fur.1 Those crazy humans Tapescript Kika I don’t know when my human started living in my home. she’ll eventually give me all of it! Often when we’re out she does silly things like throw sticks. either.’. 1. 4–5 1. It works every time! I’ve even taught her to share some of her food with me. Allow Ss to work in groups of four to make it more likely that at least one person will know in each group.. Warm-up Review of vocabulary from the previous unit to reinforce its acquisition. It describes striped.’ Dog says: ‘I absolutely adore Lucy. not a breed of cat. You may need to stop the recording for them to write. Mine only washes twice a day…unless he’s in love. Maybe he goes hunting. others may not.. But provided he fills up the big white thing in the kitchen with food. I hope that if I keep training her.. For several months mine smelled of another human! But eventually it stopped. but if he does. unless). I’ll do it – it’s a very small sacrifice. Then he started going out less in the evenings and spent hours staring hypnotised at that noisy glass box. 1 Ss work alone and tick the words that they understand. She even does little tricks for me – when I look at the front door and whine she immediately jumps up and starts putting on her shoes. ‘Humans are lazy.. Then they listen and check. Put Ss into two groups.’ 32 CD 1 Track 21 Work it out 8 Some Ss may know the names of the conditionals. 1. Tell Ss to try to remember whose words are those to build the context of these sentences. Ask Ss to support their answers using evidence from the listening such as the check. isn’t it? Humans are loveable creatures – so easy to please and easy to train! (Student’s book pages 42-43) This section introduces Zero. If she knew how pointless it is. 6 Ss listen again and complete the chart. Don’t invest much time in this activity because the aim is that the Ss are able to use the conditionals correctly. ‘I’m always pleased to see her again. he spends about eighty percent of his time asleep or resting. A few minutes can seem like weeks. There’s a theory that humans are solitary creatures but I’m not sure. If Gavin’s at home. He’s been here for a very long time. They could also identify the names of the animals and humans. I’m afraid that Gavin is going to be here for ever. As soon as she goes out. . The word comes from the French tabis. I’ll let him stay. careful monitoring is important to understand what the Ss already know and where they need more work.’. This is an evaluation of previous knowledge. After listening Listening 7 Ss work in pairs. provided that. Luckily mine goes out quite often. I start missing her terribly. he’s not very good at it – he’s always hungry and irritable when he gets back. So my conclusion is that humans do have partners but just for short periods each year. Make sure they are able to form simple conditional sentences before introducing the alternative phrases. Golden retriever – the name comes from its role as a hunting dog used to retrieve birds after they had been shot...’.. ‘I’m afraid that Gavin is going to be here for ever. I think she expects me to bring them back. ‘Humans are loveable creatures. First and Second Conditionals as well as other words and phrases that can be used in place of if (when.’. Cat says: ‘Luckily mine goes out quite often. Have them explain their choices in different ways so that they become aware of the communication purpose of each type of conditional. ‘I start missing her terribly. Humans are lazy animals.. Choose another two Ss and continue with the game. Board race. If I were him. especially unless. Before listening Ss are encouraged to identify what they already know. They were first recognised as a breed in 1911.21 2 Have a whole class debate between the Ss that think pets have a good opinion about their owners and the ones that think the opposite.They’re not very clean. They then compare with their partner and look up the ones that neither of them know. OFT Discuss animal rights and the need to protect them. as long as. There’s nobody like her. as soon as. In both. The other person has to say what they think and why. The Oxford English Dictionary states three possible plural forms. which animal would I be? On the board. Mind the trap! Tell Ss that while If I was is not incorrect. but they will tell the story in whole sentences. other text types. Ss then mingle and ask each other the question. Ss ask as many people as possible in a set time (e. 7 o Ss could come up with other connectors that help build coherence to a paragraph. The two Ss try to draw the animal on the board and the other Ss have to guess what it is (in English). It might be useful to show how you can use conditionals to show your opinion of a situation. Point out that. It can be assigned as homework. If you worked hard you would be fine shows that a student is clever but lazy. Before Ss start reading the article properly. formal and informal English were is more frequent. 2 First Ss work individually and then they compare ideas in pairs. likely futures or unlikely/impossible present or futures. 1 Prompt to say what kind of information they will find in the article and support their answer. Culture notes Octopuses have no skeleton. Put the Ss into two groups and ask one student from each group to come to the board. Ask Ss to write down the animal they think they would be and why. the Ss could play a drawing game (picture dictionary). farmers. I’d be a dog because I’m loyal and friendly. In order to reinforce vocabulary. Then elicit what Ss think about themselves and what others told them during the activity. Etc. Apart from providing new information it also extends animal vocabulary. 8 Have Ss answer this question in pairs and then share with another pair before checking with the whole class. I’d be a cat because I’m independent. zoo workers. Reading 3 Help Ss find the question and have them answer 4 Have Ss explain their choice and to describe the in two minutes. 33 . As a pre-activity to help Ss understand the task. Elicit ideas and then tell Ss to complete the sentences alone. 9 Tell Ss to read through all five sentences first to decide if they are always true. If no one knows the word in English. the drawers can tell them what it is. This is to activate and evaluate previous knowledge. Student 2: If I took that person to the hospital he would wait in the emergency room for a long time. you’ll be fine is a good example because it is quite likely to happen. if and when have the same meaning (whenever).g. Etc.g. sequencing ideas and introducing additional ideas or information. ask if Ss know anything about octopuses and write down any ideas on the board. After reading Train your brain Go through the Train your brain box with Ss. start a chain of What if…? Example: Teacher: What would you do if your dog bit someone? Student 1: I would take that person to the hospital. They may check with other pairs before checking answers in open class. careful monitoring is important to understand what the Ss already know and where they need more work. If you work hard. 10 Remind Ss that they will write phrases to organise their ideas. two minutes). 5-6 Ss read questions 5 and 6 and then read the paragraph to answer. If I were a … Write the sentence If I were an animal. they should try to always use were. Before you continue… Have students respond orally or in writing to these questions: 1 Do you think animals should have legally protected rights? Why(not)? 2 How do you think people who rely on animals as their means of living would say about animal rights? For example. 3. 03 Before reading Ss are encouraged to identify what they already know. Ss make a note of the animals they did not know. e. dog trainers. veterinarians.2 All brain & no bones (Student’s book pages 44-45) This section gives Ss scientific information about octopuses. When the game is over. with the Zero Conditional. 9 Ss work in pairs finding examples.Amazing animals Check it out Warm-up Go through the box with Ss and elicit other examples.g. Allow 10 minutes of class time to prepare the activity. Make sure they understand the phrases to be used when giving examples. It might be necessary that they write the story first and then tell it to the class. As well as octopuses (the most common) it is possible to say octopi and octopodes. Review of conditionals. the only hard part of their body being the beak. Show them the name or a picture of an animal. e. Swap Ss and repeat the process with the next animal. preferably not reading. 10 Remind them that since this is a paragraph. indicate whether the use of this form is friendly. suggestions: Follow me. 34 6 In pairs. 5 Encourage Ss to explain in English. etc. 8 Offers: Help yourself. The full form (Do not) is used mainly in public notices. Check it out Go through the check it out box with your Ss. rules.10 Ss give their answers and explain why they consider them so striking. 5 Prohibitions (in e. They then read out their animals and the other Ss have to guess what the question was. Reading 3 Ask Ss to predict some of the information they will find in the text. 11 7 12 After reading Point out that these words are not necessarily synonyms. instructions or warnings. public notices): Keep off the grass! Do not feed the animals! 6 Advice (especially after always and never): Always answer when you’re spoken to! Never speak to strangers! 7 Invitations: Come and have dinner with us soon. Ss discuss the issues presented. Once each pair has its own sentences. elicit answers in open class. For example: What’s the name of your animal? What’s its habitat? What’s so striking about it? Etc. When finished. 4 Ss work alone or in pairs to answer. careful monitoring is important to understand what the Ss already know and where they need more work. cobra. abrupt. orders. The question: who are these sentences addressing? could also help them. but equivalents. Discuss on the responsibility we have as a society. but accept Spanish if necessary. You may assign the project as homework.3 It’s a dog’s life (Student’s book pages 46-47) This section reminds the Ss of the use of imperatives to express commands. We use the Imperative for direct orders and suggestions and also for a variety of other purposes.g. elephant – Which animals live in India? Before you continue… Divide Ss into two groups and have them do the following: One group makes a list of reasons supporting the use of animals in research and the other group a list of reasons against it. Optional activity Ss could think of their own question. 12 Have Ss work in pairs discussing the problems of stray animals.g. 2 Have Ss look up meaning of the words and encourage them to make sentences using the words in order to check they understand their meaning. . above all. persuasive. 13 Lead a brainstorming about what a poster means. The negative form is usually expressed by Don’t. Get ideas from Ss regarding what in their opinion it should have. Then have Ss vote for some of the best and you may use them to decorate the classroom. This is an evaluation of previous knowledge. starting Which creatures …? And choose the animals from the list which are the answer to the question. It also challenges them to read statistics from graphs and use the appropriate language to report statistics. Monitor that the Ss use the imperative to write their list. tiger. have them share their sentences and write them on the board. Monitor and assist where necessary. but they are not used to do it in English. Before reading 1 Ss are encouraged to identify what they already know. Have a biscuit. angry. Work it out 8 Ss work in pairs. they must write sentences and that the sentences must be related. facial expression. Stress and intonation. Therefore allow some time for them to do this activity in pairs. gesture. Shut the door (please). e. The imperative is used for: 1 Direct commands. 3. Then they may discuss with other pair. Don’t worry! 2 Warnings: Look out! There’s a bus! Don’t panic! 3 Directions: Take the 2nd turning on the left and then turn right. impatient. Divide the Ss into smaller groups with half of the group on one side of the argument and the other half on the other side and have a debate. You could provide some questions to help them write their report. The majority of them are familiarised with websites. 4 Instructions: Use a moderate oven and bake for 20 minutes. situation and context. Have them name the characteristics of a webpage. Ss underline the sentences in the text that refer to the topics. 9 Expressing rudeness: Shut up! Push off! 9 The Ss get in groups and then share their lists with the other groups. 11 Ss have most probably learned to read graphs and analyse statistics in another subject. requests. mongoose. and. 35 . write the letters A–L. In fact. Although it can weigh the same as 80 men. Assign some time and then they check their answers with the key at the back of their textbooks. CD 1 Track 22 Lecturer: [Edinburgh accent] Good morning. Ss then check to see if the information elicited is mentioned and correct as well as finding the most surprising information. compare answers in pairs and listen again to check. The first group to complete their side of the board wins. Female elephants and their young live together in groups called herds – in other words family groups of mothers. As I think I mentioned last week.2 Tell the Ss to write down the words that helped them answer this exercise. careful monitoring is important to understand what the Ss already know and where they need more work. If necessary.. on average an elephant can drink 200 litres a day and more than 100 kilos of leaves a day which is .4 Elephants never forget 03 6 1. On one side of the board.24 Allow Ss about thirty seconds to read the facts 7 before listening to part 3 again.Amazing animals Before you continue… Listening Have students respond orally or in writing to these questions: 1 How do you think the overpopulation of street dogs can be best controlled? 2 What can be done to reduce the number of street dogs or eliminate them? Do you agree with these methods? 4 1. write the letters M–Z (without Q or X). Each group finds one animal which starts with each letter on their side of the board. elicit anything that Ss know about elephants. Encourage Ss to think about ways to protect and improve animals’ way of life. Then elicit the answers. 1 Before Ss open their book. Sometimes for a few years they form noisy teenage gangs and behave rather badly – for example they sometimes get very drunk on rotten fruit! 1. Prompt them to speak in English. an explanation of what a herd is or what kind of herd it is. Review of animal vocabulary. 2 Be sure the Ss first read the notes at the bottom of the page.3 million African elephants – today there are less than 85 thousand. aunts and female cousins … Herds can have up to 20 members but usually there are 6–10 in a herd.. In places its skin is nearly 5 centimetres thick but it’s also very sensitive – even elephants have problems with mosquitoes! As you can imagine. everyone. It can lift more than 250 kilos with its long trunk. All words are included in the listening. On the other side. e. It can grow to about 4m in height. Ss could use a dictionary. A-Z. Sometimes young elephants live with this group all their lives. Ss listen. This is an evaluation of previous knowledge. OFT 3. In the 1970s there were 1. mostly because of hunting. 5 Before the Ss listen to the second part. which could be more than 65 years! But male elephants usually leave the herd when they are young teenagers.23 Tapescript This section gives Ss a listening task in which they have to complete information. Have them do it in pairs. this animal is in serious danger and the numbers are falling dramatically. Tapescript This is an excellent opportunity to reflect on the way animals are treated in Chile. it can run at about 40 kilometres an hour – that’s the same speed as an Olympic sprinter. Warm-up Before listening 1. sisters. Put Ss into two groups and split the board into two halves. One student from each group goes to the board and writes one animal then returns to their group and swaps places with a second person. Tapescript CD 1 Track 24 Lecturer: Now I’d like to say a few words about elephants’ lifestyles.g. but accept Spanish if necessary. such a large animal needs a lot of food and drink. (Student’s book pages 48-49) Ss are encouraged to identify what they already know. vertically down the left hand side. 3 CD 1 Track 23 OK – let me start by giving you some background information about the elephants themselves. Today I’m going to talk about African elephants and what is now being done to protect them. And the elephant is also an excellent swimmer. The African elephant is the largest land animal and some of its statistics are amazing. It also introduces the Ss to strategies they could use to take notes such as the use of some common abbreviations. ask them what kind of information they think they will be listening to.24 Again the Ss could predict how the lecture continues before listening to the third part. the other way up –Two at the top. Ditto means that you want to repeat the word or words above. three dots – two at the bottom. If necessary. which means for example. We want a pet. circle.After listening B Before I start I’ll show you some standard symbols you can use when you take notes in lectures. fewer people use shorthand because we have good recording equipment. Then they do the activity and finally they read the Check it out. 1. such as e. Train your brain Tell the Ss to self-evaluate themselves on each of these note taking strategies. to mean ‘the same as’ – but put a line across and it means ‘not equal to’ or ‘not the same as’ . you need a quicker method than longhand – and this is where shorthand comes from. Therefore. Tapescript Before you continue… Pet. Elicit the answers and then go through the completed box with the whole class. What else? Oh. have Ss try to remember what they heard and guess the meaning of the abbreviations. 3 After Ss listen to the two words. pest. penguin. two lines. Check it out Go through the Check it out box with Ss. Page 68. 1 1. 10 Tell the Ss some of them have Latin roots. Ss try to complete the table before listening and then listen to check. work. urban. 9 Ss work in groups of 2 or 3 to discuss these questions. emphasising the important things to remember. Check the Ss’ ability to distinguish between the two sounds by asking them to think of three more words which have each vowel sound in them. Resource 3. Make sure they understand. one on top means ‘therefore’.g. 5 Ss work alone to prepare and present their short speech.26 11 Be sure they write their questions using can for ability and for possibility.. Read through the instructions and make sure Ss understand what they are to do. Ss work alone to develop and write an opinion essay. engine. yes another useful symbol is two small marks which means ‘ditto’. petrol. Make sure they understand.. Write the sentences on the board in two columns according to their usage. Collect revised version for a grade. Then discuss their answers in open class. We use the Maths symbol for equals. On one column you write the sentences using can to express ability and on the other the ones using can to express possibility. CD 1 Track 25 A I want to tell you a bit about the history of shorthand – the abbreviated way of writing with signs and symbols. nowadays. CD 1 Track 26 4 Read through the Speaking Strategies box with the Ss.25 Tapescript Before listening let Ss read through the notes. Communication project Writing (Student’s book pages 50-51) 1 Speaking 2 Ss work alone. observe. Ss who are struggling may be allowed to work in pairs. First. worm. It can be used to express ability or opportunity. servant. drill the two vowel sounds. Work it out 8 Before doing this exercise elicit some sentences from the Ss using can. Obviously. 1. . fur. Remind Ss that first they need to choose the topic they want to write about. If possible. Have students respond orally or in writing to these questions: 1 What could you do to protect endangered animals in Chile? 2 Would you like to work for organizations that have to do with protection of the environment? Additional practise Photocopiable resources. to request or offer permission. essential. and to show possibility or impossibility (in the negative). if it’s important to write down another person’s exact words. Have them get to the conclusion that can could be used for both. Then it could be useful to prepare an outline or diagram of their ideas before they start to write. Train your brain Go through the Train your brain box and study the writing strategies with Ss.25 Before listening. Then with the whole class or groups have them bring up ways to improve these strategies. allow time in class for peer-revision of the first draft. one at the bottom means ‘because’. Drill all the words after eliciting the answers. 36 2 3 Allow Ss time to read and find the information. Explain to them that “can” is one of the most commonly used modal verbs in English. leisure. Most people speak at more than 150 words per minute – but normal writing is about 35 words per minute. A hamster needs regular food. but can look after itself for much of the time. A: Well you all sound very confident compared with me. People sometimes keep exotic pets such as snakes. I don’t feel as confident as that. Dogs are very friendly and affectionate and often become like a friend of the family – or even a family member! In return. 6 Provide a model of a Second Conditional sentence for them to follow. they leave it. If necessary write the animals on the board for them to complete the sentences in b. Monitor carefully as Ss mingle to note any errors for correction later. she can. 1. 3 As the Ss talk in pairs monitor carefully to note any errors for correction later. E. Tell them to ask you if there are any doubts. You may also need to buy a special home – a bird cage. a dog kennel. If you loved me. The group presenting topic A starts by talking to the other group who should try to ask follow up questions to keep the presentation going. I’ve had more than a hundred lessons and I feel very confident. 2 Before starting. I suppose it’s possible if the examiner is in a good mood! E: I don’t think that will make any difference to me! I probably won’t pass. Example: Can your best friend speak English? Yes. I’ve failed three times already and I know I certainly won’t pass! 37 . Then you have to think about how much money you will need to look after your pet. Ss mingle and answer and ask each other the questions. Unit test See photocopiable test on pages 76 and 77 and answers on page 89. which are difficult to look after – and can cause a lot of trouble if they escape! 5 Put Ss into groups and decide which group will present which topic. and will clean and amuse themselves. 4 Have them first match and then write the sentences. Goldfish are quite cheap to feed. not the other way around! Hamsters are very popular pets for younger children as they are quite easy to look after. deciding amongst themselves if the answers are correct or not. Allow about ten minutes for Ss to discuss their ideas in groups and then join another group and form a group of eight. I’ve only had six lessons and frankly I’m terrified. if not. don’t buy an animal which needs a lot of space. The second group then repeats the process with their presentation. but cats and dogs can cost a lot: in food – and even more if they become ill and need to go to the vet’s! Finally. Monitor carefully and take notes to revise and correct at the end of the activity. Continue the discussion in open class. If their sentence is correct they move their marker to the next one. I may pass but I don’t know. You must also make sure you can look after it easily. 8 Ss listen to the recording at least twice. or an aquarium can all add considerably to the pet bill. have Ss write their responses for homework.g. C: Oh. Ss take turns completing the sentences. but will lead their own lives for much of the time. Tapescript CD 1 Track 28 A: So how do you feel about taking your driving test? Do you think you’ll pass? B: Yes. 03 Cats on the other hand.Amazing animals Language assessment (Student’s book pages 52-53) 1 In groups of 3. D: Hmm. write a few sentence prompts on the board and elicit possible questions and answers. I think I’ll definitely pass. they need a lot of attention and like to have people around. Pedigree cats and dogs can be very expensive whereas hamsters and mice are quite cheap to buy. if you live in a small house or flat. I would marry you. They need to have food.27 Tapescript CD 1 Track 27 Choosing a pet Children often ask their parents for a pet and it is a hardhearted mother or father who can refuse their child’s request for a companion. I think I’ll probably pass but sometimes I make mistakes. 7 In pairs they come up with their own ideas that they could exchange with the rest of the class. are more independent. People sometimes say that cats choose their owners. For additional practise. It isn’t fair on the animal and may make it become anxious and stressed. 3 Write smarter • Listen about a new electronic pen. Read. Monitor and assist where necessary. Use Present Perfect Simple and Continuous. Elicit answers in open class. Understand and evaluate the use of new technologies. Topic Family and social life Class resources Class CD Photocopiable Resource 4 Online dictionary Lesson 4. Write a blog. Read and write a formal and informal email. Communication Project • Speak about the dangers of the Internet.1 Is that correct? Objectives Timing • Listen to a person learning how to use a 2 hours 4. 2 hours 4. a formal and an informal email.4 Walk and talk • Read about portable phones. Remind Ss that all ideas are valid and that they should respect everyone’s ideas. Use the Present Perfect Simple and the Present Perfect Continuous when speaking and writing.04 Keeping up-to-date Objectives Go through the unit objectives with your Ss.2 Critical age • Read a blog about a band. Understand the importance of developing learner autonomy and good study habits. 1 hour 4. allow them to perform it in Spanish. 2 hours OFT computer. listen and talk about modern communication and technology. 38 . Have Ss work in pairs to complete the following activities before you begin the unit. Appreciate the importance of reflection and analysis in language Getting ready (Student’s book pages 54-55) This unit is about science and technology. 1 hour Assessment • Language Assessment 1 hour • Unit test 1 hour • Checkpoint 30 minutes Encourage Ss to develop attitudes of respect for difficulties people might have when faced with new technology. an advertisement and a personal opinion paragraph. practise giving instructions. Focus on reporting about your experience and opinion and giving instructions. • Practise strategies for interacting in a discussion. If Ss are unable to perform this activity in English. Encourage fast learners to do it in English. It is important that they know in advance what is expected from them. Before listening 1 Give Ss prompts to answer when describing the picture. the highest end of office rating of any president since Second World War. Hello! Is that OK? Teacher: Hello is fine .... e. They may work in pairs and check answers with other pair. Elicit ideas in open class before Ss listen.29 Before Ss listen to the next extract. sure ...g.. Look. Ss work alone to list them and order them according to the degree of difficulty they involve at the moment of being used. Teacher: Have you done that? Right! Then you just double click on it. Ss listen again and check the expressions the teacher uses. Teacher: . Once Ss have discussed the questions elicit answers in open class.30 Students listen and write and then compare their answers.29 7 1.. He left office with an approval rate of 69%. attach something – sending a photo to family. that’s it. em .. Tell them that some years ago it was a common practise to write letters or cards.. Then have them listen and check. do you see? Next. 39 . which they found out about by reading instructions and which they taught themselves. Mom: Can I send a photo with this email? Teacher: Yes. Culture notes Bill Clinton was a popular president between 1993 and 2001. and I’ve been spending so much on phone bills. iPod. computer.. His wife. 6 1. open the folders until you find the photo you want . you see . to send your email. of course. that’s right! Very good.29 Discuss the questions with Ss. the idea is that you write a short description of the content of your mail.. 9 1. and it’s attached to your email.. is currently Barack Obama’s Secretary of State. e. Mom: [RP accent] Bill Hickey at easymail. identify the language used to give instructions and then practise them in a gap fill and a more communicative task.. and the next thing you need to do is to click on the icon that says NEW MESSAGE . Ss listen to instructions.Keeping up-to-date 4. Technology problems. you know . make sure you get it right ... Next you just write your message and that’s it! Mom: And what do I do next? Teacher: Next. Tell me.. Mom:. ask Ss to 5 predict what they might hear in each extract. Mom: Like this? Teacher: That’s correct! … and you’ve just sent your first email.1 Is that correct? Mom: This one? Teacher: Yes.g. Now he’s involved in public speaking and humanitarian work. Mom: I wonder if you could help me? Teacher: Yes.. and don’t forget to put the subject of your email . DVD player. Listening 4 Before Ss listen to the recording have them predict the answer.29 Tapescript CD 1 Track 29 Mom: It’s my first day today ... Have you got that? Mom: Is this alright? Teacher: Yes. So that’s what I’m doing here .. Warm-up Introducing the topic of the lesson.. Well done! (Student’s book pages 56-57) This section introduces ways of giving instructions. Mom: Uh huh ... Then they compare answers with other pair before checking answers in open class. My son is an exchange student in Australia. Hillary Clinton. e. type in the address . 04 Have them listen to the recording for the second time and answer the questions. 10 1. 8 1.. Encourage them to give a short description of each one.... sending a CV with a job application. Monitor and assist when necessary. Ss then discuss in groups of three or four which they were told to use by other people.29 Have Ss work in pairs.. click on the envelope . Mom: Subject? Do I have to write the word SUBJECT? Teacher: Well... etc. Teacher: The first thing you have to do is to double click on the mail icon on your computer desk..com Teacher: That’s right . so he said that I should learn how to send emails.. Where is she? What is she doing? How does she feel? etc. Elicit a list.. the thing that looks like a paper clip . Now.g.. and write these on the board.. 3 Ask Ss to check if they know the words in the list. Check answers in open class.29 Ss may work in pairs. 1.. Ss as a whole class talk about technology that they use in their lives. 2 1.. no… actually. first click on the attachment icon .. . Nick Rhodes (whose real name is Nicholas Bates) is a member of the group Duran Duran.. for example.. Before you continue. first click on the attachment icon . and don’t forget to put the subject of your email ... Choose some Ss to role-play the dialogue in front of the class. Have students respond orally or in writing to these questions: 1 Do you think people should publish details of their personal life on the internet? Why(not)? 2 What would you do if someone published details of your personal life without your permission? 4. Elicit descriptions from some of the Ss.. Mom: Like this? Teacher: That’s correct! … and you’ve just sent your first email. 12 13 Have Ss practise the dialogue. Allow Ss to try to do this in pairs... despite the technological advances. to send your email. they should always use the continuous form to show that the activity is unfinished.. Now. that’s right! Very good. no… actually. Mom: Uh huh . Mom: Subject? Do I have to write the word SUBJECT? Teacher..com Teacher: That’s right .. em . such as a bicycle. the thing that looks like a paper clip . Mom: This one? Teacher: Yes. Tell me. not knowing a word does not mean that they cannot use other words to communicate.. Well. Mom: Can I send a photo with this email? Teacher: Yes. and the next thing you need to do is to click on the icon that says NEW MESSAGE . 14 Ss may work in pairs completing the email using the prompts given. Mom: I wonder if you could help me. do you see? Next. Warm-up Review of the order of adjectives and clothes vocabulary. unless the verb is a state verb. Special difficulties: Ss may have been taught the Present Perfect Simple with for and since and be confused as to when to use the Simple and when the Continuous.. By 2005 there were over 50 million blogs online. The Rock Garden is a famous club and restaurant in Covent Garden in the centre of London. make sure you get it right . He was born in 1962 near Birmingham in the centre of England. 1.Tapescript CD 1 Track 30 Mom: Teacher: The first thing you have to do is to double click on the mail icon on your computer desk. Ask them if.. After listening Culture notes 11 Blog is short for weblog. elicit one or two pairs to act out their conversations in front of the class. on the contrary. that’s it. It has been in existence for about 30 years and was the place where U2 played their first ever London concert. Mom: [RP accent] Bill Hickey at easymail. if people use technology to communicate more or if. Well done! Optional activity Extend the activity by getting pairs to think of non-computer related objects to describe. Tell Ss that. Teacher: Have you done that? Right! Then you just double click on it... The word was first made up by John Barger in 1997 and the shorter form came into use in 1999. sure . click on the envelope . Without looking round they should try to describe their partner’s appearance in as much detail as possible. the idea is that you write a short description of the content of your mail.. with an audience of about 30 people... They then join up with a second pair and take turns to describe their objects. Are you observant? Tell Ss to sit back to back with their partner. Next you just write your message and that’s it! Mom: And what do I do next? Teacher: Next. Mom:. Hello! Is that OK? Teacher: Hello is fine . Teacher: Yes.2 Critical Age (Student’s book pages 58-59) This section introduces the difference between the Present Perfect Simple and the Present Perfect Continuous. and it’s attached to your email. of course. Internet and emails.. type in the address . 40 16 Allow Ss time to read the instructions for their role and.30 OFT You may use the quotation to have Ss reflect on the technological advances especially regarding communications.. open the folders until you find the photo you want . This can be done with words that the Ss do not know in English to help them realise that. .. He formed Duran Duran with his school friend John Taylor in 1978. Teacher: .. Have Ss complete the chart and then play the recording for Ss to check their answers.. after they have finished.... 15 Ss get together in groups and make a list of positive and negative things which they associate with computers. used as noun and verb.. Have you got that? Mom: Is this alright? Teacher: Yes... people communicate less. Look... The exact time is not important. 4 Tell Ss that.3 Write smarter (Student’s book pages 60-61) This section introduces the expressions used when being persuasive. Tapescript CD 1 Track 31 Looking for the perfect gadget for college or work? Do you write so much that you have trouble keeping track of what was said as you wrote it? If you buy Intellipen. Listening We use the Present Perfect Continuous to show that something started in the past and has continued up until now. Elicit some time periods when for and since would be used. Elicit answers and reasons for them. if they are willing to talk about them. 04 Read the quoted sentence with your Ss. 8 Put Ss into groups of three to analyse the alternatives and allow five minutes for Ss to discuss their ideas.Keeping up-to-date Before reading 9 1 Have Ss tell you what kind of text it is by just looking at the page. Have students respond orally or in writing to these questions: 1 Do you think people should publish details of their personal life on the Internet? Why(not)? 2 What would you do if someone published details of your personal life without your permission? 4. 41 . last week. Some Ss will know the answers before reading the article so tell them to read the article to check their answers. etc. Some Ss will have their own blogs and.. several times. one year ago. at that moment. We CAN use the Present Perfect with unspecific expressions such as: ever. Make sure Ss know what the words mean (gigs – concerts. Go through the box with Ss.. “For five minutes.g. 2 10 Ss get in pairs to answer the questions. when I was a child.31 Ss listen to the recording and check their answers. Check it out Be explicit to emphasize that they must write in paragraphs. allowing space between the lines for their partner to write correction notes. Look at the example sentences with Ss and elicit which rules they correspond to and why the different tenses have been used (1 an action started in the past and still continuing. The phrases are introduced through a listening and then the Ss practise them in a written task. 4 and 5 and allow five minutes for Ss to discuss their ideas. they work underlining or highlighting the words they link to music. 2 We use the Present Perfect to say that an action happened at an unspecified time before now. The same thing occurs for drawings. and later for you to make corrections.” “for two weeks. for two hours/a long time/hours. many times. one day. When they finish writing. Tell Ss to use them to predict what the recording will be about. 2 a finished action). Ask them in what occasion would someone use such language and where would they hear it. Allow 10 minutes of class time for writing. Elicit answers to the questions together. it would be enriching to let them tell the class about them. 3 1. Reading 3 Have Ss read the whole text now and check their answers to exercise 1. etc. Allow Ss to work in pairs but make sure that all Ss write the in their notebooks. demo CD – demonstration CD to allow record companies to hear what you sound like). e. After reading Work it out 6–7 Think Back! Put Ss into groups of three to do Exercises 3. All you have to do is tap your notes to hear exactly what was said as you wrote it. they should find the words which help them find the answer. with complete sentences and proper punctuation. If there is not enough time in class this may be done as homework. If they don’t know what to say. Before listening 1 Read with your Ss some of the words they are going to hear. before. or if they haven’t got much experience with the Internet. yet. they trade papers with their partners to make corrections before writing a final draft to hand in. Ask them to tell you what clues they used to identify the text type. have them talk about what they would do if they had more access to it. so far. Those notes can then be transferred to your computer. In addition. since Saturday/my birthday/last week. 5 Read through the questions with the Ss and set a time limit for them to find the answers and discuss them in pairs (two minutes). never. once. when answering the questions. already. Elicit answers to the questions together. when I lived in Japan. Before you continue.” and “since Tuesday” are all durations which can be used with the Present Perfect Continuous. then you can leave those days behind you because Intellipen is the best gadget ever! This Intellipen records audio as you write and links the two things together. that day. You CANNOT use the Present Perfect with specific time expressions such as: yesterday. This allows you to back up and share your notes easily if required. When the notes have been transferred to your computer, you can even search for certain words. This allows you to save time since you don’t have to write every word. Since I got it as a present for Christmas, I’ve never missed a word from my professors. If you find that you’d like to listen back to notes after they are written, then you will not regret buying this fantastic device. You must have it! It’s so easy to use. The setup is simple. You indicate whether you’re right or left-handed. Then you adjust the date and time by selecting buttons on a setup card with your pen tip. To take notes, you write with real ink on the special paper, which is covered with barely visible dots; they tell the pen’s camera where you are on the page. Once you’re done, you’ll have the option to upload your notes to the computer. The Paper Replay function lets you record a lecture while taking notes at the same time. When you’re listening to a recording, you can select a word by tapping on it in your notes. Then, the pen plays back whatever audio it recorded at that point in your writing. I guarantee you’ll love the results. Another virtue of the Intellipen is that it doesn’t serve as a distraction. Look, I’m a teenager. A laptop makes it incredibly easy to mask that you’re playing a game during a lecture or perusing webpages. Once you mute the volume and start typing, most teachers assume that you’re vigorously taking notes. With the Intellipen, it is a lot more difficult to fool around. Bottom line, this is a great pen for teachers, students, journalists, and is also a lot of fun for kids. My brother who is nine years old loves to write with it while he scribbles all over the pages and makes crazy sounds or draws pictures and tells stories at the same time. So I recommend this pen. 4 Once Ss listen to the recording they tell you what kind of text it is. Have the SS write the clues that helped them identify the text type. 5–9 1.31 Ss can work individually or in pairs. Elicit answers in open class. 10 1.31 Ss listen to the recording and sequence the sentences according to what they hear. Have them listen twice if necessary. Check answers in open class. After listening Speak out 11 Ss work in pairs discussing the expressions they would use if they had to convince someone to buy product. Check answers in open class and make a common list with all Ss ideas. 12 Ss listen to the recording and check the expressions the girl uses to persuade listeners to buy the product. Have them listen twice if necessary. Check answers in open class. 1.32 42 Tapescript CD 1 Track 32 Looking for the perfect gadget for college or work? Do you write so much that you have trouble keeping track of what was said as you wrote it? If you buy Intellipen, then you can leave those days behind you because Intellipen is the best gadget ever! Then you will not regret buying this fantastic device. You must have it! It’s so easy to use. The setup is simple. I guarantee you’ll love the results. Another virtue of the Intelipen is that it doesn’t serve as a distraction. With the Intellipen, it is a lot more difficult to fool around. This is a great pen for teachers, students, journalists, and is also a lot of fun for kids. So I recommend this pen. 13 First, ask Ss what they consider before they buy a product. 14 Have Ss work in pairs completing the dialogues. Then they practise it. Monitor and assist when necessary. Have Ss switch pairs. Then choose some Ss to perform the dialogues in front of the class. 15 Ss think about three reasons why they should buy the pen. Remind Ss that there are no correct or incorrect answers. Elicit answers in open class. 16 Have Ss get in pairs and practise the dialogue. 17 Ss work in pairs choosing an invention and writing an advertisement for it. Allow time to think of several ideas and discuss their usefulness. Encourage them to use expressions from Speak Out when doing the activity. Before you continue… Have students respond orally or in writing to these questions: 1 How was life before technology? 2 What are the most useful technological inventions? 4.4 Walk and talk (Student’s book pages 62-63) This section gives Ss speaking tasks and presents some new, phone related vocabulary from the text. Keeping up-to-date Culture notes Alexander Graham Bell was born in Edinburgh, Scotland in 1847 although he moved to Canada at the age of 23 and later became an American citizen. He is recognised as having invented the telephone although Antonio Meucci and Elisha Gray may also have been responsible for the invention. Martin Cooper was born in Chicago in 1928. He says he got the idea for the mobile phone after watching an episode of Star Trek in which Captain Kirk communicates with a similar looking machine. According to Cooper, ‘I decided this was a great opportunity to needle my counterpart at Bell Laboratories. I called him and said, ‘Joe, I’m calling you from a real portable cellular telephone.’” help them to find the answer. Elicit answers and key words, e.g. A 1876, 1950s, By the mid 1960s; B made a call; C testing; D predictions, future, will. 5 Have Ss go through the first paragraph and complete the sentences. 6 Ss work in pairs doing the matching exercise. Have them check answers with another pair before eliciting answers in open class. 7 Ss work in pairs filling the chart with the information needed. Have them check answers with another pair before eliciting answers in open class. Motorola started in 1928 although it had a different name until 1947. The word motor was used in the name because they made car radios. Motorola technology helped to bring Neil Armstrong’s words to us from the moon in 1969. 8 Ask Ss to read the text again and find two predictions made at the time it was written. Elicit answers in open class. The DynaTAC8000X weighed 785g and measured 300x44x 89mm. There was a 150mm aerial coming from the top of it and you could save 30 numbers in the memory of the phone. By the end of 1984 there were 300,000 users worldwide. The first film to feature one of these phones was 16 Candles, released in 1984. Work it out Warm-up Review of giving instructions. Alien game. Tell Ss you are an alien from a different planet and, although you understand English perfectly, you do not know what many nouns are. Pick up a tape recorder/CD player, unplugged and tell the class that you have been told you can hear music on it. Hold it up to your ear and tell Ss you cannot hear anything. Ss have to tell you what to do. Make them describe things (such as a plug) and follow their instructions. When Ss have finished, re-elicit all the instructions and sequencing words (first, next, etc). Before reading 1–2 Put Ss into pairs to answer the questions and have a whole class discussion afterwards. Reading After reading 9 Ss go through the text again and find the sentences used in it to make the predictions stated. Check it out Go through the box with Ss and point out that one way to make predictions is by using the modal verb will. We often use will to make a prediction about the future. Again, there is no firm plan. We are saying what we think will happen. Here is an example: It will rain tomorrow. 10 Have Ss go back to the text and find those predictions which have already come true. 11–12 Put Ss in groups of four to first discuss what future inventions they think will come in the future. Once finished have them think about the questions. Ss share their ideas with everyone in their group before beginning the writing. Remind Ss to write in paragraphs, with complete sentences and proper punctuation, allowing space between the lines for their partner to write correction notes, and later for you to make corrections. Allow 10 minutes of class time for writing. If there is not enough time in class this may be done as homework. When they finish writing, they trade papers with their partners to make corrections before writing a final draft to hand in. 3 Set a strict time limit for this of two minutes so that Ss have to skim read rather than reading in detail. Ss compare what they found out in pairs and then decide the correct answer. Ask Ss to justify their answers if there is any disagreement. Note: Although the article gives some historical dates, it does not give any details and so seems to assume that readers already know about this. It also finishes with some predictions about the future but it is not a main point of the article. Before you continue… 4 Additional practise Photocopiable resourses. Resource 4. You’ve got my words! Page 69. Ss work alone. Set a time limit of two minutes again and ask Ss to mark words or phrases in each paragraph which 04 Have students respond orally or in writing to these questions: 1 Imagine how life was before telephones were invented. How do you think people communicated important news? 2 If you had to live without your telephone, what do think you would miss the most? Explain your response. 43 Communication project Neil: It was lucky that we were with you when you met him. Daria: Yeah, you can’t always believe what people tell you on chat sites. And think of the other dangers ... spyware programs can infect your computer and steal all your personal details so you should only register with websites that you can trust, and ... Hanif: Yeah, OK, OK, I’ve got the message. Neil: OK, let’s get back to that game. I’m going to win this time. Hanif: No, thanks. I don’t want to play a game. I’m going to check my email. Daria: Well, be careful. Hanif: Huh? Daria: Don’t open any emails from strangers. You can lose all your files if you get a virus. Hanif: You really know how to make someone feel miserable, Daria, you know ... (Student’s book pages 64-65) Speaking This section has a listening task which leads Ss to give their opinions of the Internet. Warm-up Review of technology vocabulary. Gapped words. Put Ss into two groups. Each group chooses a word from the last lesson and one person from each group comes to the board and writes dashes on the board corresponding to the number of letters in their word. Each group takes turns to guess a letter in the other group’s word and the first group to guess the word wins. 1 With books closed tell Ss to listen to the recording and make notes about each of the three speakers’ opinions about the Internet. After listening, Ss compare notes and then open their books to do Exercise 1. 1.32 Tapescript 44 CD 1 Track 33 Daria: [London accent] Here you are ... a coffee for you, Neil ... Neil: [Geordie accent] Thanks, Daria. Daria: ... and a diet-cola for you, Hanif. Hanif: [London accent] Cheers. I owe you one. Daria: Just give me your ticket for the Critical Age concert and we’re even. Hanif: What?! Daria: Take it easy, Hanif. I’m just joking ... Hey, have you heard about Chris and Vicky? They’ve split up! Neil: No way! Hanif: Really? Daria: Yeah, and that’s not all ... She’s been emailing some really embarrassing photos of him to everyone she knows, and she’s posted them on her blog and everything. Now, anyone could see them! The Internet’s a really dangerous place for ... Neil: That’s right. Rule number 1 – don’t send any photos that you don’t want the whole world to see. Daria: True. And did you see that story in the news? The police have arrested a 14-year-old boy for downloading songs from the net! Hanif: No, I don’t believe it! Daria: It’s true. You should be careful about what kind of files you download, the Internet is really dangerous. Hanif: No, it isn’t. It’s brilliant. Think of all the things you can do online – you can play games, get information for your homework, make friends on chat sites, and ... Neil: Yeah, OK, Hanif, you’re right, but you’ve got to be careful. I mean, for example, I know we’ve all met really nice people on chat sites. Hanif: Yeah, that’s how I met you guys! Neil: But remember that ‘cute girl’ you spent hours talking to last year, and it turned out that ‘she’ was an old man! Hanif: Oh, yeah! 2 Allow Ss time to choose the correct answer and think of an explanation for their decision (the dog is pretending to be a bunny so that it can meet, and eat, real bunnies). OFT This is an excellent opportunity to discuss the potential dangers of Internet. Lead a discussion on how people can prevent cybercrimes. 1.33 Allow Ss time to read through the gap fill and note 3 any words that they are sure of. After listening, Ss compare in pairs before you elicit the answers. 1.34 Drill the vowel sounds of the three words in the 4 table. Ss work in pairs and read through the words in the box together trying to work out what vowel sound they have. Elicit ideas and then Ss listen to check. Tapescript CD 1 Track 34 Uncle, tracksuit, toolbar, apple, cup, card, fun, fan, fashion, radical, bump, mascara, mark, club, park, recharge. 5 Read the Speaking Strategies box with Ss. Make sure they understand everything. 6 Put Ss in groups of 3, try to group Ss according to their abilities, i.e. put stronger Ss together, so that they can try to help each other express their ideas. If necessary, allow weaker Ss to write down their ideas before beginning. Writing This section introduces Ss to informal letter writing. Special difficulties: Unlike most writing tasks, this is something that Ss probably do in their own lives. Although this should make it easier, it may also lead to more resistance to using the vocabulary and layout necessary in the exam. Ss need to be told that, although in their own letters they can write in any 6) and another a Present Continuous (7). Customer: How do I pay? Assistant: First. that’s it. You may collect revised version for a grade. the Ss claim the box. combining weak and strong Ss. if not. Monitor and note errors in question formation and have a correction slot at the end of the activity. others require a Present perfect continuous (2. Now scan your first item. Alright? Then you type your message. 4 Ss read the email and complete it using the cues given in the box. that’s right. Play the 5 recording twice if necessary. Assistant: Now press if you want to pay with cash or card. you have to touch the screen here. Make sure you move it from left to right in front of the screen. such as How long have you known Colin? Where did you meet?.. or the group with the most connecting boxes by the end of a set time. the first to complete a sentence plays next—this is not a turn-taking activity. 4. Each student in the groups writes their own questions and then asks the others in their group and notes their answers. they lose their turn. Customer: Here? Assistant: Yes. If the answer is correct. Unit test See photocopiable test on pages 78 and 79 and answers on page 89. Language assessment 04 2 Ss work alone to complete the exercise. e. [on that first time you met]?). Tell Ss to think of an item of technology that other students are likely to have.g. 45 . Tapescript CD 1 Track 35 Assistant: The first thing you’ve got to do is put your basket here on the left. If possible. How long have you had it? How much did it cost? Have you ever …? Have you been using it a lot recently? etc. Practise other questions. Encourage the audience to communicate that they have understood. they mingle and ask their questions to as many Ss as possible. Look at the options and explain why some require a Present Perfect (1. (Student’s book pages 66-67) 1 Divide Ss into teams of 3-4. Whichever team has their hands up. When Ss are ready.Keeping up-to-date way they like. 5 Ss work alone to develop and write two emails.) and tell Ss to use full sentences in their answers. Customer: OK. Have you done that? You don’t need to type in your address. We met at primary school. Elicit more ideas in open class but do not write them down. thanks.g. Read through the instructions and make sure Ss understand what they are to do. 1 Put Ss into groups of three or four. Ss raise their hands to claim a box when everyone on the team agrees on the answer. e. Perfect technology. Tapescript CD 1 Track 36 The first thing you’ve got to do is click on the icon. They should then write five questions about the object. 1. Have them underline the phrases or words that give them cues to differentiate styles. allow time in class for peer-revision of the first draft. Customer: Like this? Assistant Yes. Then they reflect on the style they use to address people from different age. Don’t forget to put your shopping in the bag on the right.3. Warm-up Review of inventions and the Present Perfect.. Elicit questions asked and information found. so everyone must know the answer. that’s great. Teams try to get 5 boxes in a row by blocking other teams when possible. 5). 2–3 Tell Ss to do the exercise alone recognising both formal and informal style. Compare answers with a partner before presenting in class. When Ss have carried out the role-plays from the back of the book. The winners are the first group to complete 5 in a row.35 Have Ss listen and answer the questions. Anyone may be called on to answer. 3 Ss work in pairs to complete the task. this is an exam task the same as any other and they should learn to adapt their normal style of writing in class and homework exercises. 4 Ss read the emails and then they work comparing them. Have you got that? Yes. Ss look at the example question. Who do you send postcards to when you are on holiday? Ss may not remember them exactly but will have heard ideas from other Ss to help get them started. Customer: Thank you – I think I can manage it myself now. nominate one or two pairs to carry them out in front of the whole class. Elicit what the answers would be (I have known Colin for six years. Ss may work alone or with a partner to prepare and present instructions. Customer: Which button do I touch? Assistant: The one with ‘pay now’ on it. Encourage presenters to say what to do and check understanding. and has kindly agreed to answer some of our listeners’ questions. Thomas: [Yorkshire accent] Oh. Presenter: That’s all for this afternoon. or that are really unpleasant to deal with. so maybe it would be a better idea to buy a dog or a guinea pig instead. Presenter: I suppose that leads us to Sophie’s question. 2 They do this exercise independently and check their score independently as well. we can observe that tarantulas. rather. Sophie? Sophie: [RP accent] Thank you. Is it a good idea to have an exotic pet when you have little kids? 46 Jessica: Well. exactly. What is the most important thing which you have to consider if you want to keep. who has recently published a book on exotic pets in Britain. This activity is to promote awareness of learning and is a personal reflection. a spider or a snake? Jessica: First of all you need to know that many species are illegal in the UK. That’s why you have to find out about any laws concerning your chosen species. Jessica: As you can see. How much space will your pet require? Do you need a really big house for it to run around? If it needs regular exercise. birds. make sure you have enough spare time each day. Encourage Ss to take the time to answer thoroughly. reptiles. What do you do then? Jessica: Find out everything there is to know about the species you are thinking of.37 Provide a little guidance. sadly that’s all we’ve got time for. exotic pets have specific food requirements. tarantulas may bite if they feel threatened and release their hairs. so think carefully about whether you are prepared for the expense. deciding whether to have one in the first place. And the next question …? Presenter: Right. In most cases the cost of accommodation. For instance. iguanas. How long will your pet live? Some species of reptile may live longer than you. Presenter: Now on to Thomas.Checkpoint Units 3 . Jessica. Answers can be discussed in class if Ss want. Have them read the instructions and answer. so Jessica. talk to your vet. fish and insects. Monitor performance. First of all. Thank you to all our callers and I actually have a question for Jessica … Reading 1 They face this activity with no help from the teacher to see whether they can follow instructions independently. Jessica: [RP accent] Well. a question from Daniel. including mammals. salamanders and snakes are all becoming more and more popular as pets. It is better to think twice than to be scared of your own pet. you should find out if there is one in your neighbourhood. and this week we want to talk about keeping exotic pets in Britain. There are many more factors to consider. which can irritate your skin and eyes. Olivia is worried about her family. Plus. hello. and may need to be fed with foods that are quite expensive to get. or to have to give it to the local zoo because it turned out to be too expensive. They will find the answer key at the bottom of page 38. it may be difficult to find a vet who has experience with exotic pets. who will look after your pet if you go on holiday? It may not be as easy to find a willing pet-sitter for a tarantula as it would be for a cute little kitten. especially considering that some species are potentially dangerous to people and other animals. Presenter: Interesting. take your time. Self-check Ss reflect on their learning in the two first units. See answer key in Student’s book. For example. food and vet bills is likely to be higher than the initial price of the pet. There are a large number of species that can be called exotic pets. is that right? Olivia: [slight Scottish accent] Yeah. Jessica: Indeed. Buy a good care guide. page 69. Presenter: OK. a zoologist. Jessica: That’s a good question. well. say. either because they may be dangerous to other people or because of the animal’s conservation status in the wild. I just wanted to ask about the financial aspect of the whole thing. so are you prepared to spend the whole of your life looking after it? Presenter: Sounds like it is not an easy decision to make. . now it’s time for our weekly Every Living Thing spot. children and exotic pets don’t really mix. Listening 1 1.4 (Student’s book page 68-69) Have students complete the tasks and grade themselves. Writing Ss work alone completing the letter. So. Have them complete the chart with their own information. there are a lot of factors involved while choosing an exotic pet. to tell you the truth. hello. such as frozen mice. or. surf the net and contact other people who have the same pet to find out the pros and cons. and whether or not you will need a permit. Speaking Have Ss choose a partner in order to do the activity. Then they can hand in these marks. We have in the studio Jessica Henshaw. Tapescript CD 1 Track 37 Presenter: [East Midlands accent] Right. You may want to discuss their grades with them individually and help them with strategies to do better. Also. more and more people want to keep these animals in their homes simply because there are more and more unusual species that can be bought and brought home. So. I just wonder why so many people want to keep exotic pets. any final message for our listeners. so. You may want to discuss this information with the students and may suggest additional practise. Daniel: [Southern English accent] Oh. speak about regrets. allow them to perform it in Spanish. 2 and 3. 5. Appreciate the importance of reflection and analysis in language learning.05 Success! Where the heart is 06 Objectives Go through the unit objectives with your Ss. Focus on expressing regrets and giving advice.3 Sometimes you win Encourage students to appreciate the use of English to communicate with others. Practise Conditionals 2 hours • Read about Chilean athletes. 5. Elicit answers in open class.1 If only… • Listen to someone speaking about his regrets and Objectives Timing 2 hours Unit OFT • Read about a top comedian. listen and talk about success and achievements. if only when speaking and writing. Monitor and assist where necessary. Assessment Getting ready (Student’s book pages 70-71) This unit is about success and achievement. Write a personal profile and an application form. goals. 5. work and education. Writing an 1 hour Develop confidence in ability to understand and communicate in English. Remind Ss that all ideas are valid and that they should respect everyone’s ideas. Encourage fast learners to do it in English. Write about an hypothetical situation. If Ss are unable to perform this activity in English due to lack of sufficient speaking skills. Use the Third Conditional: I wish. 47 . Topic School. Read. • Language assessment 1 hour • Unit test 1 hour Understand the importance of developing learner autonomy and good study habits.2 Happy accidents 1. Have Ss work in pairs to complete the following activities before you begin the unit. Appreciate the use of English to communicate with others. Work Class resources Class CD Photocopiable Resource 5 Online dictionary Lesson 5.4 Be successful! participate in coaching conversation. It is important that they know in advance what is expected from them. Communication Project application form. Write about personal 2 hours • Listen to advice to become successful and 1 hour • Speaking dealing with mistakes. Ss work in groups of three or four and read out their definitions in open class. I have to go on stage in 15 minutes and I just can’t take it any more! I wish I didn’t have to play tonight. Work it out 11 Check “regret”. 3 6 Ss listen and decide what type of text it is. Tell Ss that they have to define success in seven words. calm. Ss then discuss the questions in pairs for two or three minutes.. easy-going. You could ask Ss to correct those sentences which are false. 7 They may check with another pair before checking answers in open class. calmness.).. Ask Ss to write down the words they consider important to answer whether Colin is happy or not.. Success is strength.38 5 Listening 1. 1. I think … Reporter 3: Colin. how does it feel to be in the US for the first time? Colin: [Welsh accent] Yeah . Ss work alone to answer this question. I told you that we .38 1. I’m on stage in 20 minutes. 1. obviously I … Reporter 1: So when exactly are you getting married to Ms. the use of the Past Simple to talk about the present. On the front page of the newspapers. Please excuse me. right? Reporter 1: How do you feel about the success of your record in the States? Colin: Yeah. And you didn’t remember what I said to you about your shirts … Colin: Er.g... My son kissing Jocelyn Parker in a dirty shirt! (Student’s book pages 72-73) This section introduces If only and I wish to talk about regrets. After listening 10 Have Ss answer these questions in their own words. Write the word success vertically down the left-hand side of the board. Those young people have paid good money to see you tonight. surprised.. Elicit the answers and the structures used.5.. Mum. Check in pairs before eliciting answers in open class. OK .g. Then conduct a brainstorming to get cues for Ss answers. Can you tell us if there’s any truth in the rumours that … Mum: [Welsh accent] Wrexham 522890? Colin: Mum?! Mum: Colin! I thought you were supposed to be in America! Colin: I am in America. When checking answers ask Ss what cues led them to their decision.) or adjectives (e. The structures can be compared to Second and Third Conditional to make them easier to understand. They can be nouns (e. 8 Have Ss get in groups of four in order to discuss this question. Before listening 1 Ss work in groups of three or four to discuss the questions. If only I could have a quiet evening at home in front of the TV. Do you have a message for all your fans? Colin: Well. cheerfulness. starting with the seven letters of the word. you’ve probably heard about today’s terrible tragedy in Sacramento..38 Ss may work in pairs doing the matching activity. Ss work in pairs to answer the questions. Reporter 3: One more quick question. Elicit ideas in open class and write all the disadvantages of fame on the board. Mum: Don’t be silly. e. it’s.g. A successful person is strong. Parker? Colin: Look. skilful and special. Reporter 2: [American accent] Is it true that you are having a romance with Jocelyn Parker? Colin: Er.38 Tapescript CD 1 Track 38 Reporter 1: [American accent] So Colin. 1. I wish I had never entered the music business … Mum: Oh stop being so dramatic.38 Ss may work in pairs discussing this question..38 Ss may wok in pairs sequencing the events 9 according to what they have heard. we’re just friends. In fact . upbringing. Vertical word play. 2 Allow Ss time to read through the instructions and make sure they understand all the words given. what? Mum: I couldn’t believe it this morning. I’m sorry guys. well. Have Ss listen again if necessary. safety and sunshine. uh. cheerful. If necessary play the recording once more. . unstoppable. Elicit answers in open class. Ask them focus on Colin’s attitude. 1. Reporter 2: Are you still in touch with the members of your ex-band? 48 4 1. I have to get ready . earnings.1 If only… Colin: Look.38 Have Ss listen again and check whether the sentences are true or false. look. There’s just been rubbish on the TV tonight … Colin: What a mess I’ve made of my life! If only I’d never left the band – those guys in Critical Age were my best friends. Warm-up Review of the last lesson.. Tell Ss to read all the sentences before they do the gap fills to identify the time (past. If + Past Simple. Ss then answer the three questions in the book in open class. ask a follow up Third Conditional question. but obviously the past can’t be changed. If this happens. Special difficulties: Ss often find this a complicated structure and need a lot of controlled practise before they can be expected to use it accurately. I had a lot of homework or I wanted to watch TV.e. Ss then do the rest of the exercise in pairs. There is a chance that. Have Ss conclude what path Hardeep took. Work it out 14 7 Tell Ss that there may be more than one way of writing each wish. it is worth doing the first one with the whole class. 2 Have Ss read the title and the lead of the text and ask them what they think the text is going to be about. It can also be used to talk about the way things were in the past. Elicit answers in open class. elicit some answers and ask (and elicit) follow–up questions. e. if some Ss finish early. Check it out Ss read through the box alone.g. I wish I wasn’t here now! You can use this structure when you would like things to be different from the way they actually are. will (or other modal) + infinitive. 9 Think Back! Ss work in pairs. 11 When Ss have completed the exercise. Monitor and assist where necessary. point out that. to do this.2 Happy accidents! (Student’s book pages 74-75) This section introduces the Third Conditional. present or future) and the likelihood (likely. Elicit answers in open class. I wish I could sing. rephrase the information in the box telling Ss that the Third Conditional is used to describe the imaginary past result of an imaginary past situation. Ask: Did she have lots of friends? (No) Why? (Because she was the only Asian in the village. They then put the verbs in the correct form. I wish I had learned to sing. impossible/imaginary). Make sure all Ss have the opportunity to talk.g. they should try to write more for each situation.g. 05 Look at the two sentences (a and b) with the Ss and ask: Did she leave school early? (No) Did she meet her (the Art teacher)? (Yes) Did she go to Bath? (No) Did she become an artist? (No). when Ss make their own sentences. Elicit the two possible endings to the statement (she would have had/she wouldn’t have had). Point out the similarities between the conditional form (using the past tense to talk about an impossible present) and the form for regrets. e. Tell Ss to write one sentence for each and. e. 15 Have Ss get together in groups of six to play the game.g. Use the verb wish to refer to how you would like things to be in the present or to talk about how you would like things to be in the future. they need a mixed conditional but use examples and explanations that encourage Ss to think of a past result so that this extra structure is avoided.g. 13 Reading 3 Have Ss read the underlined sentence and the map on the right. unlikely. they think of a present result of the imaginary past. Monitor and assist where necessary. 10 Ss work in pairs. If + Present Simple. Go through the answers and elicit the form of the First and Second Conditionals. 5–6 Ss may work in pairs. I wish I was better at singing. Before you begin 1 Ss discuss in pairs then elicit answers in open class. After reading Have Ss get together in pairs and practise the dialogue. Note: In gap 5 two answers are possible. where would you have gone jogging/how far would you have jogged? 49 . 12 Ask Ss to read through the four sentences and elicit whether they have a regret about the present or the past. Make sure all Ss give their opinion. Before you continue Have students respond orally or in writing to this question: Explain why it can be difficult being famous.Success! Check it out Go through the box with Ss and elicit any regrets they have about the past or present. Then check answers with another pair before eliciting answers in open class. e. If I had got up an hour earlier. – If you had gone jogging. 4 Ask Ss to work alone figuring out where they would find this kind of text. I would have gone jogging.) Would there have been more Asians at a school in London? (Yes) Would she have had more friends? (Yes). i. When they have finished. would (or other modal) + infinitive. What would you have done if you hadn’t had lots of homework? 8 As this is a difficult structure. Ss then write the wishes alone and check in pairs. Check pronunciation. Ask Ss: What did you do last night? If they say I stayed at home ask Why? Whatever the reason. 5. Have Ss tell you what cues they used for their answer. e. Have them check in pairs before choosing a couple to read their summaries in front of the class. allowing space between the lines for their partner to write correction notes.. 8 Working in pairs. 9 Ss work in pairs finding the information in the text. For example. Remind Ss to write complete sentences and proper punctuation. 50 3 Have Ss read the key word and predict what the text will be about. Roger Federer (all while they held the top spot). If there is not enough time in class this may be done as homework.12 Remind Ss to write paragraphs. Remind Ss that they will never find a subject in a prepositional phrase. with complete sentences and proper punctuation. have Ss check in pairs. Rafael Nadal. When they finish writing. Check it out Ss read through the box alone. Allow 10 minutes of class time for writing. When they have finished tell Ss that in simple terms. he has defeated many former number-one players. they trade papers with their partners to make corrections before writing a final draft to hand in. Discuss reasons why. Before you continue. Before reading 1 2 Ss work in groups of three or four to discuss the questions. Culture notes Fernando Francisco González Ciuffardi (born July 29. They may refer back to the text to do so. Monitor and assist where necessary. 13 Ss work alone writing their own profile. If there is not enough time in class this may be done as homework. They may work in pairs. González is one of the few active players to have reached at least the quarter-final round of all four Grand Slam tournaments..3 Sometimes you win (Student’s book pages 76-77) This section introduces prepositional phrases. González has qualified twice for the year-end Masters Cup event and was runner-up at two Masters Series tournaments. and silver in singles at Beijing 2008). Reading 4–7 Ss work alone reading the profiles and answering the questions. 2 How much of success is dependent on luck? How much on hard work? 5. Carlos Moyà. Sometimes adjectives are used to further modify the object of the preposition. as in behind the big old smelly green couch. Before eliciting answers in open class. Juan Carlos Ferrero. prepositional phrases consist of a preposition and an object of a preposition. He played his first major final at the 2007 Australian Open. they trade papers with their partners to make corrections before writing a final draft to hand in. 11 Have Ss work in pairs and then elicit answers in open class. In the same groups. behind the couch is a prepositional phrase where behind is the preposition and the noun phrase the couch acts as the object of the preposition. 1980) is a professional tennis player. Before you continue. but belows or belowing are not possible forms of below. 12 Have Ss write a short summary. allowing space between the lines for their partner to write correction notes. Have Ss respond orally or in writing to this question: Do you think being good at something is an innate skill or an acquired skill? . and later for you to make corrections. Lead a brainstorming for Ss to agree on one answer. you may ask Ss to think of a different title for each profile. In Spanish he is called El Bombardero de La Reina (“The La Reina Bomber”) and Mano de Piedra (“Stone Hand”). The noun phrase or pronoun that follows the preposition is called the object of the preposition. After reading Work it out 10 Have Ss work in pairs completing the sentences. Andy Roddick. Have students respond orally or in writing to this question: 1 Think of a time in your life when a small change in plans created a big change.. Indeclinable words are words that have only one possible form. Allow 10 minutes of class time for writing. Special difficulties: Sometimes a noun within the prepositional phrase seems the logical subject of a verb.. Ss discuss the question. Then choose a couple to read their summaries in front of the class. Additionally. Andre Agassi. He is the fourth male tennis player in history to have won each Olympic medal (gold in doubles and bronze in singles at Athens 2004. Prepositions are indeclinable words that introduce the object of a prepositional phrase. The English-language media has labeled him “Gonzo”. Throughout his career. He is known for having one of the hardest-hitting forehands on the circuit. below is a preposition. losing to top-ranked Roger Federer. Ss decide which title best suits each profile. and later for you to make corrections. When they finish writing. Check answers in open class. For example. including Lleyton Hewitt. Marat Safin and Pete Sampras. Gustavo Kuerten. But you’ve got to make it easy for other people to make conversation with you. They then pass the object to the other side who has to make a wish or regret connected to the situation. If only I could move. Warm-up Review of wishes and regrets. confident voice .39 Tapescript CD 1 Track 40 When you meet somebody for he first time you should introduce yourself first. it’ll be so much easier to start chatting. or you know. Allow a second listening if necessary. a lot of my clients say it helps them. It’s worth trying to memorise at least one detail about them. When you meet somebody for the first time you should introduce yourself first. Obviously their name but also the name of their boyfriend or girlfriend or children. Keep going until all nine structures have been used. It seems a bit strange.Success! 5.. 2 Tell Ss to imagine they were talking to a stranger at a party. Ss then look through the sentences and listen to complete them.. basically … You know Marcus … you’ve got a lovely sense of humour. Have something (a little ball. Marcus. The sort of thing a spy would do … Natalie: Well. I wish I had a bigger house. They pass the object back to the first group who makes another sentence. Tell Ss to make notes of important facts and information while they are listening. what you do. Marcus: Well.g. Natalie: And when you meet someone. that it’s coming from your stomach and not your throat. not at all. Ss then open their books and look at the advert. Tapescript Allow Ss to compare answers after the listening and let them listen a second time if necessary. where you come from.. it sounds like you’re making a classic mistake there Marcus. Natalie: So Marcus … you’d better start reading a few film reviews at least.g. I don’t know very much about films . you can read your notes again. e. This keeps going until one group makes a grammatical mistake or is unable to think of another idea. 05 After listening Speak out 8 Read through the box with Ss. Why don’t you just be yourself? CD 1 Track 39 Marcus: [RP accent] So you see … at the end of every party I find myself alone in the kitchen. your name. where they usually go on holiday … Then if you see them again. Listening 3 4–5–6 1. You don’t have to be interesting to be a social success. Marcus: Really? Natalie: No. first through a listening and then Ss are given the chance to use them in a speaking exercise. Elicit ideas from Ss and write a class-agreed definition on the board. And then there are certain topics that everyone talks about – sport. e.g. My house is very small. the latest popular films or TV programmes or music. Marcus: Ah! You mean like this? Natalie: Yes. I never have time to see any. it’s worth trying to memorise at least one detail about them. Why don’t you just be yourself? (Student’s book pages 78-79) This section introduces ways of giving advice. 51 . Allow a second listening if necessary.39 Ss work in pairs choosing a title for the text.. their favourite football team. Marcus: Mmm.. I’m not so sure about that idea. 7 1. You might find it useful to make notes on little cards. Elicit advice from Ss – each student has to use a different structure. If you don’t. Write a problem on the board.4 Be successful! Marcus: Right. You ought to make more of an effort to keep up-to-date with what’s going on. Remember to smile a lot. Elicit ideas but do not tell Ss the correct answers yet. who else you know at the party. 1. Put Ss into two groups. When you do that. a marker) that can be thrown from one group to the other. So I think you ought to make more of an effort to keep up-to-date with what’s going on. there’s the danger that you’ll both talk about how tasty the salad is or something. Which of the points would make them think better of the person and which would not.g. it’s worth trying someone. One group starts by giving a sad situation. Before listening 1 Write success on the board and elicit ideas of what it means. e.. You’d better start reading a few film reviews at least. Remember to smile a lot and speak in a clear.. Is it because my conversation is just too boring? Natalie: [RP accent] Well. You might find it useful to make notes on little cards where you write down what you remember about people after a party. it’s much easier to start a conversation about something that’s interesting for both of you. You know . I am having problems with my studies. Also it’s really important to look as relaxed as you can when you meet people. e. Tennis. And then before the next party.. The other team wins a point and they ‘serve’ again with a new situation.40 Ss work alone checking the advice they hear on the recording. 3 Write some advice on the board to be used as models. ask if anyone has ever had to fill in an application form for a job or a course. 3 Elicit or check the meaning of fulfil (make something expected happen) and overcome (to succeed in dealing with something bad). Mind the trap! Go through the box with Ss. drill all the words with the whole class. Ss attempt to fit the other words to the right pattern before listening. Additional practise Photocopiable resources. 52 CD 1 Track 41 5 Read through the Speaking Strategies box with the Ss. Ss then read through the form quickly to find out the applicant’s qualities and achievements. If the queen hadn’t visited. allowing space between the lines for their partner to write correction notes. Go through the answers and explain the meanings of any new words. Elicit what kind of word each is and then ask Ss what kind of word is needed in the sentences. When Ss have finished. Elicit ideas and correct where necessary. 2 Read through the Train your brain box with Ss. Check answers in pairs before eliciting in open class. nominate Ss to talk in open class. Elicit the answers and the meanings of each. ask what sort of information was needed. 2 Ss guess in groups of four. Ss note down positive adjectives to describe their personality and any achievements they think. e. Ask them to figure out what advice the readers from each one of the book will get.41 Elicit what the word stress patterns mean (the 4 number of syllables is given and the syllable which is stressed is marked). without showing it to their partner.g. Ss practise the dialogue in pairs. If so. Warm-up Review of the last lesson. to flunk is an informal American word for fail. The student who reads out the problem writes down the best two pieces of advice they are given. 1 Before Ss start the exercise. Tapescript passenger equipment activity destination abandon achievement adrenalin advertisement application departure concentration development disaster industry influence inhabitant inspiration memorise percentage prejudice reservation Before you continue. Ss then mingle and give advice to each other without mentioning what the problem is.. The next student repeats the process for the second problem and so on until the groups have gone through all ten problems. They then copy the format of the application form with their details. Writing This section introduces writing application forms for jobs. they stick it on their partner’s back (or forehead). Ask which advice is important enough to need You’d better. Remind Ss of the problem earlier (with studies). 1 Elicit answers and write up ideas on the board. succeed or anything else Ss come up with..g. Each student writes a problem on a sticker and. They can then remove the sticker to see if they were correct. Remind them that there are no right or wrong answers. After Ss discuss their topics in pairs.9 Ss work alone to complete the conversation. Choose two or three pairs to act out the dialogue in front of the class. . they sit with their partner and guess what their problem is based on the advice they were given. 5 Remind Ss to write complete sentences and proper punctuation. 1. Point out that we can say to be up to the task to indicate success. Make sure they understand everything. Elicit the sound of each pattern through humming and then drill the four words given. Page 70. 10 Put the Ss into groups of five. Elicit these and then Ss work in pairs to think of the word which should go in the four gaps. Have Ss get in pairs. whether they are right or wrong. 6 Allow thirty seconds for Ss to choose two topics each to talk about and thirty seconds thinking time. Ss work in pairs and guess collocations if they are not sure. e. for 1 write successful. One student reads out the first problem and the others give advice. Ss correct their original answers where necessary. Have students respond orally or in writing to this question: Is everyone’s idea of success the same? Explain different ways in which one can be successful. and later for you to make corrections. Elicit ideas in open class.. What’s my problem? This works best if you have stickers or post-it notes. Resource 5. After listening. 4 Refer Ss to the glossary on page 25.. Communication project (Student’s book pages 80-81) Speaking This section deals with making mistakes while speaking. Make sure they understand everything. If there are no dice available. Surprisingly. It’s very nice to be here with you today. It was dark when he left the party and he didn’t have any bike lights.42 Have Ss listen to the recording and answer the questions. As he was cycling through the centre of town he was hit by a car. I want to stop people from having any regrets and wishing they’d done something with their lives. Tapescript 05 CD 1 Track 42 Francis Gregory’s successful career as a singer isn’t the one he planned. was going too fast so she didn’t see Francis until it was too late. Katy. simply asking people what they really want out of their lives and encourage them to stop and think do they want to spend time with their family or learn a new language or travel. Once they know what they would really want to do. So. there wasn’t much traffic so he decided to cycle anyway. of course. People have been trying to achieve a work/life balance for years. Monitor and assist where necessary. Gary: How can you do that? Megan: Well. I’ll be asking Meg for some ideas on how to have a life outside work. This morning we are very fortunate to have Meg Foster. he was in an accident when he was 17 and spent six months in hospital. Francis and Katy became good friends and when Francis finally left hospital. Gary. Ss roll a dice and move around the board completing the sentences or giving advice. The driver. When he was at school. She’s going to talk to us about her work and her new book which is about the work/life balance. Ss may write numbers 1-6 on small slips of paper and randomly select one to determine how many spaces to move.Success! Language assessment Unit Test (Student’s book pages 82-83) See photocopiable test on pages 80 and 81 and answers on page 89. we’ll be back after these words from our sponsors. can I ask you what is the work/life balance? It’s something everybody talks about but I’m never exactly sure what it means. isn’t that rather a luxury? I mean most people’s struggling to earn a living and they are very glad if they can manage to do that without worrying about anything else Megan: Yes that’s true. Francis was very badly injured and the doctor said that he could have died if the driver hadn’t helped him. The accident happened late at night when he was cycling home from a party. However. The well-known expert and writer on the way we live nowadays. the programme which discusses the things you’re interested in. Each sentence must be original—no repeating. Katy felt very guilty so she visited him frequently while he was in hospital. they can take steps to make sure it happens. Stay with us listeners and after the break. and correct. Gary: Are you suggesting people should they give up their jobs? Megan: No. It really means having a fulfilled life where you do enough work to earn money to live but still have time to enjoy yourself and do other things outside work. Francis had missed all his exams while he was in hospital so he decided to go for an audition. perhaps write a book. Megan: Thank you. it’s Gary Bishop here with It’s your life. Meg. Elicit answers in open class. it’s a new name for an old idea. Katy put him in touch with a friend in a band. Katy stopped and took him to hospital. Megan: Well. Unfortunately. Gary: First of all. that’s very interesting. I’m very aware that many people are too busy working to think about creating a balanced life. Tapescript CD 1 Track 43 Gary: Good morning. A high proportion of companies now see that their employees will be more contented if they don’t expect them to work all the time. The band liked his voice and he got the job as their singer. If there is a doubt encourage Ss to work it out in their groups or ask the teacher. Gary: But. 1 In groups of three to four. Welcome to the programme. he sang in a band as a hobby but he planned to go to university to study Maths. Meg. Check in pairs before eliciting answers in open class. Luckily. No. Gary: Well. But one thing for sure is that most people won’t say at the end of their lives “If only I’d spent more time in the office”. 2 Ss work alone to choose the correct form of the word or phrase. I’m really just saying that everyone should make sure that they don’t spend every minute thinking about work. that wouldn’t be very practical. 5 1. Meg. 3–4 Ss work alone first rewriting the sentences using conditionals and then writing sentences of their own. 53 . 4 No place like home? • Read about living away from home. Remind Ss that all ideas are valid and that they should respect everyone’s ideas. 1 hour 6. Monitor and assist where necessary. listen and talk about home. collocations and relative clauses when speaking and writing. If Ss are unable to perform this activity in English due to lack of sufficient speaking skills. sweet homes • Listen to a phone conversation between a tourist agent and a customer. Read. Focus on expressing and identifying emotions and attitude. 54 .1 Homes. Write an opinion paragraph. Have Ss work in pairs to complete the following activities before you begin the unit. 2 hours Communication Project • Speaking about homes Writing about a place. Develop confidence in ability to understand and communicate in English. Topic Home. Use adjectives. Understand the importance of developing learner autonomy and good study Getting ready (Student’s book pages 84-85) This unit is about home and the environment.2 A life of their own • Read about famous homes. 1 hour Assessment Language Assessment 1 hour Unit test 1 hour Checkpoint 30 minutes Self-check 10 minutes OFT Encourage students to develop an attitude of reflection towards lifestyles and different circumstances. persuading and giving opinions. It is important that they know in advance what is expected from them. Reflect on the need to adapt and appreciate different social and material circumstances. The environment Class resources Class CD Photocopiable Resource 6 Online dictionary Lesson Objectives Timing 6. 2 hours 6. 2 hours 6. Write a description of photos. houses and places.3 Almost a ghost town • Listen about Sewell.06 Where the heart is Objectives Go through the unit objectives with your Ss. Encourage fast learners to do it in English. Write a story about a memorable place. Elicit answers in open class. allow them to perform it in Spanish. Travel agent: Sure. for the cascading waterfalls and caves. Listening 1. Travel agent: Listen. Woman: Sure. Woman: And how long do we need there? Travel agent: About a week.47 55 . This is Andrew Jones speaking. Connors. Tell me. Connors. Travel agent: Hello. Elicit answers in open class. you can start your trip in Barcelona. Güell Park and Casa Milá. You will start in Kingston. Thank you very much. Mrs. the capital city. one of Pablo Neruda’s homes in Bellavista. You may go on sightseeing tours of some great houses. Does she have your number? Travel agent: Yes. Tapescript CD 1 Track 46 Travel agent: International Travels Tourism Agency. We talked yesterday about some places to visit… Travel agent: Yes. you may drive to the national monument Sewell. she’s isn’t here right now. What about Chile? Travel agent: You will fly from Jamaica and will arrive in Santiago. Do they use the same language? Before listening 1 Have Ss look at the photos and try to imagine what the people are talking about. How can I help you? Woman: Hi Andrew. Travel agent: Bye. Allow a third listening of the recording if necessary. International Travels takes you on tour to Gothic Quarter. such as The Plaza de Armas. and Port Antonio. you’ll see the brochures. If you rent a car. He’s an architect and he’d really love to visit Casa Milá. How can I help you? Woman: Hi Andrew. Connors. please? Woman: I’m sorry.1 Homes. Any suggestions? Travel agent: mmm. Elicit answers in open class. Mary. Have a good evening. the mining town in Chile. Woman: Bye-bye. 7–8–9 1.44 Have Ss to listen to the first part of the 3–4 conversation and answer the questions. And we both want to visit Sewell. 10 Have Ss listen to the whole conversation and have them indicate the greetings they listen to. Jamaica’s sightseeing mecca for art and culture. La Chascona. Mrs. Tell each group to write three sentences that they commonly use when they call a friend on the phone. Elicit answers in open class. Travel agent: Well. La Moneda. This is Mary Connors. Warm-up Ss work in groups of four. Sagrada Familia. please. Of course there are other places there. Woman: Thank you. San Cristobal Hill and the museum of Pre-Columbian Art. Woman: That sounds great. If they know their meaning. sweet homes (Student’s book pages 86-87) This section focuses at making telephone calls and taking and leaving messages. I remember you perfectly well. Mrs. she does. not quite… you see… my husband wants to go to Barcelona. 60 km east of Rancagua. such as a teacher or their best friend’ mother or father. Allow a third listening of the recording if necessary. the President’s palace. I’ll call tomorrow to discuss the details. Could you ask her to call me back? Woman: I’ll tell her. This is Mary Connors.Where the heart is 6. have you made up your mind yet? Woman: Well. why don’t you discuss this with your husband and give me a call. Bye. 2 Check Ss understanding of the phrases. have Ss explain the meaning in English. I called because I have a package that you will like.46 Have Ss listen to the second part of the conversation and answer the questions. This is Andrew Jones with International Travels Tourism Agency. 1. Then to write two or three sentences that they use when they talk with an adult on the phone. Bye. Tapescript CD 1 Track 44 Travel agent: International Travels Tourism Agency. This is Andrew Jones speaking. including Ian Fleming’s house in St. and its famous monuments. Connors. Tourist agent: Hello Mrs. I’m much more interested in going to the Caribbean and visit Ian Fleming’s house. such as the museums and the Ramblas. 1.45 Have Ss listen to the second part of the 5–6 conversation and answer the questions. bye. Well. thank you very much. Woman: That sounds perfect. Then there’s a connection to Jamaica. Woman: Wonderful. Elicit answers in open class. Can I take a message? Travel agent: Yes. Could I speak to Mrs. Mrs. In Santiago there are many places to visit. give me a couple of hours and I’ll find the best suitable alternative for you. Tapescript 06 CD 1 Track 45 Woman: 234321 Braxton. Woman: That sounds lovely. Connors. Connors. Can I take a message? B: Yes. Bye A: Bye-bye. Then Ss may switch pairs and practise again. Connors. Special difficulties: Ss have been exposed to the use of relative pronouns but at this stage they must become aware of the differences between the use of non-defining and defining relative clauses. have you made up your mind yet? Woman: Well. and its famous monuments. Bye Woman: Bye-bye. Does she have your number? Travel agent: Yes. In Santiago there are many places to visit. This is Mary Connors. give me a couple of hours and I’ll find the best suitable alternative for you. what would they be? 6. Connors. and Port Antonio. she does. 15 Have Ss discuss the questions. 14 Have Ss get in pairs and create their dialogue using the ones on Exercise 13 as models. This is Andrew Jones with International Travels Tourism Agency. We talked yesterday about some places to visit… Travel agent: Yes. 60 km east of Rancagua. This is Mary Connors. Jamaica’s sightseeing mecca for art and culture. Once finished. Travel agent: Well. This is Andrew Jones speaking. Monitor and assist where necessary. thank you very much. Could you ask her to call me back? Woman: I’ll tell her. Does she have your number? B: Yes. Travel agent: Hello. the President’s palace. Connors. You may go on sightseeing tours of some great houses. she’s isn’t here right now. 56 After listening 11 Have Ss work in pairs deciding which statement best summarises the conversations. she does. you can start your trip in Barcelona. Before you continue… It is suggested they have a further discussion on the following questions: 1 Do you think there should be etiquette for using cell phones? 2 If so. Could you ask her to call me back? A: I’ll tell her. she’s isn’t here right now. How can I help you? Woman: Hi Andrew. for the cascading waterfalls and caves. Once finished choose a couple of pairs to perform it in front of the class. Sagrada Familia. How can I help you? Woman: Hi Andrew. I’m much more interested in going to the Caribbean and visit Ian Fleming’s house. please? A: I’m sorry. International Travels takes you on tour to Gothic Quarter. Tell me.2 A life of their own (Student’s book pages 88-89) This section revises relative clauses. Woman: And how long do we need there? Travel agent: About a week. one of Pablo Neruda’s homes in Bellavista. Could I speak to Mrs. why don’t you discuss this with your husband and give me a call. please. Speak Out 12 1. Could I speak to Mrs. Of course there are other places there. Tapescript CD 1 Track 48 A: 234321 Braxton. Ss study Speak Out and do the exercise. . Woman: That sounds lovely. Well. This is Andrew Jones speaking. Travel agent: Sure. Connors. He’s an architect and he’d really love to visit Casa Milá. including Ian Fleming’s house in St. such as The Plaza de Armas. Mary. Connors. please? Woman: I’m sorry. Travel agent: International Travels Tourism Agency. Have a good evening. the mining town in Chile. What about Chile? Travel agent: You will fly from Jamaica and will arrive in Santiago. not quite… you see… my husband wants to go to Barcelona. You will start in Kingston.Tapescript CD 1 Track 47 Travel agent: International Travels Tourism Agency. Then there’s a connection to Jamaica. Woman: Wonderful. Woman: Sure. please. choose a couple of pairs to perform it in front of the class. La Moneda. They will also become aware of formal structures. you’ll see the brochures. San Cristobal Hill and the museum of Pre-Columbian Art.48 In pairs. Bye. Can I take a message? Travel agent: Yes. If you rent a car. Connors. such as the museums and the Ramblas. Thank you very much. I called because I have a package that you will like. Travel agent: Bye. Thank you very much. Woman: Thank you. bye. Woman: 234321 Braxton. Connors. Mrs. Woman: That sounds great. Güell Park and Casa Milá. Then they practise the dialogues. Mrs. Tourist agent: Hello Mrs. 13 Have Ss get in pairs again and practise the dialogues. And we both want to visit Sewell. I remember you perfectly well. Mrs. Travel agent: Listen. Any suggestions? Travel agent: mmm. La Chascona. the capital city. B: Hello. you may drive to the national monument Sewell. Mrs. g. If there is not enough time in class this may be done as homework. e. You cannot use that. Work it out 6 Ss read the sentences without the underlined part to see if they still make sense and then discuss the other questions in pairs. • Non-defining clauses give extra. when are used like adjectives after nouns or noun phrases. ask if anyone knows anything about Casa Milá. The original Strawberry Field was an orphanage in Liverpool near to where John Lennon lived as a child. No one recognised him and. You can use that instead of who or which. Reading 2 Tell Ss to read the titles of the texts and to give them a title. Elicit interesting examples and ask follow up questions. The master bedroom contains the desk (which/that) he wrote at.g. Allow 10 minutes of class time for writing. and later for you to make corrections. 7 After Ss have looked at the sentences. Remind Ss that pronouns are also used to refer to things. they can go at the beginning. They should rather focus on the key words in the paragraphs such as distinctive. released in 1967. i. in question a. whose.g. because of his shabby clothes. Why do you like places like that? 9 Remind Ss to write in paragraphs. The relative pronoun can be omitted from defining relative clauses when it refers to the object of the sentence. talk about when they would use each kind.Where the heart is Culture notes Antoni Gaudí (1852–1926) was born in Catalonia and studied Architecture in Barcelona. 1 Mind the trap! Have Ss look at the texts and pictures and answer the question. they trade papers with their partners to make corrections before writing a final draft to hand in. Check it out Relative Clauses Who(m). 06 Tell Ss that this structure is useful for adding emphasis and give them some common examples: What I want to know is … What you should do is … What I said/meant was … 8 First Ss compare the sentences and then they compare ideas in small groups. The Strawberry Fields Memorial was named after a John Lennon song. 57 . non-essential information. He worked in Naval Intelligence with Patrick Dalzel-Job who was the inspiration for the character of James Bond. elicit ideas and tell them they will read about the places later. for example. Dictate words from the last lesson but in an anagram form. e. sentences (a) are formal which are often used in written work. Ian Fleming (1908–1964) was born into a rich family and attended Eton College and Sandhurst Military Academy. • Defining clauses give essential information. Commas are always used. which. He claimed to have been a fan of The Beatles and John Lennon although people who knew him said this was not true. Elicit answers and the rules again. puts up their hand. 3 Tell Ss they do not have to answer with long answers. When they finish writing. non-defining relative clauses are separated from the rest of the sentence by a comma and cannot use the pronoun that. where. The master bedroom contains the desk at which he wrote. Mark Chapman (John Lennon’s murderer) was born in Texas in 1955.e. sentences (b) are informal and are more likely to be used in spoken English and informal letters. Elicit the word and meaning and award a point if they are correct. Commas are never used. Warm-up Review of vocabulary from the last lesson. Before you continue… Have students respond orally or in writing to this question: Would you like to live in a very big house or luxury apartment building? Explain your response. It was designed by landscape architect Bruce Kelly. Put Ss into groups of four. He worked on the Sagrada Familia Cathedral for the last forty years of his life and exclusively for the last fifteen. He died after being hit by a tram. If no one knows. allowing space between the lines for their partner to write correction notes. Some Ss may know one or more of these places so. prepositions can go at the end of the clause. After reading 4 Think Back! Make sure Ss refer to the text by asking what the pronouns refer to e. who – Roger Milá. All Ss write down the letters as you read them out and the first group which knows what the word is and can define it. 5 Ss look at the three sentences and in pairs discuss which house each refers to and why. He is sometimes referred to as God’s Architect because he devoted his later life to Catholicism. There are two kinds of relative clauses: defining and non-defining. when eliciting feedback. Strawberry Fields Forever. but must be followed by which or whom. with complete sentences and proper punctuation. that. i.e. He intended the church to be the ‘last great sanctuary of Christendom’. absence of straight lines. Anagram dictation. he was taken to a pauper’s hospital. Before reading Informally. (a) matches to the Dakota building because of ‘Yoko Ono’. Remind them that this type of activity does not have a “right” or “wrong” answer but before doing it they have to consider the cues to choose an appropriate title. Formally. Then. Today. the old foundry at Sewell was replaced by a more modern one in Caletones. which still serves as an industrial area for the El Teniente Division. the hospital was built. 1. students take turns to describe one of the photos on page 94. the founder and Vice-President. Sewell was the main camp of El Teniente . (Student’s book pages 90-91) This section focuses on sequencing. that make Sewell a “traditional and picturesque area”.the largest underground copper mine in the world . Nash. which was considered the most advanced in Latin America. they check their predictions. it slowly became a city with over 15 thousand inhabitants. W. Braden arrived in Chile. the first mill and 9 Ss listen to Speak Out and complete it. Monitor and assist when necessary. and of course. a road was constructed to the nearest railway line at Rancagua. Then Braden joined forces with E. President of the American Smelting and Refining Company and with Barton Sewell. and finally schools were built which were said to have the best teachers in the country. 1. remaining in partial use as a dormitory for contractors’ personnel. where a new town also developed. Over the next two years the infrastructure was developed. 12 You may assign the first part of this task as a homework. the beautiful town hall.6. raw materials were at first exported by the Spanish and then for two hundred years there was little activity. CD 1 Track 49 1 The existence of the el Teniente copper deposits seems to have been known and mined in pre-Hispanic times. and this led to the modification of some of the buildings and further demolition of others.50 Tapescript CD 1 Track 50 1 Raw materials were at first exported by the Spanish 2 Later. 4 Among the first buildings that were constructed were dormitories for the workers and offices for the mine business.established by the Braden Copper Company. Through its history. 2 Lead a brainstorming about Sewell. Nash and Barton Sewell. By 1906. Ask students if they know anything about other famous mining towns in Chile. W. Then check answers in open class. Make sure the share the work. and the fact that extracting the copper would require great investment. Elicit ideas in open class before continuing. Listening 1. and the mine equipped. and finally they created the Braden Copper Company. a lift established and an electricity generator installed. in 1897 the then owner of the mining rights initiated a survey of the copper seams in the area. Sewell is a former camp. Speak Out 1 Ss work in groups of three or four to discuss the questions. residential and service buildings. and began acquiring the property. given its location in a very mountainous terrain. an approach was made in 1903 to the North American mining engineer William Braden. Ss choose one place they would like to talk about and later they present it to the class.49 After listening Before listening 4 5–8 As Ss listen. With its unique layout. Play the recording two or three times for Ss to complete the task. On discovering the huge potential of the site. The partner guesses. Culture notes Sewell For almost a century. On the following year. 6 And finally they created the Braden Copper Company. Demolition was finally halted at the end of the 1980s and in 1998 the town was declared a national monument.17th centuries. Braden arrived in Chile. in 1897 the then owner of the mining rights initiated a survey of the copper seams in the area. . In 1917. giving Ss the chance to practise the language in a speaking task. 13 Ss work in pairs planning an ideal vacation. 11 In pairs. housing an Ore Concentrator. 5 Years later. the town was abandoned as a mining settlement in 1980. They may work in pairs if they want to. Play the recording at least once per exercise or more times if necessary.49 Tapescript 58 Ss work in pairs doing the activities. Later. 10 Have Ss complete the text by using expressions from the Speak Out box. Sewell has been called “the city of stairways” or “the city spread over the hill”. customs exemption agreed by the government of Chile for the large amounts of machinery to be imported from the US. 3 Ss work in pairs to talk about the photos. During the 15th . 3 On the following year. 4 After that. administrative offices. Then they get with another pair and exchange information. 3 The operation base for the company was located at Rancagua which developed rapidly as a town. 5 Then Braden joined forces with E.3 Almost a ghost town concentrator had been erected. 2 Almost immediately after that a road was constructed to the nearest railway line at Rancagua. between 1905 and 1906. Resource 6. Bean) and Bryan Ferry. Warm-up Review of home-related vocabulary. Cheese toastie is a toasted cheese sandwich. pitch. 6. (Student’s book pages 94-95) Reading 3 Communication project Ss read the introduction to the text and check their Speaking predictions. The University of Newcastle was founded in 1963.000 students with ten applicants for each place. Ss then look at the questions and discuss their ideas. speed. elicit answers in open class. after making my bed. 3 noun + noun A chocolate bar in the morning is perfect.Where the heart is Before you continue. Check it out Have students respond orally or in writing to this question: How can you describe a pleasant community? A collocation consists of two or more words that correspond to some conventional way of saying things. 1 Ask the class who they think lives in the room in picture A (male/female? age?) and who in picture B and why. There has been an adult education school since 1798 and the university was opened in 1881. Double pictionary. Put Ss into groups of about four Ss. Then they return to their group and the group discuss how they could show both the place and the adjective in a drawing. noun + noun. 59 .000 students..4 No place like home? (Student’s book pages 92-93) This section gives Ss the possibility of reading and discussing about living away from home at university. Collocations can be adjective + adverb.. 5 verb + noun I always try to do my homework in the morning. one with adjectives and the other. When they are ready one student from one of the groups comes out to the board and draws their picture for the other teams to guess. and then she burst into tears. 8 Have Ss work in pairs doing the matching exercise. places to live. They may compare with another pair before checking answers in open class. 4 noun + verb Snow was falling as our plane took off. After reading Work it out 7 Ss complete the exercises with words from the text. 4–6 This section gives Ss a chance to communicate effectively using intonation. Make two lists of words. verb + noun and so on. hand gestures and facial expressions. 7 verb + adverb Mary whispered softly in John’s ear. There are several different types of collocation. 06 Mind the trap! Allow some time for Ss to notice and be aware of the combinations of “do” and “make”. Culture notes Nottingham University is one of the best universities in England. Below you can see seven main types of collocation in sample sentences. Page 71. Before reading 1–2 After Ss have answered the questions. Each group comes out and picks a word from each list. Famous alumni include Rowan Atkinson (Mr. Before you continue… Have students respond orally or in writing to this question: How do you think age and experience affect your ability to take care of yourself? Additional practise Photocopiable resources. In 2005 it had 32. In 2004 it had about 17. Ss then follow up by talking about how their own rooms are decorated and furnished. Listen and draw. Have Ss read the text again to do the activities. 1 adverb + adjective We entered a richly decorated room. Repeat the process for the other groups and re-elicit what all the words mean. 2 adjective + noun The doctor ordered him to take regular exercise. volume. At the same time they develop their vocabulary and learn collocations. 6 verb + expression with preposition At first her eyes filled with horror. but that’s not what I meant … Mum: Oh. Well. But I suppose she’s got to do things her own way now. I know. I wonder if you’d thought of painting them white. I suppose.52 Tapescript CD 1 Track 52 Gemma: [RP accent] OK. I don’t know. Gemma. shall we? Dad: And while we’re on the subject. I think it’s horrendous! And after all the suggestions we made – I certainly wouldn’t have done it like that. That would make this living room much cosier. You don’t often get that in rented accommodation. one for what the mother says and one for what the father says. it’s a nice flat. The lawn needs mowing though … Gemma: Yes. you know … Mum: Oh really? That’s a very good idea. Mum: And it’s all so bare! There are no ornaments on the mantelpiece – and no curtains. doesn’t it? You can have some of my china figurines if you like – I’ve got too many as it is … Gemma: Thanks Mum. we only wanted to help … 3 Ss work in pairs checking if the statements are true or false. I don’t think she’s keen on ‘flowery’ though. I know – but I could’ve given her those nice flowery ones we used to have in the conservatory. didn’t you? Mum: OK. I wasn’t going to say anything. trying to use the correct intonation so that they do not sound too demanding. 1. your mum’s right.51 Tapescript CD 1 Track 51 Dad: [RP accent] So what did you think then? Mum: [RP accent] Well. That would make the bathroom look a lot fresher. The mantelpiece looks a bit bare. It’s her place. pale apricot would be lovely! I think it might be even better if the doors and windows were a slightly darker shade – maybe that lovely burnt apricot colour.2 Mum: Well. We thought we might do it up a bit – make it a bit more cheerful. right … Dad: The flat’s converted.52 Ss read through the sentences 1-4 and try to remember whose advice it was. I suppose not. is it? 60 4 1. Perhaps what you could do is put some nice curtains up. Gemma: Mmm. You wouldn’t have the people in the flats opposite staring in … Dad: Yes. what about the bathroom tiles? They must’ve been put in twenty years ago when the flat was converted – that avocado green is really out of date. After the listening. no doubt. I wasn’t going to mention it but … well. Ss read out the sentences. perhaps a coat of white paint would cheer up the bookcase over there – and the cabinets in the kitchen? But. I don’t want to interfere but it might be a good idea to paint them a nice bright white or pale apricot colour … Mum: Oh yes. The walls could do with a bit of brightening up. . Dad: Of course – but you hated it. The colour of the walls! I thought I was going to faint – all those garish colours gave me a headache! Dad: Yes. they don’t have much money. Mum: Yes. it would make it much more private. And I was wondering about ornaments. it’s none of my business. we’d better get used to it. I think. and well. do you? Dad/Gemma: No. you mean the redecoration. I suppose I’d better check it out … Ss write five headings in their notebooks and split the page into two halves. So what do you think of it then? It’s not in very good condition. And I like her flatmate. They’re in the loft somewhere … they still look brand new … Dad: Yes. And if you don’t mind me saying so. I’ve never been keen on green and pink anyway. and the wardrobe was bright red … did you notice? Mum: How could I not notice?! I don’t know how she can bear it! And what about the bathroom tiles? I know the green tiles they had before were awful – but to paint them navy blue didn’t exactly improve things … Dad: I know … I do think white would’ve been better. 1. Jessica. they can use the garden. I’ve got an idea. Have Ss listen again and tell them to correct the false statements. They’re lucky. They’ve done quite a good job. She doesn’t have to take our advice any more – she can do what she likes. Ss make notes as they listen and then compare in pairs. Mum: I know. I was thinking of painting the furniture a bit too. but I wonder what the landlord would say? He might be a bit upset if you paint his furniture … Gemma: Really? Oh … I hadn’t thought of that. I noticed there’s a refurbished basement below. Let’s see how it goes. cleaner too. let’s sit down and I’ll make a cup of tea or something in a minute. well. Only those awful cheap blinds from Tesco’s! Dad: Well. if you’re going to redecorate anyway. But what I meant was the decoration. that sounds like a good idea. from what I can see … Mum: And what about the bedroom? She’s painted the dressing table black! Black! Dad: Mmm. It’s such a lot of work and I don’t have much time now I’m working and studying for my exams … Dad: I know – you’ve got a lot on your plate at the moment … Gemma: Yes … loads./Mmm. Dad: Yes. I know the ones you mean. perhaps. It’s quite spacious and well equipped – the crockery and kitchen utensils look fairly new. Dad. To tell you the truth. she seems to have settled in now. Dad – but you know I’m not into gardening. It’s all quite old and chipped … Mum: Well yes. All those strong colours in the living room – lime green and shocking pink … a bit much. Shakespeare. Then they complete the dialogue. When they finish writing. Ss may write numbers 1-6 on small slips of paper and randomly select one to determine how many spaces to move. and correct. Ss roll a dice and move around the board making sentences with relative clauses. Ss work in pairs joining the sentences in order to make one. A quickly looks at their instructions for situation 2 before B starts the conversation. include Christopher Marlowe. Make sure they understand everything. Ask if they use any of these techniques in Spanish. the home of William Shakespeare. who some people say was the real writer of Shakespeare’s plays. they trade papers with their partners to make corrections before writing a final draft to hand in. Now tell Student B to quickly look through their instructions for situation 1 and then Student A starts off the role-play. Anne Hathaway’s house is one of the nicest and most popular. 7 2. who lived at that time. and later for you to make corrections. B: I don’t want to share a room with anyone but you. Compare with a partner before eliciting answers in open class. 3 A: In the summer the city is crowded with tourists. of which. They then join another group but do not share their lists.2 Have Ss listen to the recording and answer the questions. 2 In groups of two. but by other writers. whose plays are also considered to be classics. he/she loses the turn. 5–6 Have Ss work in pairs finding the appropriate ending for each sentence. Each sentence must be original—no repeating. If there are no dice available. These playwrights. 3 7 4 Tell Student A to look at situation 1 and B to look at situation 2. 6 Language assessment (Student’s book pages 96-97) 1 In groups of three to four. Writing This section introduces Ss to writing a description of a place. If there is a doubt encourage Ss to work it out in their groups or ask the teacher. Read through the Speaking Strategies box with the Ss. Elicit answers in open class. Remind Ss to write in paragraphs. B: In the summer the city is crowded with tourists. 1. put them in pairs and ask them to think of a sentence which could be said neutrally and emotionally. B: The grass is always greener on the other side. and Student B must make a question with the word in it. Allow two minutes for them to look at the Speak Out box and plan what they are going to say. 06 Have Ss work in pairs doing the matching exercise.Where the heart is 5 Before Ss listen. There you can see plays. 2 A: The grass is always greener on the other side. They may need to listen more than once. with complete sentences and proper punctuation. If Student B doesn’t make a question. Ss read the text and match the paragraphs. allowing space between the lines for their partner to write correction notes. 4 Ss work alone to answer the questions. Student A describes the word or phrase without saying it. not only by Shakespeare. Elicit answers in open class. Tapescript CD 2 Track 2 Welcome to Stratford-upon-Avon The birthplace of William Shakespeare One place which is on most tourists’ tour of Britain. Ss read out their sentences in the two different ways and then listen to the recording to identify whether they are said neutrally or emotionally. lived here before her marriage. Make sure they understand. 3 Encourage Ss to try to complete the exercise without looking at the text. Ss make a list of 5 words or phrases for each square. left Anne after just five years when he went to London to find fame as an actor and playwright. Anne. whose own home can also be visited. which you should definitely do in Stratford. 1 Working alone. you should go to the Swam Theatre.53 Tapescript CD 1 Track 53 1 A: I don’t want to share a room with anyone but you. When they have finished. is Stratford. who married Shakespeare when she was twenty-six. 61 . There are a number of places of interest. 2 Ss skim the text to complete the activity. Then they check their answers with another pair of Ss. 5 Read through Train Your Brain with the Ss. Apart from visiting old houses. That’s the point.Unit test Tapescript Father: Come on. Tapescript CD 2 Track 3 A: Welcome to my new flat! What do you think? B: Mmm it’s very nice. you two. B: Perhaps what you should do is re-decorate it. I know people like the books but I can’t believe so many people come to visit the house where a man who didn’t exist lived. You don’t want to be late. . They have to prepare a presentation on the topics given. This looks like your group waiting for the guide. isn’t it? A: Yes. Writing Ss work alone writing an essay. B: Red? I don’t want to interfere. A: Have you got any other ideas? B: While we’re on the subject. You may want to discuss their grades with them individually and help them with strategies to do better. Carole: Do we have to. I know. See photocopiable test on pages 82 and 83 and answers on page 89. The tour starts in a few minutes. dad? I really don’t think it’ll be much fun. but don’t you think you might get tired of red? A: Yes. I think it might be even better if you got a new carpet. I’m not sure how to make it look better. I was thinking that might be a good idea. I hope you don’t mind me saying so but it’s a bit small. Have them complete the chart with their own information.4 Provide a little guidance. I wasn’t going to mention it but it is rather shabby. isn’t it? It’s none of my business. You may assign this activity in advance so that they have time to prepare it. Anyway. and I know it’s a bit shabby. Father: But a very important house. A: What’s that? B: I was wondering if you’d like me to help you? CD 2 Track 4 Reading 1 Ss face this activity with no help from the teacher to see whether they can follow instructions independently. perhaps you’re right. I have one more suggestion. 2 Ss do this exercise independently and check their score independently as well. Billy: It will. Of course I need to clean the carpet too. B: Well. Encourage Ss to take the time to answer thoroughly. is it? Just an old house in London. B: I wonder if you’d thought of painting it white? That would make it look bigger. I’ll see you when you come out again. Then they can hand in these marks. Carole: There wasn’t anyone called Sherlock Holmes. Listening 1 2. it’s a museum. I was thinking of painting the doors red. I spent a lot of money on these tickets. I suppose so. I came here last year on a school trip. Self-check Ss reflect on their learning in the last two units. Have them read the instructions and answer. How can this house have stayed popular for so long? I can’t believe I’m missing hockey for this and I don’t know why you didn’t want to come and watch me. A: Yes. 62 Speaking Ss work alone. Please try to enjoy it. Father: Here we are. It’s made to look like the house in the book. but you might not be able to clean it very well. A: Yes. B: It’s quite old. it is. that’s true. They will find the answer key at the bottom of page 99. Billy: I hate hockey. Sherlock Holmes’ house. Checkpoint units 5 and 6 (Student’s book pages 98-99) Have students complete the tasks and grade themselves. B: Would you mind if I made a suggestion? I think white doors would look nicer. A: Yes. You may want to discuss this information with the students and may suggest additional practise. A: Yes. This activity is to promote awareness of learning and is a personal reflection. It was great! Carole: It’s not as if it’s a castle or a palace. Answers can be discussed in class if Ss want. please? Sit down! Stand up! 63 .Classroom Language 2.5 Act out the dialogue! Sit next to Pablo! Act out the story! Speak! Ask and answer in pairs! use a pen! Can you spell it? use a pencil! Change roles! Work in groups! Come to the front! Work in pairs! Come to the front of the class! Work on your own! Copy this into your books! Work alone! Do exercise 5 for homework! Write the answers in your notebook! Don’t look at the book! Excellent! Fill in the chart! Good! Learn this by heart! Very good! Memorise this! That’s right! Listen! OK! Listen and say after me! That’s not quite right! Listen and repeat after me! Try again! Listen to this dialogue! Well done! Listen to the dialogue! Be quiet please! Look! Don’t speak Spanish! Look at this! No talking! Make two teams! Speak English please! Make two groups! Work quietly please! Open your book! Close your book! Read! Read this text silently! Read the text silently! Read this text out loud! Read the text out loud! Repeat! Can you repeat. if Ss have answered using for. your house is safer. i. Answers John (6 positive) Unit 2 You’re a star! Aim: To practise the Present Perfect with for and since. decisive Materials: One copy. (2) Tell them that they each have a different idea for which pet to have. Monitor and note any errors for a correction slot at the end. elicit answers using since and vice versa. Materials: One copy. Monitor and correct where necessary. Interaction: Pairs Exercise type: Information gap Time: 20 minutes Language: I’ve been an actor for 10 years. Pre-teach awards and co-star. each student thinks of the second best animal and the reasons why. Instructions: (1) Set up the activity by telling each group that they are a family who want a pet. Materials: One copy of the resource per pair. (4) At the end of the activity. Interaction: Mingling.e. tell Ss that. grammatically correct questions. Again. Interaction: Groups of 4 Exercise type: Discussion Time: 30 minutes Language: If you have a dog. (5) Correct any errors and also elicit alternative answers for the questions using How long …. elicit some of the most interesting answers given by the actresses. I’ve known him since January. Ss decide who should play each role. (3) Ss join up in pairs and ask and answer the questions. they may be able to agree on their second choices. (2) Hand out the role cards to each student. They might need an extra piece of paper to make notes on. The journalists have to expand their cues into full. If there is an odd number of Ss. (2) Tell Ss that their aim is to find which person is the most popular by finding out how many positive adjectives people use about them. The actress should think about how to answer the questions and what the missing questions might be about. They should think of reasons why their pet is a good idea and why the other pets are not. predictable. Allow time for Ss to read the information on the cards. (5) When they have finished. include an extra interviewer. If we had a horse. Hand out the picture to show them where they live. (4) When finished. per group. first and second conditionals. it would cost a lot of money. cut up. (6) Ss discuss together to see if there is any agreement on the second best animal.Photocopiable Resource Instructions Unit 1 Are you the most popular? Aim: To revise personality adjectives. Instructions: (1) Give each student a role card. (3) Hand out the role cards and allow Ss time to read through them and think of their arguments. (3) Ss mingle and ask each other what they think of different people. (4) Ss argue in their groups (starting with the father in each group). cut up. Ss add up the number of positive adjectives and find the most popular. Unit 3 We want a pet Aim: To practise zero. although they cannot agree on their first choices. 64 . etc. per group. groups of 8 Exercise type: Information swap Time: 20 minutes Language: comforting. Instructions: (1) Tell Ss that they are going to play the roles of a journalist and famous actress. then groups of 4 Exercise type: Reading Time: 30 minutes Language: voicemail. more slowly. signal – folder. in the middle. (3) Tell Ss that. (5) Ss now join up with a second pair. he would have got a better job. (3) Elicit useful language. download. by looking at the words they have identified. Interaction: Pairs Exercise type: Describing and drawing Time: 20 minutes Language: There’s a . ring tone. These should be the same as the ‘Words that you need’ that the other group have.Unit 4 You’ve got my words Aim: To practise technology vocabulary. Then ask about the second picture: Could the boy go to the picnic? (No) Why not? (Because he wasn’t wearing a tie. (4) Student A starts by describing their house once while B listens to get an overall idea of what is in the picture. (2) Tell Ss they are going to describe their picture in as much detail as possible so that their partner can draw it from the description. Instructions: (1) Put Ss into pairs and give them the story. this might help them to find them now. Elicit all in open class. install – carry Unit 5 If the Queen hadn’t visited . (4) Look at the first two pictures with the whole class. Aim: To practise third conditional. It’s . Materials: One set. Ask what was happening in the first picture (the headmaster was telling the class about the Queen’s visit). text – freeware. eg If the boy had worn/been wearing a tie. (3) Elicit ideas and then tell Ss the correct order and make sure they all have the pictures in the correct order. install Materials: One copy of A or B per pair.) Elicit a third conditional sentence. (7) Elicit the complete correct texts from the whole class. conservatory. he wouldn’t have been sent home.. They tell each other the nine incorrect words in their text. cut up and in random order. Instructions: (1) Put Ss into pairs and give them picture A or B.. Answers Text A voicemail – cursor. so Ss know how the story starts. e.. (6) Elicit a third conditional sentence connecting the beginning of the story with the end.. dial – click. Picture 1 is numbered. carry – download. battery – toolbar. (5) Ss work in pairs to make more third conditional sentences for each stage of the story. B looks at A’s original picture to see how well they have done. speak – install. freeware – voicemail. search engine – phonebook. Interaction: Pairs Exercise type: Story ordering Time: 30 minutes Language: If the boy had worn/been wearing a tie. Tell them not to show each other their pictures. If they failed to find nine words before. they should know the topic of the other pair’s text. download – dial. ring tone – search engine. such as on the left/right. folder – text. Instructions: (1) Hand out the resource and tell Ss that there are nine words in it which are wrong.. behind. fireplace Materials: One picture A or B per student.. phonebook – icon Text B toolbar – battery. click – speak. Unit 6 Listen and draw Aim: To practise describing houses. (4) Ss now work together to replace the wrong words with the ‘Words that you need’.. Interaction: Pairs. If the Queen hadn’t visited. cursor – signal. cut up. per pair. A then describes it again. icon – ring tone. while B draws it. ornaments. he wouldn’t have been sent home. 65 .g.. (2) Ss work together to put the story in the correct order. in the foreground etc. (5) Ss swap roles and B describes while A listens and draws. (2) Ss read through and try to identify the nine words. When finished. It’s 2020 and you are going to interview one of the most famous actresses in the world.Resource 1 You’re a star! Actress role card It’s 2020 and you are one of the most famous actresses in the world. you can see their questions before they arrive. Expand the cues to make grammatically correct questions. These are the questions you want to ask. A journalist is coming to interview later and. because you are so important. • Where / you born? • When / you born? • Have got / any brothers or sisters? • How often / you / see your family? • How long / you / be an actress? • you / win / any awards? • What / be / the best fi lm / you / ever / be in? • How long / you / be / married? • Where / you live now? How long / you live / there? • How long / you / know / your co-star on your new fi lm? Is he just a friend? • I read in the newspapers that you have fallen out with every actress you have ever worked with. the fax got stuck and you can’t read the last two questions! What will the journalist ask you??? • Where were you born? • When were you born? • Have you got any brothers or sisters? • How often do you see your family? • How long have you been an actress? • Have you won any awards? • What was the best fi lm you have ever been in? • How long have you been married? • Where do you live now? How long have you lived there? Interviewer role card You are a journalist. This gives you time to think of your answers and make sure there are no difficult questions. Is this true? / When / you last have an argument with another actress? 66 Photocopiable . unfortunately. You are John. You think You think Steve is forgetful John is laid-back Heather is sociable Tom is decisive Emma is cruel Claire is romantic Nick is tolerant Steve is vain John is considerate Heather is aggressive Tom is sociable Cathy is gloomy Claire is forgetful Nick is stubborn You are Claire. You are Nick. You are Emma. You think You think Steve is comforting John is predictable Tom is vain Cathy is sensitive Emma is quick-tempered Claire is diplomatic Nick is decisive Steve is diplomatic John is tolerant Heather is big-headed Cathy is forgetful Emma is greedy Claire is sensitive Nick is laid-back You are Cathy. You think You think Steve is sensitive John is comforting Heather is balanced Tom is stubborn Cathy is predictable Emma is selfish Claire is gloomy Steve is selfish John is sensitive Heather is tolerant Tom is practical Cathy is stubborn Emma is aggressive Nick is cheeky Photocopiable 67 . You are Tom.Resource 2 Are you the most popular? You are Steve. You think You think John is balanced Heather is decisive Tom is big-headed Cathy is sympathetic Emma is sociable Claire is comforting Nick is practical Steve is laid-back Heather is practical Tom is cruel Cathy is comforting Emma is decisive Claire is sympathetic Nick is sociable You are Heather. You go to school from 9a.. The others want: a dog. Useful language: General truths about cats: Zero Conditional If you have a cat.. and have lots of homework to do after school. it would . it is/you have .. Reasons not to have the other choices: Second Conditional If we had a fish... You want a cat You want a fish 68 You want a dog You want a horse Photocopiable . Benefits for your family: First Conditional If we buy a dog. Useful language: General truths about dogs: Zero Conditional If you have a dog. The others want: a cat. it will/we will .m. it would . You work from 8a. until 4p..m. Benefits for your family: First Conditional If we buy a horse.m. and don’t have much homework. Benefits for your family: First Conditional If we buy a cat. You are a daughter aged 13. and are often tired. until 4p. You are the FATHER and a businessman. it would . and are often tired.m.. Reasons not to have the other choices: Second Conditional If we had a dog. it will/we will ..m. it will/we will . Reasons not to have the other choices: Second Conditional If we had a horse... Useful language: General truths about horses: Zero Conditional If you have a horse.m. The others want: a dog... a horse and a fish.m.. it is/you have .... it is/you have ... it is/you have . Useful language: General truths about fish: Zero Conditional If you have a fish.. a horse and a cat... The others want: a dog.m. a cat and a fish. until 7p. a horse and a fish. it will/we will ..Resource 3 We want a pet You are the MOTHER and a teacher. until 3. You are a SON aged 16. You work from 9a.. Reasons not to have the other choices: Second Conditional If we had a cat. Benefits for your family: First Conditional If we buy a fish.30p.. You go to school from 9a. it would . ring. type in what you are looking for. very important. make sure that you recharge the toolbar. When you’ve found the page you want. The obvious function of a mobile phone is using it to click to friends. type ‘text graphics programmes’. Then you’ll have to carry it.Resource 4 A You’ve got my words! Downloading and installing programmes from the Internet There are lots of good programmes you can get on the Internet and a lot of them you don’t have to pay for. It’s probably a good idea – it will be easier to find it later. toolbar. Firstly. download. icon. it is easy to follow the instructions. just in case. carry. though. There’s nothing worse than trying to make an important call only to find the cursor getting weaker and weaker because there’s not enough energy. When people phone you. freeware will answer your call for you. click. freeware. If you do switch off the phone. for example ‘graphics programmes’. There will be a button. just click and follow the instructions. here’s a simple guide. Words you need: signal. cursor. engine. as with a normal phone. You can ring other mobile phones or normal phones. Again. Make sure you switch the phone off in the cinema because these sounds can be really annoying. You may already have Google or another ring tone as your home page. speak. you’ll have to type their name in the search box on the battery. when you are not using the phone. folder. You’ll never forget anyone’s number either because you’ve got a search engine where you keep all your numbers. You can choose from a number of free sounds or you can pay to have popular songs instead. It will ask you where you want to save the programme – choose a signal and when it has finished you are ready to speak. phonebook. Firstly. is that you can install it with you wherever you go. Here’s a very basic lesson on how to find them and get them running. tone. If not. Words you need: search. put your voicemail on the blue ‘e’ and dial twice. If you don’t want to pay anything. install B Using a mobile phone to speak and text Mobile phones are so common nowadays it seems impossible that there can be people who still don’t know how to use them but. when you are connected to the Internet. It will probably ask you if you you want a phonebook on your desktop. text. This will bring up your homepage. You just download the number and their phone will ring. The best thing about a mobile phone. You can also use your phone to send a folder that people can read on their phones. voicemail. dial Photocopiable 69 . you will hear your icon. battery. You’ll see hundreds of pages so have a good look before deciding what you really want. Resource 5 If the Queen hadn’t visited ... 1 70 Photocopiable . Resource 6 Listen and draw A B Photocopiable 71 . 4 Don’t _______________ with your mother. OK? They’re _________ and she doesn’t want to talk about it. 4 They haven’t phoned __ __ __ c __ last week. 5 Complete the sentences with the correct form of the verbs in brackets: Present Perfect or Past Simple. It was a _______________ date and we spent a nice evening in that Chinese restaurant on the corner. 2 I met her once last week. 5 My sisters aren’t single any more. Do you think it means something? 6 What? You want to live with him? But you______________________ (not/finish) at college yet. 1 Have you told your wife __ __ __? 2 They’ve r __ __ __ __ __ __ __ celebrated their thirtieth wedding anniversary. 3 ___ Boys and girls should be equal. 3 Don’t panic. There are more words than you need. 1. Both of them are happily ________ and have lovely children. She’s right and I agree with her. 3 married 1 When she comes. 7 How long ____________________ (he/know) his girlfriend? 7 72 Photocopiable . The lines show you how many letters you need to use. 4 How long ___________________ (you/know) him? 5 You’re not going to believe this! Dan _______________________ (take) his girlfriend to a nice restaurant. Chris.12 2 1 ___ The boy is reading an article. argument trust blind divorced argue teens Complete the sentences with the missing words. 4 ___The girl would love to ask a boy out.Test unit 1 Name: ________________________________________ Date: _________ Grade: _______ Listening 1 Listen to the conversation and answer T (true) or F (false). 1 ___________________ (you/send) her the text message yet? 2 When ______________________ (he/get) the piercing? 3 After the wedding they ____________________ (live) in Paris for eight months. don’t ask her about her husband. 4 Language 1 5 Complete the sentences with the words from the box. 3 She was still in her _______ when she decided he was the man of her dreams. Do you think they are still interested? 5 Have you a __ __ r __ __ __ __ bought a ring for your girlfriend? 2 ___ Girls should ask boys out. dad! I’ve __ __ s __ met her and we’re not going to get married next month. ___ Monica has finished college. ___ Ian’s parents have been married for more than 20 years. She says that his parents job. Ian has asked me to marr ht boug decided on a date yet. but he’s already but we’re crazy about each other. we only met five my exciting news. really well with Ian. know each other. ___ Ian’s parents don’t like Monica. 8 7 September Dear Kate. so I wanted to write and let you How are you? It’s been ages since we saw ago ths mon y him! As you know. We haven’t – but I love it anyway! me a ring! We couldn’t afford an expensive one t. they’ve been married for twen send and I’ll write again soon – and of course I’ll Anyway. ___ They don’t know when they’re getting married. Apparently. ___ Ian has just started his first job. I get on quite In fact. Monica Score Photocopiable 73 73 . Ian’s fallen out with his mother and fathe college yet and Ian’s only just started his first d nishe fi too but they’re worried because I haven’t is his grandmother. 1 2 3 4 5 6 7 8 ___ Monica and Ian have known each other for a year. ___ Monica likes the ring Ian bought her. Apparently the only person who’s pleased ey got married – and they didn’t have any mon were the same age as Ian (twenty) when they ty-two years and they haven’t split up! either. ___ Monica’s parents are upset. but his family are very upse My parents are pleased because they get on nts pare Ian’s with well r about it. please write and tell me your news you an invitation to the wedding! With lots of love.Test Reading 1 Read the text below and answer T (true) or F (false). I can never pass up sweets. gossip hostess toddler weaknesses superior Complete the sentences with the correct form of the words in capital letters. could / should you take your little sister to the park. 5 In my opinion collecting sports memorabilia is a _______________ hobby. SENSITIVE 4 4 She’s such a _______________ friend. There are more words than you need. 4 Many TV programmes about famous people only focus on _______________. 3 I have my _______________. 7 We could / ought to get to know him better before we invite him to come on holiday with us.Test unit 2 Name: ________________________________________ Date: _________ Grade: _______ Listening 1 1. 1 Can / Should you help us organise a garden party next Saturday? 2 Pablo. 5 I have could / been able to keep in touch with most classmates from my primary school. 2 ___ Her mother thinks it’s not interesting. 6 You mustn’t / don’t have to discuss this problem with your students. 2 During _______________ boys seem to be very shy with girls. 2 1 His advice was very _______________ and so we didn’t use it at all. 7 74 Photocopiable Photocopiable . 2 The end of the film was completely _______________. for example. COMPLICATE Complete the sentences with the words from the box. Her boss wants to see her. I can always be sure she will listen to my problems and will try to help. 4 ___ The girl is going to stay at a friend’s house. 5 5 3 Circle the correct answer. None of us were really surprised when it turned out she was his child. PRACTICE 1 ___ The girl is going to see Hamlet with some friends. 3 Women usually think that men are _______________ and selfish but it’s not true. SYMPATHISE Language 1 5 An_______________ life by the beach is all I want. PREDICT 3 ___ The girl is going to a restaurant after the show. adolescence male 1 Men may be physically stronger than women but it doesn’t mean they are in any way ____________. It’s too controversial. 4 She must / has to be at the office at 3 o’clock.19 Listen to the conversation and answer T (true) or F (false). please? 3 Do you must / have to be so noisy? I can’t hear the television. the opposite is true. for example. Success Intermediate Students’ Book CD Rom. People also sometimes refer to objects such as cars as he or she. ____ Language always stays the same. ____ The word for ‘sun’ is masculine in all languages. ____ Feminism has influenced modern English. including they as a singular pronoun. many women prefer to use words which are not marked for gender. artist. they may choose to be called chairman or chair instead of chairwoman. The use of the word man is a case in point.. he. S. Waitress and hostess are two examples used for women. the word for table was feminine and the word for ship was neutral. 1 2 3 4 5 6 7 8 ____ The word ‘actor’ may be used for women. Many languages divide nouns into masculine and feminine categories. doctor. In fact. cook. for example. he or she. Even when female words exist. Feminism. there are not many words in English which tell us the gender of the person we are talking about. and personnel or staff for manpower.Test Reading 1 Read the text. he/she. However. For example. In Old English. in German and Germanic languages. Hastings. Read the sentences and decide if they are true or false. he was used by speakers to refer to a person whose gender they did not know. Nowadays. The problem with the word man is that it does not sound as if it includes women. if we hear someone use the word actress. We also tend to use alternatives to man in expressions such as: chief assistant for right hand man. All other nouns are neutral. ____ Modern English still uses gender in its grammar. However the word actor is male or neutral: in other words. Another change is in the use of the third person singular pronoun. in different ways. although this may have no relation to natural gender. Old English showed gender through grammar. Of course language is always changing in order to reflect the way that life changes. In English. Score Photocopiable Photocopiable 75 75 . a girl does not grow up expecting to become a man. with female versions of articles and adjectives as well as 8 nouns and pronouns. It used to mean human being but has gradually narrowed to mean adult male human being. but most words such as teacher. Nowadays it is more usual to say people or men and women in order to make sure that half the population are not excluded. Nowadays several alternatives are in use. However. we may indicate whether a person is male or female in our choice of vocabulary. for example most women would prefer to be called a manager rather than a manageress. supervisor for foreman. ____ The word ‘man’ is used to mean ‘human being’. the word for chair was masculine. We reserve masculine and feminine gender for human beings and for some animals. In Latin and the Romance languages the word for sun is masculine and the word for moon is feminine. the suffix ess tells us that they are talking about a woman. s/he and one. skilful for workmanlike. president and musician are neutral. has had an effect on the way we refer to gender in English. Different languages express gender. or masculine and feminine forms. As feminist writers have said. Some people have even suggested we need a new neutral pronoun such as co. it may be used for either men or women. in modern English we match gender with sex. B. driver. tey or hesh – proof that language does keep changing! Source: McKinlay. ____ The word ‘her’ is used as a new neutral pronoun. (2007). In the same way as man used to mean human being. There is often no logic in the choice of genders. ____ People sometimes call cars ‘he’ or ‘she’. Similarly. 4 Now we know that if an elephant _______ (stamp) its feet. There are more words than you need. they ________ (not/survive) the winter.28 Listen to the conversation and write T (true) or F 2 (false). If an owner ________ (be) lazy. 5 5 Provided that / When they clean the cages. it ___________ (want) to frighten its enemies. it ________ (be) his second time this year. 3 ___ The examiner is in a bad mood. 5 Language 1 Complete the sentences with the words from the box. when / as long as you hear this sound. 2 They will let me have a dog immediately after / on condition that I promise to take good care of it. 6 2 _______________ are beautiful black and white birds with long legs. 2 ___ One of the students has taken more than a thousand lessons. 3 This spider is one of the most dangerous _______________ in the world. 2 If my dog ________ (win) today. it is closed to visitors. 1 ___ They are talking about a driving test. 5 ___ One of the students has failed four times. 4 Look at that _______________! It’s amazing that they look so similar to human beings! Complete the sentences with the correct for of the verbs in brackets. 4 The horse will win as long as / as soon as it doesn’t miss the jump. It moves and kills very quickly. 3 If these animals ________ (not/have) thick fur. 5 76 Photocopiable Photocopiable 8 . 3 I’ll look after your bird on condition that / every time you tell me exactly what to do. e. their pet _____ (be) also lazy. immediately get in the car and close all the windows. 1 People say that animals are similar to their owners. herds predators mammals beetle pests storks 3 ape 1 Some people keep rats as pets but others. such as my grandmother. think of them as _______________. 1 You must follow some rules in our safari park. 5 Elephants live in groups called _______________.g. 4 ___ One of the students is terrified. Circle the correct answer.Test unit 3 Name: ________________________________________ Date: _________ Grade: _______ Listening 1 1. not the other way around! Hamsters are very popular pets for younger children as they are quite easy to look after. on the other hand. Dogs are very friendly and affectionate and often become like a friend of the family – or even a family member! In return. You may also need to buy a special home – a bird cage. Of course. They need to have food. However. which animals … 1 … enjoy human company the most? a Cats b Dogs c Hamsters 2 … need a lot of attention? a Cats b Dogs c Hamsters 3 … choose their owners? a Cats b Dogs c Goldfish 4 … don’t live for very long? a Cats b Goldfish c Hamsters 5 … can cost a lot to look after? a Hamsters and mice b Cats and dogs c Goldfish and snakes 6 … are cheap to buy? a Hamsters and mice b Cats and dogs c Goldfish and snakes 7 … are exotic? a Goldfish b Hamsters c Snakes 8 … cause a lot of trouble if they escape? a Goldfish b Snakes c Long-haired dogs 16 Choosing a pet Are you thinking about buying a pet to keep at home? If so. B. you need to think carefully about which animal to choose. and will clean and amuse themselves. It isn’t Source: McKinlay. if you live in a small house or flat. Hastings. are more independent. on the other hand. Goldfish are quite cheap to feed. and will exercise itself on a wheel in its Then you have to think about how much money you will need to look after your pet. don’t forget that all animals need feeding and cleaning.. or an aquarium can all add considerably to the pet bill. Children often ask their parents for a pet and it is a hard-hearted mother or father who can refuse their child’s request for a companion. Score Photocopiable Photocopiable 77 77 . a dog kennel. children are often not ver y good at looking after animals even though they enjoy playing with them. It’s cruel to leave a dog alone for a long time every day because they want company as well as someone to take them for walks. what else do you need to think about? Well. However. For example. A hamster needs regular food. (2007). but will lead their own lives for much of the time. dogs will take more time than other animals because they need to go for a walk every day. they need a lot of attention and like to have people around.Test Reading 1 Read the text. According to the writer. You need to begin by thinking about what kind of animal you want. but can look after itself for much of the time. Success Intermediate Students’ Book CD Rom. S. Children also grow up and leave home whereas pets don’t – many parents have ended up looking after a cat or dog long after their children have gone away to university. It is obviously upsetting for children to lose a much-loved pet after a short period of time. Don’t buy a long-haired cat or dog unless you are happy to spend a lot of time brushing them. Cats. The only drawback is that hamsters don’t live for very long – about eighteen months to two years on average. Pedigree cats and dogs can be very expensive whereas hamsters and mice are quite cheap to buy. Cats. and someone has to take responsibility for doing the work! Finally. it’s not a good idea to buy a large dog unless you have a lot of space – and a lot of time to go for walks! cage. look after themselves and don’t need as much attention. People sometimes say that cats choose their owners. So. don’t buy an animal which needs a lot of space. obviously there’s the cost of buying a pet. Read the sentences and choose the correct animal. but cats and dogs can cost a lot in food – and even more if they become ill and need to go to the vet’s! You should also decide how much spare time you have to look after your pet. 3 Oh no. attach socket manual folder copyrighted delete signal 1 Boys never read the _____________. 5 ______________ (she/send) you that link yet? 6 He ____________________ (sing) with the band for 5 years. 1. They seem to know how everything works without any instructions. 7 Don’t you think it’s enough? You _____________ (write) text messages to your friends since lunchtime. 4 ___ The first thing you’ve got to do is click on the icon. 5 7 78 Photocopiable . Rebecca! The _______________ strength isn’t too good here. 2 We _____ (already/make) a demo CD. 3 Complete the sentences with the correct forms of the verbs in brackets. 4 Peter. 3 My grandpa ____________________ (never/use) a computer in his life. 3 ___ You don’t need to type in your address. could you help me ___________ this picture to my email? 5 I can’t hear you. 1 I ____________________ (visit) my grandparents recently. 4 My classmates and I ________ (work) on our class website for a month. 2 Remember what the teacher told us? We should only r_______________ with the sites we know we can trust. Present Perfect Simple or Continuous. you’ll _______________ all your documents! Not a good idea! 3 The police are checking if he has any __________ material on his computer. 1 ___ Have you got that? 2 ___ Then you type your message. 1 You need to press ‘0’ before you d_______________ this number. my phone died again! I need to r_______________ it. 5 With this new program you can r_______________ calls on your computer for free! Language 1 5 Complete the sentences with the words from the box.Test unit 4 Name: ________________________________________ Date: _________ Grade: _______ Listening 1 Listen to the conversation and order the lines. 2 If you press that button. that’s great. thanks. Alright? 5 ___ Have you done that? 6 ___ Yes.36 2 8 Complete the sentences with the missing words. The first letter in each word is given. 4 It’s one of the best s_______________ engines. There are more words than you need. 3 ___ Phones are a permanent fashion item used by reporters. ____Of course everything has its drawbacks and mobile phones can be very annoying.Test Reading 1 2 Read the text and match the headings with the paragraphs. and sophisticated enough to allow us to send and receive spoken and text messages all over the world? Text messaging. Even grandparents are learning how to send text so that they can keep in touch with the younger generation. 4 ___ People don’t use mobile phones in buses or trains. a meal? Occasionally one even sees people in a restaurant. for example. is it perhaps a loss of freedom for gap-year students travelling the world for the first time to feel that their taste of independence is being monitored by their family back home? Source: McKinlay. Computers. Most new ones have cameras and some can even send emails. Even a few years ago. Score Photocopiable 79 79 . It also allows people to ask each other out without the embarrassment of face to face contact. (2007). This makes news reporting a much more democratic process. In addition. sitting at a table together but all having separate mobile conversations. not for work but to use at home for email and other domestic purposes. 6 ___ Mobile phones represent a form of control. and phones are very often seen as a disposable fashion item. cheap enough for children to own. mobile phones themselves have changed: the earlier big and heavy phones have been replaced by smaller and lighter models with many more features. allows parents to keep in touch with their children in an unobtrusive way. Today. This new language is so popular with young people that teachers have even noticed children using text language in their written school work. Televisions have become interactive and video games more realistic. ____The other problem is that with ever more sophisticated communications technology. Success Intermediate Students’ Book CD Rom. Texting has given rise to a whole new language where numbers and abbreviations are used to cut down the length of a message. 1 Some disadvantages 2 Keeping in touch 3 SMS messaging 4 Changes in communications technology 5 New mobile phones Read the sentences and answer T (true) or F (false) 1 ___ Technology is constantly changing. The increasing popularity of phone cameras means that more and more people can take photos wherever they are. B. The range of colours and designs has increased. newspapers and television often use phone pictures from eyewitnesses to illustrate their reports. S. Hastings. So nowadays even people on holiday from the office may need to keep in touch with their colleagues at work. ____Who could have guessed twenty years ago that phones would be small enough to put in a pocket. lighter and cheaper. we are increasingly expected to be available all the time. although it is of course reassuring for parents to know that they can contact their children at any time. However. mobile phones were mainly used by business people anxious not to lose touch with the office. perhaps the biggest change has been the increase in the number of people using mobile phones all around the world. are now smaller. ____Of course. Who hasn’t sat on a bus or train and heard all the intimate details of someone else’s life. parents and grandparents use mobiles nowadays. Now they have dramatically changed the way we all communicate with each other. in particular.. or been irritated by people answering their mobile phone in the middle of a conversation – or worse still. 2 ___ Children. 2 7 MOBILE PHONES – A BLESSING OR A CURSE? ____There’s no doubt that the way we communicate with each other is very different now from ten years ago. More and more people are buying them. 7 __ Meg thinks that everyone should think about work all the time. 4 Many famous people weren’t good students and didn’t pay ______ in class. 2 If only they ________ (pay) attention to what their teacher had to say. 3 If he ___________ (concentrate) more. most people will wish they had spent more time at work. you must give interviews and autographs all the time. 4 __ Asking people what they want to do makes them more stressed.Test unit 5 Name: ________________________________________ Date: _________ Grade: _______ Listening 1 1. she _______________ (not/lose) her job. If only I __________ (speak) Chinese! 5 80 Photocopiable 5 . There are more words than you need. auditions attention luxury compliments prejudices graduate addicted 1 I’d like to have a ___________ home with a swimmingpool somewhere in the country. I really need some _______________ or I’ll go crazy soon. he ___________ (not/flunk) the exam. I’ll probably go to Ireland to look for a job. SuCCESS 3 When he was a soldier. 4 I wish I ____________ (not/have) an argument with my teacher last Friday. 2 When I __________ from university. 1 __ The work/life balance is about having a fulfilled life. he showed a lot of ____________ in the army. 1 If she ___________ (not/be) late for the Wednesday meeting. 1 When you’re a star. 5 They’re looking for someone for their office in China. You feel the _______________ of your popularity everywhere you go. FAMOuS 5 Everywhere I go there are fans who want my autograph. 5 __ If people know what they want to do they can begin to make it happen. PRIVATE 5 3 Complete the sentence with the correct form of the verb in brackets. 8 Language 1 Complete the sentences with the words from the box. 2 Complete the sentences with the correct form of the words in capital letters. 6 __ Meg thinks it would be a good idea for people to give up their jobs. 2 __ Gary thinks most people just want to earn a living. 5 They knew he was good so he didn’t have to take part in any _______________. 3 She couldn’t stop eating chocolate because she was ___________ to it.43 Listen and decide whether the statements are true or false. 8 __ Many companies believe that their employees will be happier if they work less. BRAVE 4 ______________ does not always bring happiness. 3 __ Meg thinks that at the end of their lives. PRESS 2 That actor desperately wanted to _______________ in the film business. Whi was published. The Great Gatsby. Scott Fitzgerald and his wife. Scott Fitzgerald is s jazz age. The 1 Source to Literature in English. York New . like Fitzgerald. and circle the best alternatives. ital died tragically in a fire in the mental hosp 1940. which was published a novel he had started in the army. While stationed 1913. goes to Princeton ce to Fran to fight in the First World War) Fitzgerald. s.Test Reading 1 Look at the text quickly. Listen and check. In the story. he met and became engaged ambitions to be a writer. Fitzgerald of Paradise. ___ . novel The Great Gatsby. Scott Fitzgerald 66 81 81 . Match sentences a–g with gaps 1–7. the Fitzgeralds travelled back and forth contract with a film studio. 1 The text is about F Scott Fitzgerald’s ___ . the coup l. Minnesota. united Kingdom Score Photocopiable AM ER ICA N NO VE LIS TS F. he started a relationship with a jour where she was living. 6 ___ because she was suffering from mental died of a heart attack in nalist and it was in her apartment that he divorced. : Ousby. b With their good looks and wild lifestyle c In the following years d Encouraged by the success of the story e By the mid 1930s. Fitzgerald’s greatest cheaply so in 1924 they moved to Europe. and the US Army. In Cambridge university Press. he only complete alcohol. a work b life c wife 2 The text is to ___ . Babe before joining the army (unlike hero. the character gets sent 3 returned to St Paul and rewrote and then works in advertising. y for an advertising agency. they both had problems which thought to be one of the USA’s finest nove Cambrigde Guide them and wasted their talents. a amuse you. This Side F. For a couple of periods between Europe and the States several time 5 ___ . In 1917 he left before graduating to join to Zelda Sayre who also had in Alabama. c inform you. They were both talented people 7 ___ . Zelda outlived him by eight years but and F. Although they never got health problems and living in a hospital. Although he was writi nove le they were living there. in 1920 and two years later 4 ___ . Zelda in 1920 and was an immediate success. Fitzgerald and Zelda Sayre were married of material for his 1925 in this rich community gave Fitzgerald a lot g Livin . the the same year he sold his first short story. (1996). J. a American novelist and short story writer. 2 Read the text. Sadly. b advertise something. Cambridge. Neck t Grea to ed mov they le needed to live more ng and publishing stories and novels. he and Zelda were living separately f After he left the army in 1919 g After a turbulent romance 2 7 (1896–1940) entered Princeton University in ___ He was born in St Paul. and he later returned to take up a well-paid he worked in Hollywood as a screenwriter use of his problems with d one film script before being sacked beca Despite his talents as a writer. In 2 ___ he moved to New York and worked briefl s in the Wood. the Fitzgeralds represented the 1920 some people think destroyed lists. 5 Oh no. 2 The kitchen was a bit cramped / isolated / spacious but we didn’t mind. compelled porch stuffy windows reefs curtains mole 3 Circle the correct answer. 1 ___ The apartment is very small. 1 3 The clothes were so dirty that she felt ______ to take them to the launderette. look at the holes in the garden! It must’ve been a ____________.m. She was so pessimistic / elated / patronising when Ben gave her the puppy. 5 6 82 Photocopiable . 4 ___ The carpet is very old.Test unit 6 Name: ________________________________________ Date: _________ Grade: _______ Listening 1 2. 4 By putting in a bookcase or two. 2 He took me to the room in __________ the walls were made of marble. 3 We redecorated the sitting room and now it’s really stuffy / draughty / cosy. 2 In summer. we’re going to convert the place into a study / cabinet / studio flat. There are more words than you need. 5 We’re planning to add a conservatory / utility room / terrace where we could grow exotic plants. 1 You should have seen her face. 4 In the morning he opened the ___________ to let the sun in. 4 5 Having noisy roommates is _________ I dislike most about living here.3 F (false). Language 1 Put on the correct relative pronoun 5 Complete the sentences with the words from the box. 1 Such fish can only be found in the ______ north of Australia. Listen to the conversation and answer T (true) or 2 1 It’s the house in _________ Ian Fleming wrote his books. we must keep the _____ closed between noon and 2 p. 2 ___ The apartment is shabby. when the sun is really strong. the Friday classes really have been cancelled. 4 He was an architect from ___________ others could learn a lot. 6 Don’t be so sarcastic / suspicious / frustrated! I’m not lying. 3 We visited our neighbours __________ house overlooks the harbour. 3 ___ The apartment is white and has red doors. several hundred stalls which show everything to do with the home. These are always very popular. cooking and wine. Furniture. It might just be that we now have more time and money to enjoy where we live. and it attracts visitors of all ages. domestic appliances such as food mixers and irons and gadgets of all kinds are all on display. Of course. hoping for enough free samples to provide lunch. blinds and bed linen. Nowadays. and on busy days people queue for a long time to wait for their turn to walk around the houses. Perhaps nothing illustrates this more clearly than The Ideal Home Show which is held once a year at the Earl’s Court exhibition centre in London. Score Photocopiable 83 83 .Test Reading 1 2 Read the text. 6 An annual event 6 5 THE IDEAL HOME SHOW _____The British are famous for enjoying DIY (Do-it-Yourself) and spending time renovating and decorating their houses. Parsons. and furnishings. 5 Towards an ‘ideal home’ 5 ___ The Ideal Home Show is traditional and only attracts adults. _____A few years ago. what can you see? Perhaps the most surprising thing for the new visitor is that there are real-sized show houses demonstrating up-to-the-minute trends and developments from builders and developers. It may be because of a desire to feel safe in our own homes. (2007). J.. furnishings including curtains. and is open seven days a week. Read the text and answer T (true) or F (false). Match the titles with the correct paragraphs. 2 The exhibition area 2 ___ The Ideal Home Show is held every weekend. It may be because people travel more and pick up new and different ideas from other places. Just make sure you wear comfortable shoes and allow plenty of time to see everything! Source: Carr. _____The aim of the exhibition is to bring together everything associated with improving your home and it is a showcase for the latest ideas and inventions for the modern house. J. Success Upper Intermediate CD Rom. such as tables and sofas. you will enjoy the Ideal Home Show. 4 A revival in popularity 4 ___ At the Ideal Home Show people can rest at cafés and restaurants. It runs for about three weeks. when coach loads of visitors come from all over the country. but the event started life as the Ideal Home Exhibition in 1908. in addition to the show houses. Why are people so interested in their houses? Many different reasons are possible. there is such a surge of interest in interior design that new life has been breathed into the show. the show was seen as rather quaint and traditional. This popular show is run every spring by the newspaper The Daily Mail. It is the place to come to get inspiration for decorating and interior design. _____The exhibition hall has cafés and restaurants where visitors can rest and revive themselves. 1 The latest ideas 1 ___ British people like to contract decorators for renovating their houses. _____The Ideal Home Show covers a huge space where visitors will find. We may think that the current interest in interior design is recent. Other more optimistic people wander around the food stalls. Some people take packed lunches and sit on steps and in odd corners to rest for a few minutes before setting off around the show again. _____So. but it’s also busy during the week. Whatever the reason – if you like shopping and picking up tips and ideas. There is also a show theatre where experts give talks and demonstrations on topics such as colour schemes. looking at how the rooms are furnished and admiring the gardens. 3 Refreshments 3 ___ At The Ideal Home Show people may find furniture. it is always very full at weekends when people have more free time. Test writing tasks Test unit 1 – Love and trust Name:___________________________________________________ Grade: _______________ Choose one of the statements below. your opinion with two or three arguments. • Must / mustn’t • Ought to • Should • Can / could • Have to / don’t have to ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ Test unit 3 – Amazing animals Name:___________________________________________________ Grade: _______________ Choose one of the titles 1-4 and plan an opinion essay. • • • • It is wrong to keep pets Using animals for food / clothing is wrong It is natural for humans to use animals for food and clothing If cows were the dominant species. Include an introduction. Write a short essay expressing your opinion. Write him / her a short note explaining the rules and customs. • You must follow the rules of the house you live in. Write a short opinion essay. Here are some words to help you. mention one or two arguments which are against your opinion. • It’s important for parents and children to communicate with each other. • Teenagers shouldn’t have a lot of freedom ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ Test unit 2 . they would eat us. summarise for the conclusion. ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ 84 Photocopiable .(S)he Name:___________________________________________________ Grade: _______________ There is an exchange student from a foreign country visiting your school. Include: 1. personal anecdotes 4. Description and your first impression 3.Test unit 4 – Keeping up-to-date Name:___________________________________________________ Grade: _______________ You have gone away for the summer to visit with some relatives who live in another town. ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ Test unit 5 – Success! Name:___________________________________________________ Grade: _______________ Choose one of the topics below and write an essay. Write an email to your friend. Give some news about another friend. Information about the place and why you went there 2. • A time you fulfilled a dream • A time you missed an opportunity to do something • A time you messed up something badly • A time you made the most of an opportunity Useful words: an ambition a dream an aim a chance an opportunity a diffculty a problem an obstacle a disability a fear/phobia ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ Test unit 6 – Where the heart is Name:___________________________________________________ Grade: _______________ Write about a memorable visit to a place. Tell him/her how to contact you while you are away. Personal reflections and why you would recommend it Use • neutral style with personal anecdotes • adjectives. Ask about his/her summer Say how you are looking forward to going home and explain what preparations you have made. and colloquial words and expressions for color • relative clauses to link ideas ___________________________________________________________________________________________________ ___________________________________________________________________________________________________ Photocopiable 85 . Why it was memorable. • • • • • Explain where you are and why. adverbs. You believe that TV gives us a lot of useful information about the world. Your partner starts the conversation. • Tell your friend you like the way you are and suggest how your friend might relax. • Listen to your partner’s opinion and disagree politely. • Suggest how he / she could do better • Politely accept your friends request to talk. you are taking part While you are studying in uK. has a lot of violence. • Agree with your partner but give your opinion of a programme you think is educational. • Express your opinion that TV has a bad influence on young people.Test speaking tasks Test Student A Student B Unit 1 Love and Trust While you are studying in uK. • Say that you think your friend has the responsibility to improve • Listen to your friends suggestions and politely disagree with his / her opinion of you. 86 Your partner starts the conversation. you are taking part in a debate about television. You start the conversation. in your opinion. • Ask him / her what kinds of programmes he / she thinks are violent. • Give an example of a programme which. • Disagree politely with your partner’s opinion. He / she is aggressive and stubborn. In your opinion there is also too much violence on TV. . You start the conversation. Test Student A Student B Unit 2 (S)he Ask politely if you can talk to your friend about something important Your friend thinks you are lazy and forgetful. Listen to your partner’s opinion and disagree politely. Test Student A Student B Unit 4 Keeping up-to. You believe zoos are places of education. • Identify the parts • Say that you understand. You start the conversation. 87 . You start the conversation. • Ask him / her how we can protect the future of some endangered species that now exist only in zoos. and psychology. genetics. • Express your opinion that zoos cannot recreate the environment and the animals are bored and stressed. Your partner starts the conversation. date You are showing a friend how to use your new phone/MP3 player. Your partner starts the conversation. etc. Your friend is showing you how to use his/her new device.Test Student A Student B Unit 3 Amazing Animals You are taking part in a debate about animal rights. • Disagree politely with your partner’s opinion. You are taking part in a debate about animal rights. You think zoos are cruel. • Check that he/she understands. • Say what to do • Ask him / her to show you how it works. • Give an example of a why it is cruel to keep animals in zoos • Agree with your partner but give your opinion that zoos provide useful environments for doing research in zoology. Test Student A Student B Unit 5 Success A friend of yours is planning a holiday in your country. He / she is going to visit your city. You are an English-speaking tourist who is planning a holiday in your partner’s country. You are going to visit your friend in his / her city. • Ask him / her about his / her travel plans. • Suggest the best way to get to your city and a good place to stay. • Tell him / her about your travel plans when you are going, how long you are going to stay, who you are going with. • Give him / her some advice on how to have a good time in your city without spending too much money. • Ask him / her about the best way to travel and where to stay. • Tell him / her about what you would like to do while you are there and ask him / her for any advice. Your partner starts the conversation. You start the conversation. Test Student A Student B Unit 6 Where the heart is Your sister/brother wants to spend your holiday in a tent. You know that the forecast is for wet weather. You think she/he should rent a cabin, instead. You want to spend your holiday camping in a tent. Your sister/brother thinks you should rent a cabin, but you think it’s too expensive. • Try to sound tentative • Offer alternatives • Explain why you prefer to camp • Be polite and listen to her/his ideas and offer reasons why they are not valid • Use these words: wondering, mind, business, interfere You start the conversation. 88 Your partner starts the conversation. Test answer key Test Unit 1 - Love and trust Listening Exercise 1 1 T / 2 F / 3 T / 4 F Language Exercise 1 1 divorced 2 blind 3 teens 4 argue 5 married Exercise 2 1 yet 2 recently 3 just 4 since 5 already Exercise 3 1 Have you sent 2 did he get 3 lived 4 have you known 5 took 6 haven’t finished 7 has he known Reading 1F/2T/3T/4F/5F/6F/7T/8T Language Exercise 1 1 manual 2 delete 3 copyrighted 4 attach 5 signal Exercise 2 1 dial 2 rely 3 recharge 4 search 5 receive Exercise 3 1 have visited 2 have already made 3 has never used 4 have been working 5 Has she sent 6 He has been singing 7 have been writing Reading Exercise 1 1 Changes in communication technology 2 SMS messaging 3 New mobile phones 4 Some disadvantages 5 Keeping in touch Exercise 2 1 T / 2 T / 3 F / 4 F 5 T Unit 5– Success! Unit 2 - (S)he Listening Listening Exercise 1 1 F / 2 F / 3 F / 4 T Language Exercise 1 1 T / 2T / 3 F / 4 F / 5 T / 6 F / 7 F / 8 T Language Exercise 2 1 impractical 2 predictable 3 insensitive 4 sympathetic 5 uncomplicated Exercise 3 1 Can 2 could 3 have to 4 has to 5 been able to 6 mustn’t 7 ought Exercise 1 1 luxury 2 graduate 3 addicted 4 attention 5 auditions Exercise 2 1 pressure 2 successful 3 bravery 4 fame 5 privacy Exercise 3 1 hadn’t been late, wouldn’t have lost 2 had paid 3 he had concentrated, wouldn’t have 4 hadn’t had 5 spoke Reading Reading Exercise 1 1 superior 2 adolescent 3 weaknesses 4 gossip 5 male 1T/2F/3F/4T/5T/6T/7F/8F Unit 3 – Amazing animals Listening Exercise 1 1 T / 2 F / 3 F / 4 T / 5 F Language Exercise 1 1 pests Exercise 2 1 when 5 When Exercise 3 1 is, is survive Reading 2 storks 3 predators 4 ape 5 herds 2 after 3 on condition that 4 as long as 2 wins, will be 3 didn’t have, wouldn’t 4 stamps, wants 1 dogs 2 dogs 3 cats 4 hamsters 5 cats and dogs 6 hamsters and mice 7 snakes 8 snakes Unit 4 – Keeping up-to-date Listening Exercise 1 1 The first thing you’ve got to do is click on the icon. Alright? 2 Then you type your message. 3 Have you done that? 4 You don’t need to type in your address. 5 Have you got that? 6 Yes, that’s great, thanks. Exercise 1 1 b / 2 c Exercise 2 1 He went to university. 2 He joined the army. 3 He met Zelda. 4 He worked in advertising. 5 They lived in a rich neighborhood. 6 The Great Gatsby was published. 7 He worked in Hollywood. 8 He lost his job. 9 He died. 10 She died. Unit 6 – Where the heart is Listening Exercise 1 1 F / 2 T / 3 F / 4 T Language Exercise 1 1 reefs 2 windows 3 compelled 4 curtains 5 mole Exercise 2 1 where 2 which 3 whose 4 whom 5 what Exercise 3 1 elated 2 cramped 3 cosy 4 study 5 terrace 6 suspicious Reading Exercise 1 1 An annual event 2 Towards an “ideal” home 3 The latest ideas 4 The exhibition area 5 Refreshments 6 A revival in popularity Exercise 2 1 F / 2 F / 3 T / 4 T / 5 F 89 Writing assessment criteria To be applied when assessing student’s written performance. • The criteria for assessment include: 1 Range of vocabulary and structures used (5 points maximum). 2 Organisation, linking and register (5 points maximum). 3 Coverage of points and presentation of ideas (5 points maximum). 4 Relevance to topic, handwriting, spelling (5 points maximum). • Altogether, there is a maximum of 20 points to gain in each writing evaluation. • The total score is calculated by adding up the points given to the student in each one of the 4 criteria. • The distribution of points in each of the above-mentioned aspects is presented in the table with rating scales below. Writing assessment table Points Vocabulary and Structures • 5 4 • • 3 • 2 • 1 90 wide range of structure and vocabulary demonstrating control of language good range of structure and vocabulary, generally accurate adequate range of structure and vocabulary, some errors range of structure and vocabulary rather limited, errors may obscure communication narrow range of structure and vocabulary, little or no language control Organisation, Linking and Register • • • clear organisation with a variety of linking devices Presentation and Coverage of Relevance, Handwriting and Points Spelling • contributes fully and effectively • the language is appropriate to task throughout the interaction (remarks, responses, questions, elaboration of ideas) effective organisation, suitable linking devices • adequate organisation, simple linking devices • contributes with ease for most of the interaction contributes effectively for some of the interaction, but fairly frequent difficulties. difficulty in maintaining contributions throughout. • may respond to simple or structured interaction but obvious limitations in freer situations • lack of organisation and • no contribution throughout. • no response even to simple linking devices interaction. • inconsistent organisation, few linking devices • only occasional and minor difficulties and inadequacies of execution or language • tasks are dealt with in a limited manner. • the language is often inappropriate. • redirection may have been required at times • inadequate attempts at the tasks using little appropriate language. • requires major redirection or assistance • • • language inappropriate. no response to redirection or assistance Speaking assessment table Points Accuracy evidence of a wide range of structures and vocabulary.(5 points maximum). hesitations. • Students must be prepared to provide full but natural answers to questions asked by either the other student (paired format) or the interlocutor / teacher (individual format). ability to justify opinions. • The teacher acts as assessor listening to the students’ conversations and information exchanges. 3 Interaction and collaboration: turn-taking. there is a maximum of 20 points to gain in each speaking evaluation. linking devices. and to speak clearly and audibly at all times. They should ask for clarification if they have not understood what has been said. use of fíllers and hesitation. ability to express ideas in a coherent way. use of prompts provided. word stress. • occasional but noticeable hesitations (which do not strain the listener or impede communication). completion of the task (reaching a conclusion. • good mastery of English pronunciation features • evidence of a good range of structures and vocabulary. • lack of attempt to speak in general. intonation patterns). vocabulary or pronunciation • 5 4 3 2 1 • The criteria for assessment include: 1 Accuracy: correctness of grammar structures. • • only occasional and minor difficulties and inadequacies of execution or language tasks are dealt with in a limited manner. (5 points maximum). • minor difficulties with some pronunciation features (which do not strain the listener or impede communication) • fairly frequent errors and evidence of restricted range of structures and/or vocabulary (these do not prevent communication of the essential message). • the language is often inappropriate. • communication is achieved but strains the listener at times. • • Interaction and Task Achievement and Collaboration Appropriacy • contributes fully and • the language is appropriate effectively throughout the to task (remarks. Fluency coherent spoken interaction with good speed and rhythm. • redirection may have been required at times • inadequate attempts at the tasks using little appropriate language. • no attempt to produce instances of grammar structures. • • disconnected speech and/or frequent hesitations. but occasionally. • Altogether. • no response even to simple interaction. (5 points maximum). 4 Task achievement / appropriacy: getting the message across. ‘playing for time’. accurate use of syntactic forms. 2 Fluency: speed of speech. (5 points maximum). an agreement. relevance of language of the task. etc. • The total score is calculated by adding up the points given to the student in each one of the 4 criteria • The distribution of points in each of the above-mentioned aspects is presented in the table with rating scales below. • errors and almost no structures and/or vocabulary.). • obvious L1 pronunciation features with major defects (they may strain the listener and/or make comprehension of detail difficult) • frequent basic errors and limited range of structures and/or vocabulary impede communication and strain the listener. • errors minimal in number and gravity. • may respond to simple or structured interaction but obvious limitations in freer situations • no contribution throughout. The approximate time of each speaking evaluation is 5-10 as some tasks may require some preparation (2-3 minutes) on the part of the student. no flow of speech at all. • few obtrusive hesitations. • a few minor errors which do not impede communication. • The role of the students is to maintain the interaction as much as possible and take equal turns in the information exchange so as to provide the teacher / examiner with an adequate amount of language to assess. elaboration of ideas) • • contributes with ease for most of the interaction contributes effectively for some of the interaction.Speaking assessment criteria To be applied when assessing student’s oral performance. right choice of vocabulary. It is also the teacher’s role to ensure that both students in a paired evaluation are given an equal opportunity to speak. maintaining conversation. • The speaking tasks should be varied and always refer to the leading theme of each lesson or unit in the Student’s Book. he / she may act as interlocutor (if he / she decides not to have a paired test) managing the interaction either by asking questions or providing cues for testees. no response to redirection or assistance 91 . difficulty in maintaining contributions throughout. • heavy L1 pronunciation and widespread difficulties with English features impede communication of the message and strain the listener. number of pauses. but fairly frequent difficulties. interaction responses. pronunciation (sounds. • requires major redirection or assistance • • • language inappropriate. • fairly frequent and noticeable hesitations. initiating and responding. used appropriately and confidently. reasonable use of time provided. questions. use of grammar structures. Irregular verbs 92 Base form Simple Past Tense Past Participle Base form Simple Past Tense Past Participle awake awoke awoken find found found be was. were been fit fit fit bear bore born flee fled fled flung flung beat beat beat fling become became become fly flew flown begin began begun forbid forbade forbidden bend bent bent forget forgot forgotten forewent foregone beset beset beset forego (forgo) bet bet bet forgive forgave forgiven bid bid/bade bid/bidden forsake forsook forsaken bind bound bound freeze froze frozen bite bit bitten get got gotten gave given bleed bled bled give blow blew blown go went gone break broke broken grind ground ground breed bred bred grow grew grown bring brought brought hang hung hung broadcast broadcast broadcast hear heard heard build built built hide hid hidden burn burned/burnt burned/burnt hit hit hit burst burst burst hold held held hurt hurt buy bought bought hurt cast cast cast keep kept kept catch caught caught kneel knelt knelt choose chose chosen knit knitted knitted cling clung clung know knew known laid laid come came come lay cost cost cost lead led led creep crept crept leap leaped/leapt leaped/leapt cut cut cut learn learned/learnt learned/learnt deal dealt dealt leave left left dig dug dug lend lent lent dive dived/dove dived let let let do did done lie lay lain draw drew drawn light lighted/lit lighted lost lost dream dreamed/dreamt dreamed/dreamt lose drive drove driven make made made drink drank drunk mean meant meant eat ate eaten meet met met fall fell fallen misspell misspelled/misspelt misspelled/misspelt mistook mistaken feed fed fed mistake feel felt felt mow mowed mowed/mown fight fought fought overcome overcame overcome . Base form Simple Past Tense Past Participle Base form Simple Past Tense Past Participle overdo overdid overdone spend spent spent overtake overtook overtaken spill spilled/spilt spilled/spilt overthrow overthrew overthrown spin spun spun pay paid paid spit spit/spat spit split split plead pled pled split prove proved proved/proven spread spread spread put put put spring sprang/sprung sprung quit quit quit stand stood stood read read read steal stole stolen stuck stuck rid rid rid stick ride rode ridden sting stung stung ring rang rung stink stank stunk rise rose risen stride strod stridden run ran run strike struck struck saw sawed sawed/sawn string strung strung say said said strive strove striven see saw seen swear swore sworn seek sought sought sweep swept swept swelled swelled/swollen sell sold sold swell send sent sent swim swam swum set set set swing swung swung sew sewed sewed/sewn take took taken shake shook shaken teach taught taught tore torn shave shaved shaved/shaven tear shear shore shorn tell told told shed shed shed think thought thought shine shone shone thrive thrived/throve thrived shoe shoed shoed/shod throw threw thrown shoot shot shot thrust thrust thrust show showed showed/shown tread trod trodden shrink shrank shrunk understand understood understood shut shut shut uphold upheld upheld upset upset sing sang sung upset sink sank sunk wake woke woken sit sat sat wear wore worn sleep slept slept weave weaved/wove weaved/woven slay slew slain wed wed wed wept wept slide slid slid weep sling slung slung wind wound wound slit slit slit win won won smite smote smitten withhold withheld withheld withstood withstood sow sowed sowed/sown withstand speak spoke spoken wring wrung wrung speed sped sped write wrote written 93 . PRONUNCIATION TABLE CONSONANTS Symbol VOWELS Key word Other common spellings Symbol /p/ park happy Long and short vowels /b/ bath rubbish /t/ tie butter /d/ die teddy bear /k/ cat key /g/ give ghost /tS/ chair match /dZ/ jeans age /f/ face coffee phone /v/ visit of /T/ Key word Other common spellings /i…/ feet niece read these receipt police /I/ fit gym /i/ happy spaghetti /e/ bed any bread /œ/ bad /A…/ bath art half /Å/ bottle watch /O…/ bought sport your daughter small draw war floor throw /U/ put book /D/ they /u…/ boot /s/ sell rude blue fruit move shoe group flew /z/ walked school check bigger natural gadget soldier laugh guitar key pretty married friend aunt heart could /ø/ but some cousin zoo cinema listen psychology scenery message nose buzz /‰…/ bird serve early /S/ shop sure ambition /´/ brother the /Z/ measure revision Diphthongs (two vowel sounds pronounced as one) /h/ hot who /eI/ grey lake /m/ map summer /´U/ gold show /n/ not know sunny /aI/ by /N/ sing think like die high eyes buy /l/ lot ball /aU/ brown about /r/ road sorry write /OI/ boy noisy /j/ yellow /I´/ hear here /e´/ hair /w/ warm usually Europe beautiful new one whale quick there their teddybear /U´/ sure poor about wait turn actor play colour eight break coat height beer square tour Triphthongs (three vowel sounds pronounced as one) 94 /eI´/ player /´U´/ lower /aI´/ tired /aU´/ flower . edhelper.com National Geographic http://education.com Discovery School http://school.Web2meltingpot.com ESL teacher resources www.nytimes.org/ Learning page http://www.eslsite.com How To Learn http://www.com/teachers.0 for EFL Teachers http://www.usingenglish.com 95 .nationalgeographic.Merriam-Webster http://visual.com/ English teaching material http://www.learningpage.com Internet Public Library http://www.com Educational helper http://www.discovery.html Fun Brain http://www.eslgold.com The Web 2.wikispaces.howtolearn.Websites Visual Dictionary Online .com/learning Resources & teaching ideas http://www.ipl.merriam-webster.funbrain.com/education/edu/ New York Times Learning Network http://www. ISBN 9781405865104 Fricker. Longman English Grammar (pp. ISBN 9780582405745 Leech. (2007). ISBN 9781405865104 Fricker. Essex. Where the heart is. 84). (2007). Cruickshank. 90-97). In Pearson Longman (Eds. In Pearson Longman (Eds. (2007). R. In Pearson Longman (Eds. L. England: Pearson Education Limited. Essex.Bibliography Fricker. B. Modal auxiliaries and related verbs. L.). 207-225).).). (2007). Success Intermediate. An A-Z English Grammar & Usage (pp. (2007). Teacher’s Support Book (pp. Essex. England: Pearson Education Limited. G. England: Pearson Education Limited. In Pearson Longman (Eds.G. ISBN 9781405865104 Fricker. Prepositional phrase.). 116-125). ISBN 9781405865111 Alexander. 44-53). R.G. Teacher’s Support Book (pp. (2003). Amazing animals. Ivanic. Essex.. England: Pearson Education Limited. England: Pearson Education Limited. In Pearson Longman (Eds. (2006). ISBN 9780582558922 Alexander.). R. England: Pearson Education Limited. Success Intermediate.413-414). England: Pearson Education Limited. England: Pearson Education Limited. Success Intermediate. Teacher’s Support Book (pp. B. In Pearson Longman (Eds. Success Upper Intermediate. (2003). ISBN 9780582558922 Leech. Essex. 62-69). In Pearson Longman (Eds. Essex. (2006). Essex. England: Pearson Education Limited. Essex. Love and trust. R.G. Teacher’s Support Book (pp. Essex. 26-33). In Pearson Longman (Eds.. Simple Past.). (2007). 166-169)..). An A-Z English Grammar & Usage (p. (2003). Teacher’s Support Book (pp.). Longman English Grammar (pp. S(he). ISBN 9780582558922 Alexander. Teacher’s Support Book (pp.). In Pearson Longman (Eds. Collocation. ISBN 9781405865104 Fricker. R. G. In Pearson Longman (Eds. Keeping up-to-date. Success! In Pearson Longman (Eds.). England: Pearson Education Limited. R. ISBN 9781405865098 Fricker. Longman English Grammar (pp.). Ivanic. Success Pre – Intermediate. England: Pearson Education Limited. R. Success Intermediate. 72-79). 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