Speak out pre intermediate teacher's resource book
Upcoming SlideShare
Loading in...5
×

Like this? Share it with your network

Share

Speak out pre intermediate teacher's resource book

  • 70,319 views
Uploaded on

Llibre del profe

Llibre del profe

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
  • thks a lot
    Are you sure you want to
    Your message goes here
  • donde estan los audios? please
    Are you sure you want to
    Your message goes here
  • thank you, but where can I find the audio for the test at the end of this book?
    Are you sure you want to
    Your message goes here
  • Muchas gracias!!
    Are you sure you want to
    Your message goes here
  • thank you very much. :)
    Are you sure you want to
    Your message goes here
No Downloads

Views

Total Views
70,319
On Slideshare
70,297
From Embeds
22
Number of Embeds
5

Actions

Shares
Downloads
2,871
Comments
7
Likes
27

Embeds 22

http://arexformacion.blogspot.com.es 13
http://www.file2hd.com 4
https://www.blogger.com 2
http://arexformacion.blogspot.com 2
http://arexformacion.blogspot.mx 1

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. Pre-intermediate Teachers Resource Bool<PEARSON---­Longman Scanned for Agus Suwanto
  • 2. Students Book contentsMessage from the author teamOverview of the componentsA unit of the Students BookDescription of the other componentsTeaching approachesPhotocopiable activities indexPhotocopiable a<;tivitiesTeachers notes for photocopiable activitiesTests indexTestsAnswer key II Scanned for Agus Suwanto
  • 3. past s1mple relationships /d/ /1/ lid/ endings read two newspaper arudes about relauonships makm g conversauon conversation topics learn how to sound read an article about the an of natural by linking words conversation read a competition entry about friendship The company 4 Ul work p.t� 18 A risky business adverbs of frequency jobs stressed syllables on read a newspaper article about p;.ge 20 compound words dangerous jobs expressing likes/dislikes types of work polite intonation read a survey about work/life balance timeout questions Without auxiliaries the ans stressed syllables read an ans quiz making a phone call collocations expressions with make pronunciation of hove and do in connected speech: past participles Schools of thought con, hove to, must (obligation) education pronunciation of hove to read an article about different page 40 in connected speech schools What should I do? giving advice language learning read suggestions for how to e42 improve your English read an entry for a problem page wosand were in read about amazing journeys conneaed speech verb patterns travel items srressed syllables aslong forIg1vmg d1recuons tounsm read a text about a man who works m three countnes every day read an article about liv1ng longer may, might. will food seeing the doctor illness read a TV guide about the BBC Street Doctors read a website entry about a sporting memory IRREGULAR VERBS page 127 LANGUAGE BANK page 128 PHOTO BANK page 152II Scanned for Agus Suwanto
  • 4. : LISTENING/DVD SPEAKING WRITINGI : , i talk about what makes you happy: l i listen to people talk about what makes them happy ask and answer personal questions talk about rel ationships; talk about past events start/end a conversation: sound natural write about an important year in your life: improve your use of linking words 1 I, � c Blackpool: watch an extract from a drama talk about important people in your life ii write a compet ton entry about your best ··:, friend :I " , listen to people talk about how companies motivate staff talk about work/studies write an email about work experience , ! talk about dangerous jobs; talk about work routines 1: listen to interviews about jobs discuss likes/dislikes: respond and ask more questions to keep the conversation going iii� c The Money Programme: Dream Commuters: watch describe your work/life balance write a web comment about work/life an extract from a documentary about commuting balance i!I I• 1111. listen to a radio programme about young people having talk about your future plans write an email invitation fun ask and answer questions for a culture survey listen to four phone calls make and receive phone calls; l earn to manage phone problems ��8 Holiday 10 Best Cities: watch an extract from a plan a perfect day out write an email invitation travel programme about visiting Barcelona listen to two people describing their secret talents talk about your talents write a competition entry about talents: ,I check your work and correct mistakes talk about what you did at school: talk about obligations listen to a radio programme giving advice about language give and to respond to advic e learning alii c Horizon: Battle Of The Brains: watch an extract discuss five top tips for tests write advice for a problem page from a documentary about brain power describe journeys I listen to a radio programme about travel items talk about travel write an email describing a trip or weekend away: learn how to use sequencers listen to a man describing a specia l place in a city; ask for and give direc tions : learn to show Icheck understand and follow directions in a city understanding ��� c Full Circle: watch an extract from a travel present ideas of a journey of a lifetime for an award write an application for an award I·· programme about a trip across the Andes talk about your health listen to a radio interview with a food expert discuss food preferences: make predictions for the write about food: improve your sentence future st111 cture listen to conversations between a doctor and her patients: predict information exp lain health problems II �� c The Two Ron nies: watch an extract from a short ask and answer questions about sports for a survey write about a sporting memory comedy about squash COMMUNICATION BANK page 160 AUDIO SCRIPTS page 168 -- � -,�- - � � �- � - , � 11 Scanned for Agus Suwanto
  • 5. -- , . � � �� � ...;1. 2:-- ·-r OK - - - STUDEN.T.S... BQ,,-.· � - .. � CQtNIEI}JJiS �::.·•·· -� .- .< � �. J ,. � _. : -> ,. ....: : -! - _ .._ ;;.. � } .... - ;. _ ;: i. · � - .... � . ; ,. . ., __ ·� verbs + prepositions purpose. cause and result collocations read and predict information in a story about Ferdinand Waldo Dem ara finding out information facilities inton ation in q u esti ons read a text about Chinese students in the UK read a blog about starting univ ersity too much/many. enough, very multi-word v erbs stress on multi-word read a text about musicians pay: verbs understand a web debate shopping pronunciation of do you read about an article about shopping ... ? and can I ... ? buying things lips read a competition advertismcnt and entry nature sentence stre ss articles the outdoors stressed syllab les read two articles about experiences in the wild making guesses anim als pronunciation of must, could, might (silent letters) read a travel blog d escribing a city pronunciation of different uses of like present/ p a st passiv e crime and punishment read an article about crime and punishme nt comp laining problems sentence stress read a web comment about a problem communication Its just a game first conditional +when fee lings pronunciation of will in read an article about c omputer games page 110 connected speech I totally disagree giving opinions internet ter ms polite intonation read an article about wilflng· page 112 Is TV Bad For My Kids? page 114 � ... ... Caught on.film read a m agazine article about 111m page 118 extras Web celebs second conditional suffixes stressed syllables page 110 What can I do for you! requests and offers collocations read a text about personal concierges page 122 Billion Dollar Man 124 127 LANGUAGE BANK 128 PHOTO BANK page 152 Scanned for Agus Suwanto
  • 6. LISTENING/DVD SPEAKING WRITING listen to a radio programme about two women who talk about a life change write about a decision which changed your changed their lives life: learn to use paragraphs discuss when you might tell a lie understand short predictable conversations find out and check information � My Family And Other Animals: watch an extract talk about a new experience write a blog/diary about a new experience from the beginning of a film[ -. listen to a radio programme about great investments talk about a product that people should invest in: write a description of a product: add how to describe objects, places, things emphasis to your writing listen to a discussion about salaries talk about quantity : discuss which professions should earn the most money listen to conversations in shops describe things ���� The Money Programme: The World According To Coogle: watch an extract from a documentary present a business idea write an idea for a business investment about the success of GoogleI .- ... listen to a radio programme about environmental issues talk about the environment write about your views on the environment: notice similar sou nding words talk about nature listen to people discussing a quiz make guesses about pictures: learn to give yourself time to think ��� Joanna Lumley In The Land Of The N orthern Lights: talk about an amazing natural place write a travel blog watch an extract from a documentary about seeing the Northern Lights listen to conversations about different cities discuss qualities of different places: talk about where write a letter about an issue; use formal you live expressions talk about crime and punishment; decide on the punishments to fit the crimes listen to people complaining roleplay a complaint: learn to sound firm but polite write an email of complaint all Power To The People: The Zimmers Go To talk about an important issue or problem write a web comment about an issue Hollywood: watch an extract from a documentary .. about the worlds old est rock band listen to p eopl e talk about how they keep in touch talk about things you have done recently write a travel blog entry: improve your use of pronouns discuss computer games : talk about your future listen to a discussion about the internet give your opinion on different issues; learn to disagree politely lijl Panorama: Is TV Bad For My Kids? watch an extract talk about technology you couldnt live without write a web comment about your opinion of from a documentary about children and television technology .. . . . report other peo ples speech: talk about your favourite film listen to people talking about being famous talk about hypothetical situations write a profile of someone famous: improve your use of paragraphs listen to people making requests make requests and offers; ask for more time : • c Lewis Hamilton: Billion Dollar Man: watch an talk about your dreams and ambitions write a web comment about your childhood extract from a documentary about Lewis Hamilton ambi tions COMMUNICATION BANK page 160 AUDIO SCRIPTS page 168 - . -· ·- .. -- · II Scanned for Agus Suwanto
  • 7. Anton1a Oare 1JWilson out Wori<book AudloCDII Scanned for Agus Suwanto
  • 8. Before we started writing Speakout, we did a lot of research to find out more about theissues that teachers and students face and how these can be addressed in a textbookfor the 2 1st century. The issues that came up again and again were motivation, authenticcontent and the need for structured speaking and listening strategies.As English teachers, we know how motivating it can be to bring the real world intothe classroom by using authentic materials. We also know how time consuming anddifficult it can be to find authentic content that is truly engaging, at the right level andappropriate for our students. With access to the entire archive of the BBC, we haveselected some stunning video content to motivate and engage students. We have alsocreated tasks that will encourage interaction with the materials while providing the rightamount of scaffolding.We realise that the real world is not just made up of actors, presenters andcomedians, and real English does not just consist of people reading from scripts.This is why Speakout brings real people into the classroom. The Video podcasts showpeople giving their opinions about the topics in the book and illustrate some of thestrategies that will help our students become more effective communicators.Speakout maximises opportunities for students to speak and systematically asks them tonotice and employ strategies that will give them the confidence to communicate fluentlyand the competence to listen actively. While the main focus is on speaking and listening.we have also developed a systematic approach to reading and writing. For us, theseskills are absolutely essential for language learners in the digital age.To sum up, we have tried to write a course that teachers will really enjoy using; a coursethat is authentic but manageable, systematic but not repetitive- a course that not onlybrings the real world into the classroom, but also sends our students into the real worldwith the confidence to truly speak out! From left to right: Frances Eales, JJ Wilson. Antonia Clare and Steve Oakes Scanned for Agus Suwanto
  • 9. OVERVIEW OF THE COMPONENTS . ---· • OT- - �"-J !��J;�-���:__ ---1 ��-- .:....U -- .. .. .. J. .. _ �� STUDENTS BOOK • Between 90 and 120 hours of teaching material • Photo Bank to expand vocabulary • Language Bank with reference material and extra practice • Audioscripts of the class audio Ill f i..U. OAOJ · --­ ---- · --· � - --- : �= - ·- - --- -·---­ - -- - ------· �--­ ---�- ·-­ .... ·--­ ·---·-· -----·--· ·--- . _____ .. ___ :=..:= ... - · ___,.,._ __ ---- - ---· ·--·----- . -- - - ·-· - - - ---- • · ------- - - ­ CLASS AUDIO COs DVD & ACTIVE BOOK • Audio material for use in class • DVD content • Test audio for the Mid-course • Digital Students Book and End of Course Tests • Audio, video and Video podcasts WORKBOOK • Grammar and vocabulary • Functional language ... • .,.___ _ __ Speaking and listening strategies , _____ ..__ . .. .....- ...... -- - :::.::--:­:.-:· - -·- :-.: · ·-- • Reading. writing and listening ·--- ---­ ·-··- ·- __.. --· - - -· · -- -- ... __ • Regular review and self-study tests ----.. · -- ­ ·- --·--·- - - � ... . -- · - ... --- - - - ---- -·-- _______..,_ AUDIO CD ;�f�·::; fs0 ·-------­ • Audio material including ������:-� -�IJ .. ..._.. __ i��:� � ��� ----· listening, pronunciation ;=-��=-:- ·---- __ _ .. _. -=== _.. · --- --- . · -=== and functional practice · =::.:.-.....- ==----=- - .."= - :;_: · ------ �-=:===- ·--·-·-- a • MYSPEAKOUTLAB • Interactive Workbook w1th instant feedback • Unit tests and Progress Tests • Mid course and End of Course Tests • Test generator • Streaming and downloadable Video podcasts • Interactive Video podcast worksheets Scanned for Agus Suwanto
  • 10. TEACHERS RESOURCE BOOK• Teaching notes• Integrated key and audioscript• Four photocopiable activities for every unit• Mid-course and End of Course Test ==-...::.:.":..7=..:-:"-". --- --­ --.-�.. .._ ==--==== �..;::=: -- ·------­ ------- �=:- _ _ ____ -·------- -···-·· ·--· ------- ·· · .. . - --·---.... ______ - -----··- _ _ ·-·----- --­ --·-·-- ------ -- ---- -- ... ----- ___..___ ----- ----- ------ -- ---- · ·- - - · ---- - ­ - ---- - ----- -- ---- · - _. _ ��o. ....__, • __, ___ _ . -­ ----- ···- ·-----� -­ -- - - �-=:.;::_-= -- --- ..-- ·--·�- ·----·­ --- - - - ---- - - -- - - - - - --- -- - ··---- - �--- - - ----- ··-- -- - ·-- --- --­ __ ______ --·--·- -"" - ·---·-- - ·· - - _ ·- --4- · - - - - -- - -- - ----- · - ------ · -·--- -------- _ ____ . ::.:.:====:.:=..·.":: - - - - - - t[��=�� ����7j � _______ .,._ .. .. - ---··-· . - - - - - ... ----·-- -- .,... -.- -- - �E::==::-� - - . -- ­ --·- - - -- -- - -- - - - ------- · ·- ·-·-----· --·�---·- -- - - ------- - - -- :.:::-:=:= =.:=.- -- ---- -- · - · --·-----­ --- - --·--·- - ----· -· -- - ·-· -- - ·- · --- - -- · . - -- --- -· --- ------- · --·- - --------- -�--- ..._.... · - -----·----- - -- - ----- --- �£�=�%- -- -- - ------ -- - - - - =: :=:.:::�....:.:.- ----·--- �=-=- -:=; . II • ." _ _ _SPEAKOUT ACTIVE TEACH .. . _ ___ • Integrated audio and . video content _ • Video podcasts _ _ • Test master containing all __ course tests . _ • Answer reveal feature Grammar and vocabulary _ 0 review games _ ·�-=:. =-- · · - - .. - • A host of useful tools - =·-- o==·=::.. _ • Large extra resources section . .... ::::- .::.-:::_ .: : . -- ·-·-- . ·--- - - ·· .. .----· . - - ... --· ·-----.....SPEAKOUT WEBSITE• Information about the course• Sample materials from the course• Free downloadable worksheets• Teaching tips• Placement test• A range of useful resources _• Video podcasts _ m Scanned for Agus Suwanto
  • 11. UNIT OVERVIEWEvery unit of Speakout starts with an Overview, which lists the topicscovered. This is followed by two main input lessons which cover grammar,vocabulary and the four skills. Lesson three covers functional languageand focuses on important speaking and listening strategies. Lesson four isbuilt around a clip from a BBC programme and consolidates language andskills work. Each unit culminates with a Lookback page, which providescommunicative practice of the key language.INPUT LESSON ILesson one introduces the topic of the unit and presents thekey language needed to understand and talk about it. The lessoncombines grammar and vocabulary with a focus on skills work. The target language and the CEF Grammar and vocabulary sections objectives are listed to clearly often in clude a listening element show the objectives of the lesson. to reinforce the new language. 8 lbtm.ln.tf.Qttc�Moww.utndw�..-e j)fOnCIIliC.ecl.Thenht�.....:1(f�tthe flntpt.rt oftttor�U. 9 YIQrloll p.t".rstlld.t�tw!1).$twdtlo(k fM.::t Wltetl<uw.UI tlor P.M•�¢caJdtllt �erttNebqlm:"W1tb5o ••• ,_.st�J.Us.t•pt0fl9ttr0t"A.Wa k.I-.(IS�fllt<ft«!.tIM-Ift«rrl4lflaTe �tror..e..�&:ttlopCitd:..tioPOt.ltr .. So/�tfw.paln> A �I gofor•*"""f ...... ..!.J ��·� The motorcycle diaries B ,., ••n <l••{:u""""""" J oo ....... pk, •J ,, Ulfi •Jo J..,T,.,. l mr . -�lllPI.., �� �111 , 1Wor:lrtp6!rs.ltld�«tht hJOWt-.M"1t)pe:ldtr�utl •. • ,lllfii.I!I"H"J,,t• ftat..t )W�tlll<»ii!•ht. 1 .-:JI,, J"o ,m llt •il" ""ud� II)t,v l.-: m r ,. t" ll"· lA< 1;, J M , llS! o( H..-tootfllll•., ( " a � · 1Y�t.:byoo�thrlkkfttfl1Wl1 l n• la. " Ll11 f1 ,t nlll l v ,�,.,!.oriOok .,. n J 1 • ffo"fl<I , U <TIl ue • �In J ��� ((1" t••1·"�""-•Uo"l�• ..n.ld«�nk ""· ·n.-1 "",-��� ---..J x�dwfrM•,,rr.r.HC. J " ·n�·y .. "f rb.e-elr. uyv9tcdo&llJ lf_.)OI..-ftNif rl<nl(t!;<"""-(C:ioillltt,tl""-ltlt.tUoll.ll(f:11•· !lf"IU." ltt}I.I!Jt ... .,.u�• ..... I •r••kf;l{rf1L-r.v•t.,h"tv 1tk-irulll)(lll!)l.·ro�""".,.ltlt1•:•" t"fl<"Cctlo.,.W.JIoll:flltl>rt>,l.(irlr.a.·l"<<ll�tll · ... VIuJ,.I,.. •oo.ln•dl••!=.t, f.r..W�I"l("ktIUI!II) f""l�<lf�t �i-1�1 IIOW�JI"t hc..vo�W9f� I 2 C.:h1:r, 1"NaM[I).,,I�11"1IJ ll-;t•.fl�l .ibflt)t)ll• d!rf�H.,._,,( I ·"!111f� troi!•Uttl .).( ,•• • � 1•�1n f:llfftllftlln. I•J<:Jr f<•f)kl.At tti(>"Jd 11-.o;,..._.rt.,",hr ..t.H"".I!Jit tf)•lltl••lt.. Whit� ofITA.�6o,.:N Worlo:lllpein.loot•tllle •&-cll•.•,.,.tf...,..:o"l.,.f,�,.·,.,._.j, -tlgfzu•·!t� ffl.-1.....�(At,-,, """"tho!��-V$"iJ pt.oc<nndiK�lhques&ru.. ( "�•-atr•Jf, ..j,.,....,,J.IbI110"Wtto�...• ..t-.,�111tt.•t�rDt"! I on•�or)oc-."Mf,Thlc,tabo>.itq..<UC:!.ot"l-a 2 &�iR;t,IHfo--..�··i)•lll.li6eltloJ�Iitnl, 1;1 l...,"w•v.r._.l)I,?IY.t. 10A 0tKribc$0"11t�lltwJI:��t�)O<.I ...... , ...,... � , •"-".....=-:o---II�II W IV �._. �10M .. ..... ..L I Wl>e•tR�,dld 7<N;ol -&.ndmd:tnc-!U. fhwdo>)"Ww.lt. ��-. .. �rf.t!b;rw""*O>e� 1 vtt-,o......,..)O;I-.. "1 • 3 lW!wl,.....ut... f(llll"o¢ftr�Xlrl 4 (Otf>K��l.O�joo>.#M)f " Howiof1e4ld(l>c17"ulo..t� tunuyovl4t�Vl�t)"O.U�tot.otrdMlc.onec:t� i WNtpi.XItildkl�-d�W�r! T.l.:ell.lmstotdlyOIJJfOoiP•bol.1yowttxt.M.hl«r.uxxrthotber D4att)tl-.,o....-on,"""dCjoo.rney. �sklrttw��; n()otl �•M�.-t 0«4e(!rf7� 7 Whr.� �)O(I�1n ,. "W!d , ... �-TI)tO"-M ·•OWI word:l.. ftw - � JiwV!t"�d!tf.tbtpt ·�didJ{>.Jied tttd the tUJOitpt,JC161.�t 3�1n�Sc�tkrw4 �}tiiKftqV«f,lda(, •.S....,...tmr.:ltf..,t f.ft::hUIIIUIICIIIOM tolt...,_l..c•�tl)cnc.ce....wt• O:r.:f<ltr-t tvtOAJ>f&t-lM.AJyou thoetutond!ltpel�Stucitn.t8:­ dtllec.tJ(tLH:.-tlo.oeat��Xt ...,..lck_.of!1tlttOifourWOodt. �Wc�..,�s-r..�.-11/W:tr W!�WIICo(nilibtd:l..:b:�w�t�t _,.._�b)OO«.I�f"yllcf,_ tttd.ll"llli;fiiOCU.bolrt(o.Jtttlt. l�441ht-ttl> ltW!._..twwy�,.,�OMf"T �·-0� I "M»!Ndt.WjWI!C)! l Mwt�•)d:d�ki.YI:on l>-.e�� 8 Work-.,UOUP-Tdlf"of�l.wt.lct.�e. 4hii���"�Wolt"-e ...mos:tkt�tr.d/otf�Mic1�,..., - ......, tl- Each input spread has either a Regular Speakout tips help students Clear grammar presentations are focus on listening or a focus to develop their study skills both followed by written and oral practice on reading. inside and outside the classroom. as well as pronunciation work. Scanned for Agus Suwanto
  • 12. INPUT LESSON 2Lesson two continues to focus on grammar and vocabularywhile extending and expanding t he topic area. By the end of thesecond lesson students will have worked on all four skill areas. Lexical sets are introduced in Every pair of input lessons includes context. Practice of new words at least one writing section with often includes pronunciation work. focus on a variety of different genres. CJliiEill 6 tiOSINltle�c�tbM:h1125�1ft flmi:!mlvu"l._.... 9A �W!p.n.�M�*-�•_,MC �WkttwtntM�ItwirObo6ot"-� -��.. I l�.,.,..,i<rJIfl1flrt•"-,._.ld• )��.......... ...._ .. ... .... .._ 2 v�"roto"._,;.Kto......JClO!I�".,;q .._ 1 1 _.._t��cW . ,.,._ � �"*·�·�tt"ftllll )!lo." br-.tk-rltTfrr��· ...., ... ... .... s lhf1"Q�..,.,. ..,.n.....,�-..-r:� .. lA wor,liii)W1.t.o.-•C"c�iJI!Mt.oo Hoi.� .......�.-f-..•.,rlft0¥7W�,........ ...,.�.. lloK-,._."r.....� AJFa -.........,����.rm- ...nl�� 70.,,o..u,,...,_,.._.r-"C,Od......,-c�• Iii#� tl---·�·a:....--•-·­ "-- ... t� t ...�fol.,�l-lbdow. dtulc--. � t W>JIINJCJI>���-���·•..d ..r_...,., w.-lll"�..,f""""....,. �do:hn Ottn!oll") ...._,bcic:o • Jio ... Alt.t• ..... . . .. ..., .... �,. ... .._....., WIGIM � ..r.-...-..t,_..., .. ., ...,., ��A/1_. _ ... .... -- 7A �t."4..-ftkto-c��tiICIOt .,., __..,,�,_.,,........� -�Od:l.a6�bt,t� �f.. N.tW0>1il � kt t- �PT-rlt.IOII I � .. r.-ty�,.·�e..p,. ..,.., ,_.., ..,...... • ·ra- �._,.... ��f"L"::C � I!! v.�...-·ootl1l. .. IVI�I� -- .. .......,McJ•,..l�4 : ..........-.. ..Ooftlt..� ...... ... ... . """* "" ......-�ro..tl�t_,. ._ llli:VItol��N.,...arr-lu. ·- • eS2�-�e.-.-d. �--�� """ • �,..,,�JN...�tw-...... , ...,.. �tlooterWtl��1llclrlrM-tw•� �...a!l,_! ,..,.,... ........,.. ( �1111*"-0loi:VU.Yh.OOitN�Io toil:tCiMV.ooro-:e-1W!-«Jt4Qyot�U�OR -fllr"� C �.,_..-..,tt..-....S�•W••-......, ·-- ._, Uw.,..�.,.� 0 ........ �. Ullolb.WIoo.....l ..... ........... ..._ ... ... • olorM�.,�c_�,_,� .. ....... ...., 1"fe,;...-"�� ,,_-¥�-�� ) ,._ ...,�l fO("� • ��..,.._....IOd.e�n::s�d� .. s l _.ty�•: • - .... • 1.-.cy�fl-t.Ja.:" 1 Wp..�,Jdltt:::lt.,.•)!..fllll,•�• .n..t"mt....., •.o · .. • I ••on:toa«�ll.-0-..,. .... ,.., • "-""•- ro:- ... B �t!..V�t--�Ooewrts•t...toa. - --- ( w�...p&:n.AIU!h�.,.,..,.,......cr.l,lilil.c , .,..,... ""« ,... . .. ... -.oo.LMI:<. t-o�(.M..a.,bec_flf.�Mt � -.:.t*"fo«>-�a..MI-k> ·�,��I"V- ----- - • U$tm •.S"" to dw .. d m Lexical sets are often expanded in Every grammar section includes a All lessons include a focus on the full colour Photo bank at the reference to the Language bank with speaking where the emphasis is on back of the Students Book. explanations and further practice. communication and fluency building. Scanned for Agus Suwanto
  • 13. FUNCTIONAL LESSONThe third lesson in each unit focuses on a particular function, situation or transaction aswell as introducing important speaking and listening strategies. The target l angu age and the CEF Students learn a lexical set Students learn important speaking objectives are listed to clearly which is relevant to the function and li stening strategies which can show the objectives of the lesson. or s itu ation. be transferred to many situations. ---...s., 6A (8sJ RM��.c�qu..�ltti"to"l l!mm:m:� �ll!de.UU/Idlte(U)1 t<oc•..GGKtlpl.ktU.�sklbol1� t;wi...,�W.u��S«�(fJor E.x-trtn 1 btnlct 1 C.t.o.Mr·•.o-jI)WP....•,.,.,.r""� tJW�ftKa.t"""-t k1t*NtCf•¥ DU• ....,.��fltu•Wcloei.Yt."-P P"l-5W•ftct.,..,......tJt.-.&na.lrrt ca.. 0 n-.....,�·.t.o.l·,-�--..lln� -. .........-.=........:.AIWlyOril... - h..J...rNIW•-" lbooCW...._ ,O.o-prr�__.___w...., 0- 1 """..�� ...._...tk«.-.WI� �eM,_.,.....,_.. Emxtl I � "" " "· � - ... .. .�.�- .. �tol.<" ....... <lit._� II:;IUITl L L --..-::ruc.tl":a:l"eG·r< ....., llcllr t- r.. c:;.,.. -- �,. � .. lA ®.s,• �-""·tt.l11r.(•:ao..&.,..,.,_..a G""-Grw-t"-"....••t-•oworo-_.�� ., ).4 �,..,., , C.tlt4.DiJO.»WbdM� •• ,.• .- .. ..�Gctlt._-410Pi!: . !lflfti � ... , tJh Wl<d.� �-· ,...,..,..,.HlII.....,WtlfM)Of�tl«�illltnc ... "" �·�JoY c....". 8 f}U .. ....,._,.._,._�....ct.NI L" . � .... l �. �.......,01... .. ,.,�... . , ."".., .. ...,_..., .._ .. .,. ..... ... .to....� .. l O.tl".r"- olr_,Wp4..,..rlcfM C tw.ftI.,..,_N,...,•.-,.Ml_.s.l..."f1M o�-.r.rfIIPp,_.,..rpq..,..*"....,n U"l"�.,.(�,.,.,.. r....t-._""� , u .... i • • tNdl�,..tif!IWI: I A."l�"olfo<of_.,t6ttottoOr< SA eSb lbttn tolbf•tu"""t!Ofl.t, ""l"lu".-wtiH l c.-� true(Tlerr•�se(r)7 )llu�ro.-11. 1 �p·ut:n��· l�·.l!"2 ..,.fM., c CBs.• l.hto!•lldrtPta"thcrN•""� ),..,....)........,..,.a#I"Cbo"•at�..1twO...J 7 W.:w�l•,..n.L:dll�...dro.taiptS.b• M* C"J�&tln -.,.41 pu<liwtt�ctntblootcaYVMtAN· ICU!:plc:Uitle1CIICG�""""..tlt.r(. �·c.,.� • Wortr lfi,,.,.. St ....k�at�I!W;II"" · - �WI.�&b:Aettl"�"-PO.,.Pl6l. c:.-.n..-, ..... � lul�.....tfw� ... Go....�T��hlI A h-.,.., lf"!-"YIII" ··••it."""-�· *-:tt�. •a. . r t an , ..... .- ....,w. t . ........,. ._... ... • r.�can.-:fp.�h� �J1Wen.t.t1o;W �..CieS..... � .. -. , . .._,., ," rwy•�lo11:Uo« ....... ....... <io•P•t-llilti.,_JMII!t." ... . t-_t._,,_...,.� !l1ltl"tll- Ur-·•ins-ry&,-......-a ........ t..aaCDICI ...... m m The functional language is learnt in The lesson ends with a speaking context. often by listening to the activity which gives students the language in use. chance to practise the new language. Scanned for Agus Suwanto
  • 14. DVD LESSONThe fourth lesson in each unit is based around an extract from a real BBC programme.This acts as a springboard into freer communicative speaking and writing activities. A pre view section gets students A series of different tasks helps The Speakout task builds on the thinking about the topic of the extract and introduces key language. 1 students to understand and enj oy the programme. topic of the extract and provides extended speaking practice. 1 .....Vw..-.p•- . ..,. • .,1•...,tfoe • ...,.... .; )A� ....,.,_.. o..,...,..... .... • ...,.... .,., l"" ....,. .., ..._. .... _.... , .. .,_ . .. te: �,.,, tt.A1r 1 � -.O.o...,...h,.......,...,.,..._. ...... -- A 1V listing about the programme The key phrases box helps students The Writeback task further sets the context and helps students to notice the key language for the extends the topic and provides prepare to watch the clip. speaking ta.sk and builds confidence. communicative writing practi ce. S.S •< L ()()I(SJ.C I( - c:::a;;a · - -- ESJ""" - ·---LOOKBACK PAGE --Each unit ends with a Lookback page. which prov ides further � - �-practice and review of the key language covered in the unit. The -·--review exercises are a mixture of communicative activities and r::::cm::l ,. ___games. Further practice and r·eview exercises can be found inthe Workbook. The Lookback page also introduces the Video ·-·--- -podcast, which features a range of real people talking about one �am .. ...of the topics in the unit. c -- .... ·---- � � II Scanned for Agus Suwanto
  • 15. DESCRIPTION OF THE OTHER COMPONENTS . � . . ._·, . . . . _ . . -- ·. . . � . . . .� .. . .. . �. : . . .. :- � : . . WORKBOOK The Workbook contains a wide variety of practice and review exercises and covers all of the language areas studied in the unit. It also contains regular review sections as well as self-study tests to help students consolidate what they have learnt. The Workbook features extensive A variety of language practice practice of vocabulary. grammar. activities consolidate the areas reading. writing and listening. covered in the Students Book. ,. �..---�-......-� ..__ .......... .lOt . . -� � ) """"" ... ..... ... _ ......."""., .... .... ... wo. """"ti....CoiW-1 .. .. --o. .,......._..,"""",...,.r- ,_l_.,... -,,__._ "" _ ... .........._ .. ,.........�,. ..... 0. ._...... . ..._.,..._ IIC....,...._.I,._fr• --....�o.. .. ,..,.-a. f __ ., •""" _.._.,.. ......;.-.-w...- ........,...... _,..o. •o...•.... -n.t_........-.... 41. ._ .... ... ____,__1...._1 ...: ..... - ...._..c...,._..._.._..,....... -..._.. ; !:.�-·--......-.. --.. ...- "--�" ""-..._____.....,..._ ,,_.........._,_,.., __.. - ._� --- -....... -.. Jc-....-�.. .... ... �- . ...._ ........,._.._____ . ......._.....,..___,._. ---"" , ___,_.,_,...........,._...,.._ ...._ . ••,.._•.,...,__.,w.,. .....-� -·--� , _____..,._,� ......_. _.,.w .,.. 1 ::: :;.. - ... � - - .... ........_ .... lfJ.I"-•..._..... ...__ • _ ....Woo___ . ___....___ .... . , ..... _ ......._._...�!� - ,....,....""""_...,...., .. ,,.....,.. . -t _ ....., _ ,_ ..,_ . -.. .. .....,._ ._...,. _ _ .,.. _ .., .. _. _ .. ,..,...,... . .. � --- ... - - - ·-- �... ,_,.......,...� ........... -,.. .. _,"""""-.... ....,.,.. ,.,. .........._ . ............._ ...___..,.. .. ·•uon-.....,.. -· /.. -.- Ooellil ......, ..... ....- . ..... .... . ... ·-·---- .-;......� ·-··- ut.M - .......,......""". ......--...._,_,_ .. ..... -- .. �ww.... , .. I.._................... - , _... ,.,_.. �� : ...�- ao-""......... .. 0# � , ,... .. _ ..... _,.. ..... � ....,. . __.... .... ,........--"_........._ ...,.,. .. m ID As in the Students Book. writing The Workbook contains regular exercises include work on the listening practice using the important micro-skills. accompanying audio CD. MYSPEAKOUTLAB MySpeakoutlab provides a fully blended and personalised learning environment that benefits both teachers and students. It offers: • an interactive Workbook with instant feedback and automatic grade book. • professionally written Unit Tests. Progress Tests, Mid-course and End of Course tests that can be assigned at the touch of a button. • tools to create and assign your own tests or edit the Word versions to print out and use in class. • interactive Video podcast worksheets with an integrated video player so students can watch while they do the exercises. • tools to upload audio and video pod casts so speaking tasks can be assigned for homework. Scanned for Agus Suwanto
  • 16. ACTIVE TEACHSpeakout Active Teach contains everything you need to make the course come alive in your classroom.It includes integrated whiteboard software which enables you to add notes and embed files.It is also possible to save all of your work with the relevant page from the Students Book. Shortcuts to the relevant pages of An answer reveal function lets you All audio and video content is fully the Language bank and the Photo show the answers to an exercise integrated and includes subtides bank make navigation easy. at the touch of a button. as well as printable scripts . . _ ... ____ ,_ ,. . . ====��-==---� --· .......·--- ·=-.....---·-.... -........s.._ . .-. . . �. ,..... - - -=----- . .....·-J:!!:.!J--- ...._ .. ... ... - -__,_ . ,_, - .... � . . 0·..:-------­ - ·� ....._....__ .. .._ __- __ �::=..:::.::.... """... ,....,._�_... ... _ ___._. c ,_....__,..., .. _.....,.___ 11M=----.--..,.... -:·-... ---�­ ........_,____ 0 :::""":.:.::.. · · ..-·�- . ··-·--......-... ,_,....___ , .. ::: ·---- ----· �-- .. . -.._ l- ... - . � - -- . ---...--.--.. - --·� ...... · __,...____ . .t__,_, � �-- - - ... - .. ...... y- .. .... ... .- . t __...___�__,. • r -....__..__. ·---·-·-"·-- ··---··Jill;....".. · -· · ,_-.. -.. - ... ... _ (""" - -.. ""- --- """"... ----· .....-. · ... ""--· -....�...,..._. II -•" __ ...,___" .....fool__ 1•-•··-...- . . ., __ ___ �-- ...... --,.. . ,... - · ,_�..,... _ _ _ ... _ ,.. _ ---·-. :-.::::::.."::..--:::...!:..-:.:::.:;;.:.-··· .. ., �-...:::::.:=::::;- ···- ,_ .._",.....·--.,.. ..... . "- ..-,.,_Mjll_...., .......... .... ,__...,...... ______ ,. ___.,,.. .. , .... ......--,-·-" __ _.. � ,.,..., , ..,. .... ... .... .. -"". . - ·-·...-tel ..,_,..,..,.- ..--·· . 1-......- . ... .... . . · ·---- .. .... _ � �--......... ·· 1¥-W,_..�.... _,_.._..,.,_.. .. .... ... ..... - � .._ ·--.. ....._.,...._. . ::::.:::::;-- ....�--· , ___ ,,.,...________,._...... .-..�-....-...---·­ . ......____ ,_ ....... ... .---···-- . --- �"":"- ....._.�...___ The extra resources section includes The four grammar and vocabulary Useful tools include a regu lar editable scripts, tests, the Video review games are perfect as warm keyboard, a phonetic keyboard, a podcast worksheets and more. ups or review activities. stopwatch and a scorecard.WEBSITEThe Speakout website will offer information about the course as well as a bank of useful resources including:• information about the course, its components and the authors.• introductory videos by the authors of the course.• sample materials and free downloadable worksheets.• teaching tips.• placement test.• editable audio and video scripts, word lists and CEF mapping documents.• Video podcasts for all published levels - both streaming and downloadable. Scanned for Agus Suwanto
  • 17. TEACHING APPROACHES . ,. JI • • - " l :i • •" •• .,. ..- • • • -·. � 0 9 • • • :. -· 0 •• t L •_ � _ • speakout is designed to satisfy both students and • Clear language reference - As well as a summary of rules within the unit, there is also a Language bank which teachers on a number of different levels. It offers engaging serves as a clear learning reference for the future topics with authentic BBC material to really bring them to life. At the same time it offers a robust and comprehensive • Focus on use - We ensure that there is plenty of focus on grammar, vocabulary. functions and pronunciation. practice, both form and meaning-based, in the Language As the name of the course might suggest, speaking activities bank to give students confidence in manipulating the are prominent, but that is not at the expense of the other new language. On the main input page we include core skills. which are developed systematically throughout. personalised practice, which is designed to be genuinely With this balanced approach to topics. language development communicative and to offer students the opportunity to and skills work, our aim has been to create a course book say something about themselves or the topic. There is full of lessons that really work in practice. Below we will also regular recycling of new language in the Lookback briefly explain our approach in each of these areas. review pages. and again the focus here is on moving learners towards communicative use of the language. TOPICS AND CONTENT VOCABULARY In Speakout we have tried to choose topics that are relevant to students lives. Where a topic area is covered in other Developing a wide range of vocabulary is key to increasing ELT courses we have endeavoured to find a fresh angle on communicative effectiveness; developing a knowledge it. It is clear to us that authenticity is important to learners, of high-frequency collocations and fixed and semi-fixed and many texts come from the BBCs rich resources (audio, phrases is key to increasing spoken fluency. An extensive visual and print) as well as other real-world sources. At understanding of words and phrases helps learners become lower levels, we have sometimes adapted materials by more confident when reading and listening. and developing adjusting the language to make it more manageable for a range of vocabulary is important for effective writing. students while trying to keep the tone as authentic as Equally vital is learner-training. equipping students with the possible. We have also attempted to match the authentic skills to record. memorise and recall vocabulary for use. feel of a text with an authentic interaction. Every unit In Speakout this is reflected in: contains a variety of rich and authentic input material including BBC Video podcasts (filmed on location in • A prominent focus on vocabulary- We include London, England) and DVD material, featuring some of the vocabulary in almost all lessons whether in a lexical set best the BBC has to offer. linked to a particular topic. as preparation for a speaking activity or to aid comprehension of a DVD clip or a listening or reading text. Where we want students to GRAMMAR use the language actively. we encourage them to use the Knowing how to recognise and use grammatical structures vocabulary to talk about their own lives or opinions. At is central to our ability to communicate with each other. lower levels, the Photo bank also extends the vocabulary Although at first students can often get by with words taught in the lessons. using memorable photographs and and phrases, they increasingly need grammar to make graphics to support students understanding. themselves understood. Students also need to understand sentence formation when reading and listening and to be · Focus on chunks - As well as lexical sets. we also able to produce accurate grammar in professional and regularly focus on how words fit together with other exam situations. We share students belief that learning words. often getting students to notice how words are grammar is a core feature of learning a language and believe used in a text and to focus on high-frequency chunks that a guided discovery approach, where students are such as verb-noun collocations or whole phrases. challenged to notice new forms works best. At the same • Focus on vocabulary systems - We give regular time lear:-ning is scaffolded so that students are supported at attention to word-building skills, a valuable tool in all times in a systematic way. Clear grammar presentations expanding vocabulary. At higher levels. the Vocabulary are followed by written and oral practice. There is also plus sections deal with systems such as affixation, multi­ the chance to notice and practise pronunciation where word verbs and compound words in greater depth. appropriate. • Recycling and learner training- Practice exercises In Speakout you will find: ensure that vocabulary is encountered o n a number of · Grammar in context- We want to be sure that the occasions: within the lessons, on the Lookback page. in grammar focus is clear and memorable for students. subsequent lessons and in the Photo bank/Vocabulary Grammar is almost always taken from the listening or bank at the back of the book. One of the main focuses reading texts, so that learners can see the language in of the Speakout tips - which look at all areas of language action, and understand how and when it is used. learning- is to highlight vocabulary learning strategies. aiming to build good study skills that will enable students • Noticing- We involve students in the discovery of to gain and retain new language. language patterns by asking them to identify aspects of meaning and form. and complete rules or tables. Scanned for Agus Suwanto
  • 18. FUNCTIONAL LANGUAGE • Speaking strategies and sub-skills - In the third lesson of each unit, students are encouraged to noticeOne thing that both teachers and learners appreciate is in a systematic way features which will help themthe need to manage communication in a wide variety of improve their speaking. These include, for example,encounters, and to know whats appropriate to say in ways to manage a phone conversation, the use of mirrorgiven situations. These can be transactional exchanges, questions to ask for clarification, sentence starters towhere the main focus is on getting something done (buying introduce an opinion and intonation to correct mistakes.something in a shop or phoning to make an enquiry), · Extended speaking tasks - In the Speakout DVDor interactional exchanges, where the main focus is on lesson. as well as in other speaking tasks throughoutsocialising with others (talking about the weekend, or the course. students are encouraged to anempt moreresponding appropriately to good news). As one learner adventurous and extended use of language in tasks suchcommented to us, Grammar rules arent enough - I need as problem solving. developing a project or telling a story.to know what to say. Although it is possible to categorise These tasks go beyond discussion: they include rehearsalfunctions under lexical phrases, we believe it is useful time, useful language and a concrete outcome.for learners to focus on functional phrases separately fromvocabulary or grammar. LISTENINGThe third lesson in every unit of Speakout looks at one such For most users o f English (or any language, for thatsituation, and focuses on the functional language needed. matter). listening is the most frequently used skill. ALearners hear or see the language used in context and then learner who can speak well but not understand at least aspractise it in mini-situations. in both a wrinen and a spoken well is unlikely to be a competent communicator or usercontext. Each of these lessons also includes a Learn to of the language. We feel that listening can be developedsection, which highlights and practises a useful strategy for effectively through well-structured materials. As withdealing with both transactional and interactional exchanges. speaking. the choice of interesting topics and texts works hand in hand with carefully considered sequencing andfor example asking for clarification. showing interest. etc. task design. At the same time, listening texts can act as aLearners will find themselves not just more confident users springboard to stimulate discussion in class.of the language. but also more active listeners. There are several strands to listening in Speakout: SPEAKING • Focus on authentic recordings - In Speakout, we believe that it is motivating for all levels of learner toThe dynamism of most lessons depends on the success of try to access and cope with authentic material. Eachthe speaking tasks. whether the task is a short oral practice unit includes a DVD extract from a BBC documentary.of new language, a discussion comparing information drama or light entertainment programme as well as aor opinions, a personal response to a reading text or a podcast filmed on location with real people giving theirpresentation where a student might speak uninterrupted opinions. At the higher levels you will also find unscriptedfor a minute or more. Students develop fluency when audio texts and BBC radio extracts. All are invaluable in the way they expose learners to real language in use asthey are motivated to speak. For this to happen. engaging well as different varieties of English. Where recordings,topics and tasks are essential, as is the sequencing of stages particularly at lower levels, are scripted, they aim toand task design. For longer tasks. students often need to reflect the patterns of natural speech.prepare their ideas and language in a structured way. Thisall-important rehearsal time leads to more motivation • Focus on sub-skills and strategies- Tasks acrossand confidence as well as greater accuracy. fluency and the recordings in each unit are designed with a number of sub-skills and strategies in mind. These include:complexity. Also. where appropriate. students need to hear listening for global meaning and more detail: scanninga model before they speak. in order to have a realistic goal. for specific information; becoming sensitised to possibleThere are several strands to speaking in Speakout: misunderstandings; and noticing nuances of intonation and expression. We also help learners to listen actively by using· Communicative practice - After introducing any strategies such as asking for repetition and paraphrasing. new language (vocabulary. grammar or function) there are many opportunities in Speal<out for students to use it · As a context for new language - We see listening as a key mode of input and Speakout includes many in a variety of activities which focus on communication as listening texts which contain target grammar, vocabulary well as accuracy. These include personalised exchanges, or functions in their natural contexts. Learners are dialogues. flow-charts and role-plays. encouraged to notice this new language and how and· Focus on fluency - In every unit of Speal<out where it occurs. often by using the audio scripts as a resource. we include opportunities for students to respond · As a model for speaking - In the third and fourth spontaneously. They might be asked to respond to a lessons of each unit the recordings serve as models series of questions, to a DVD. a Video podcast or a text. for speaking tasks. These models reveal the ways in or to take part in conversations, discussions and role­ which speakers use specific language to structure their plays. These activities involve a variety of interactional discourse. for example with regard to turn-taking, formations such as pairs and groups. hesitating and checking for understanding. These recordings also serve as a goal for the learners speaking. Scanned for Agus Suwanto
  • 19. TEACHING APPROACHES READING WRITING Reading is a priority for many students, whether its for In recent years the growth of email and the internet has study, work or pleasure, and can be practised alone, led to a shift in the nature of the writing our students need anywhere and at any time. Learners who read regularly to do. Email has also led to an increased informality in tend to have a richer, more varied vocabulary, and are written English. However, many students need to develop often better writers, which in turn supports their oral their formal writing for professional and exam-taking communication skills. Nowadays, the Internet has given purposes. It is therefore important to focus on a range students access to an extraordinary range of English of genres, from formal text types such as essays, letters language reading material, and the availability of English and reports to informal genres such as blog entries and language newspapers, books and magazines is greater personal messages. than ever before. The language learner who develops There are four strands to writing in Speakout: skill and confidence in reading in the classroom will be more motivated to read outside the classroom. Within • Focus on genres - In every unit at the four h igher the classroom reading texts can also introduce stimulating levels there is a section that focuses on a genre of topics and act as springboards for class discussion. writing, emails for example. We provide a model to show the conventions of the genre and, where There are several strands to reading in Speakout: appropriate we highlight fixed phrases associated with it. , • Focus on authentic texts -As with Speakout listening We usually then ask the students to produce their own materials, there is an emphasis on authenticity, and this is piece of writing. While there is always a written product, reflected in a number of ways. Many of the reading texts we also focus on the process of writing, including the in Speakout are sourced from the BBC. Where texts have relevant stages such as brai nstorming, planning, and been adapted or graded, there is an attempt to maintain checking. At Starter and Elementary, we focus on more authenticity by remaining faithful to the text type in basic writi ng skills, including basic written sentence terms of content and style. We have chosen up-to-date, patterns, li nking punctuation and text organisation, in , relevant texts to stimulate interest and motivate learners some cases linking this focus to a specific genre. to read. The texts represent a variety of genres that • Focus on sub-skills and strategies - While dealing correspond to the text types that learners will probably with the genres, we include a section which focuses encounter in their everyday lives. on a sub-skill or strategy that is generally a pplicable to · Focus on sub-skills and strategies - I n Speakout all writing. Sub-skills include paragraphing, organising we strive to maintain a uthenticity in the way the content and using linking words and pronouns, while readers interact with a text. We always give students a strategies include activities like writing a first draft quickly, reason to read, and provide tasks which bring about or keeping your reader in mind and self-editing. We present simulate a uthentic reading, including real-life tasks such the sub-skill by asking the students to notice the feature. as summarising, extracting specific information, reacting We then provide an opportunity for the students to to an opinion or following an anecdote. We also focus practise it. on strategies for decoding texts, such as guessing the • Writeback- At the end of every unit, following the meaning of unknown vocabulary, understanding pronoun DVD and final speaking task, we include a Writeback referencing and following discourse markers. task. The idea is for students to develop fluency in their · Noticing new language - Noticing language in use writing. While we always provide a model, the task is is a key step towards the development of a rich not tied to any particular grammatical structure. Instead vocabulary and greater all-round proficiency in a language, the emphasis is on using writing to generate ideas and and this is most easily achieved through reading. In personal responses. Speakout, reading texts often serve as valuable contexts • Writing as a classroom activity - We believe for introducing grammar and vocabulary as well as that writing can be very usefully employed as an aid to discourse features. speaking and as a reflective technique for responding · As a model for writing - In the writing sections, as to texts - akin to the practice of writing notes in the well as the Writeback sections of the DVD spreads, the margins of books. It also provides a change of pace and readings serve as models for students to refer to when focus in lessons. Activities such as short dictations. note­ they are writing in terms of overall organisation as well . taking. brainstorming on paper and group story writing as style and language content. are all included in Speakout. Scanned for Agus Suwanto
  • 20. PRONUNCIATION both linguistic and motivational support. Teachers should do thorough. personalised pre-reading/pre-listening tasks,In recent years, attitudes towards pronunciation in break long pieces into shorter sections. and use whole­many English language classrooms have moved towards class activities in order to foster students confidence.a focus on intelligibility: if students spoken language isunderstandable, then the pronunciation is good enough. As regards the syllabus. it is very important for learnersWe are aware, however, that many learners and teachers at this stage to encounter the same language again andplace great importance on developing pronunciation that again. Pre-intermediate students need a lot of review andis more than good enough, and that systematic attention recycling of grammar and vocabulary that they may haveto pronunciation in a lesson, however brief, can have a encountered but not yet mastered. Pre-intermediate is asignificant impact on developing learners speech. key stage at which they begin to change passive knowledge (language they know) into active knowledge (language theyIn Speakout. we have taken a practical, integrated approach can use).to developing students pronunciation, highlightingfeatures that often cause problems in conjunction with Here are our Top Tips for teaching at this level: •a given area of grammar, particular vocabulary items Recycle grammar and vocabulary. Although they willand functional language. Where relevant to the level. a have covered many key points such as the past simple,grammatical or functional language focus is followed by a they will not have mastered them.focus on a feature of pronunciation, for example. the weakforms of auxiliary verbs or connected speech in certain • Introduce learning strategies- e.g. for recordingfunctional exponents. Students are given the opportunity vocabulary - by modelling them. By now the studentsto listen to models of the pronunciation, notice the key are beyond survival English and should be able to startfeature and then practise it. collecting vocabulary from the texts they encounter. • Look at how words work together. At elementary TEACHING PRE-INTERMEDIATE LEARNERS students probably need to learn mainly one-word items in order to name things. but at pre-intermediate they arePre-intermediate students have usually not yet reached more able to work with phrases and chunks of language.a plateau. This makes them potentially very rewardingto teach. While they have enough English to have a basic • Get students into the habit of reviewing languageconversation, they will be able to see progress during the frequently. You could begin each class with a shortcourse in terms of the range, fluency and accuracy of review of grammar and vocabulary learnt in the previousoutput. lesson, perhaps by using a game or photocopiable activity.Pre-intermediate students still probably see the Englishlanguage in terms of small. discrete pieces - verb • Do a lot of work on pronunciation through short drills.tenses learned sequentially and basic lexical sets such as At this level. the students need to continue familiarizingcolours, jobs, hobbies. animals. etc. - which they have themselves with the sounds of English. particularly thenot yet put together. One of the keys to teaching at ways in which the sounds of words change in the contextthis level is to provide students with deeper encounters of connected speech.with the language: setting more challenging tasks than at • Get students to self-correct. At pre-intermediate level,elementary, and sometimes asking students to deal with many students start to develop awareness of correctthe complexities of authentic material - text and film - in and incorrect English. You could try having small signalsorder to develop strategies for coping with incomplete on the board, for example. -s for third person s, -ed forunderstanding. Strategy development, both metacognitive past tense endings. When the students make a mistake,(learning habits such as keeping a vocabulary notebook. you can just point to the board to remind them.watching films etc.) and cognitive (ways to deal with tasksat hand. e.g. using phrases to ask for help, predicting • Where possible. begin to use short authentic texts suchcontent by reading a title etc.). as at other levels. are as menus. brochures and newspaper articles.essential for students progress. • Use role-plays and structured speaking tasks toTypically. pre-intermediate students are able to make encourage students to extend their speaking skills. •themselves understood in a wider variety of situations Encourage fluency by having conversations at thethan they could at elementary. They are also able to beginning or the end of the class. Use topics thatdeal with short basic texts. However. they may have students should all be able to talk about. like what theyproblems with extended discourse. This applies to all did at the weekend, or what their plans are for after thefour skills: their spoken utterances will probably be short class.and their written compositions brief; they probably dolittle extensive reading, and they may have difficulty insustaining concentration while listening to recordings orconversations that are longer than two minutes. Oneof the teachers roles at this level is to gradually exposestudents to longer pieces of discourse while providing Scanned for Agus Suwanto m
  • 21. Unit IUnit 2Unit 3Unit 4Unit SUnit 6Unit 7Unit 8Unit 9Unit 10Unit IIUnit 12 Scanned for Agus Suwanto
  • 22. OVERVIEW AREYOU HAPPY?1.1 ARE YOU HAPPY? Introduction GRAMMAR 1 question forms Ss revise/practise asking and answering questions with be VOCABULARY I free ttme and the auxiliary verb do in the context of talking about what makes them happy. HOW TO I ask and answer personal questions COMMON EUROPEAN FRAMEWORK SUPPLEMENTARY MATERIALS Ss can understand enough to manage short routine Resource bank p 146 exchanges; can ask for and provide personal Ex 4/8: bring/download more pictures o f people doing information. different activities and enjoying themselves.1.2 TRUE LOVE Warm up GRAMMAR I past simple Its very important to build rapport with a new class. The VOCABULARY I relationships activity here is designed to give Ss the opportunity to get to know each other. and help you to assess their language HOW TO I talk about past events and speaking skills, in particular the use of question forms COMMON EUROPEAN FRAMEWORK (reviewed later in the lesson). First tell Ss the aims of the Ss can understand short, simple texts containing the activity and elicit the information they need to get to know . most common vocabulary, including some shared each other, e.g. name, age, home wwn, nationality/country, job/ international vocabulary; can describe past activities; occupation, hobbies/interests, reasons for learning English, etc can write a series of simple phrases and sentences Write the prompts on the board and elicit a suitable question with simple connectors like and. but and because. for each one. e.g. Whats your name? How old are you? Where are you f rom? Write the questions on the board if necessary. Ss then work in groups of 4-6 and take turns to ask/answer1.3 NICE DAY, ISNT IT? the questions. They should note down at least five facts about FUNCTION I making conversation each person in their group for feedback. VOCABULARY I conversation topics - T eachin ti LEARN TO I sound natural In feedback, nominate each student i n each group to tell the class about one person i n thei r group. The class listens COMMON EUROPEAN FRAMEWORK and writes down <mother question to ask that person. This Ss can establish social contact by using everyday ensures that Ss pay attention and listen to each other. Ss polite forms of greetings, farewells and then move around the class in an informal way, ask ing and nnsweri ng introductions; can use simple techniques to start, the questions they wrote down. maintain and end a very short conversation. · Teachin ti L IBIBICIDVD { • While Ss work through the activities, monitor and note speakout 1�1· -1 .4 BL CKPOO A down any particular strengths and weaknesses, i ncl udi ng • - how well they use question forms: this will help you to writeback • • • - decide how much support and input will be needed i n the grammar section later. COMMON EUROPEAN FRAMEWORK Ss can describe people in simple terms; can write very short. basic descript ions of events, past VOCABULARY free time . activities and personal experiences. 1 A Tell Ss to look at the photos and cover the exercises. Ask What are r.he people doing? Where are they? Elicit Ss answers e.g. shopping. playing basketball, having a family barbecue,1.5 LOOKBACK reading a book, on holiday, but dont teach new language at this Communicative revision activities point. Ss then complete the phrases and compare answers. Monitor while they do the exe rcise and check/ teach phrases�( J j j� B B C VIDEO PODCAST What do you look for in a friend? Ss dont know in feedback, e.g. have time off = work/have a holiday. dont go to This video podcast extends discussion of the unit Answers: 2 spend 3 eat 4 have 5 ()lay: topic to friendship. It will also extend Ss language on friendship, relationships and keeping in touch. Use this video podcast at the stan or end of unit I . Scanned for Agus Suwanto
  • 23. Speaker 4B Give Ss 3-4 mi ns to do the exercise together. Meanwhile, Having time off work, like I am now. Listening to music. or readingwrite the verbs from Ex I A on the board. In feedback, a good book. Just spending time on my own makes me really happy.nominate Ss to give their answers. Write the extra activities on Speal<er 5the board under the correct verb. or invite Ss to write them. I love playing sport. When my team wins a basketball game. f r o Answers: 1 go shopping A, go on holiday E, F 2 spend example. It doesnt always happen, but when it does, Im so happy. time with family. C spend money A, 3 eat with friends C Speaker 6 4 have time off A-F. have a barbecue C 5 play (a) sport B Being somewhere beautiful makes me happy. Being near nature. by ,.,, , ,. !IIII•I•IUI Im I Ill Ill,,.,l""""lll I<III! Ill !llli!tllllll !l!ll •111:111•1111111 I1r...IPII Possible extra activities: I go out/to the cinema/to work/ the sea. or in the mountains. Just walking somewhere beautifu l. II IWI I IIlllfll !..!• IJl I II ,..,..,......,.11111111• I111 •II I � · ftl I I I running 2 spend £50/the morning in bed/a week in the mountains 3 eat a meal/a hamburger/a lot/at home/ alone 4 have a party/friends round 5 play a game/football/ SPEAKING SA Read and check any new language in the questions. e.g. tennis/in a team right now. Elicit an answer for each question from the class. LISTENING Then give Ss time to prepare their answers: encourage them to make brief notes. Monitor and provide vocabulary Ss need,2 First introduce the listening and check the rubric. (Dont if necessary.tell them that the text of the listening is in Ex 3.) Possible answers: 1 a cup of coffee in the morning, a Teachin ti phone call from a friend 2 the television. my partner. m y With weaker classes, pl ay the recording for the first dog 3 in the shower. on the beach, when Im outside 4 the speaker as an examp le, an d elicit the matd1in g photo. garden. my DVD collection 5 Yes - its a sunny day./No - Then play the complete recordi ng: Ss listen and compare Im tired. 6 Last night. A friend told me a very funny joke. their answers. It is important to do this to build Ss confidence with l i ste n ing. l f th ey dont agree about their B Model and drill the questions. Ss then work in small groups answers, play th e record in g again for them to double­ and take turns to ask/answer them. Monitor and make notes d1eck: this gives them the chance to get the right answers. on their performance, partcu larly with the accuracy of the i tenses used. Check Ss answers in open pairs across the class,Ss can compare answers again if necessary. In feedback. elicit i.e. nominate two students at a rime to ask/answer a question.reasons for Ss answers, e.g. photo C matches speaker 3 becausehe likes eating with fr ends and having a barbecue. i GRAMMAR question forms Answers: 1 A 2E 3 C 4D 5B 6F 6A Ss look at the tables. Check the meaning of auxiliary and other meta-language (infinitive, etc.), if necessary. Ss should3 Tell Ss that this is the recording from Ex 2. They shouldnt use the questions in Ex SA to help them complete the tables.worry about unknown words but think of words that fit thecontext. Do an example with weaker classes if necessary. Give Teachin tiSs 3-4 mins to read and complete the gaps before checking Stronger classes can work alone but weaker ones mighttheir answers in pairs. Play the recording again and check Ss need more support. Tn mixerl-nbilih classes, strong Ss janswers. Teach relevant new words/phrases if necessary, e.g. could work with weak ones. Done sensitively lhis is a ,spending time on my own. useful strategy for most classes: the need to help/explain language ch allenges stronger Ss and increases their Answers: 1 money 2 shopping 3 sun 4 beach 5 friends l anguage awareness. 6 music 7 book 8 sport 9 sea While Ss complete the table. write the questions on the board4 Elicit examples of Ss answers to the question, e.g. Marie: with gaps. Elicit the answers and complete the gaps. Ask WhichI like going to the beach and swimming in a pool, too. Then ore yes/no questions? Which are inf ormation (wh-) questions?give them 2-3 mins to discuss and decide who they have Then ask What tense are the questions in? How do you know?most in common with. I f youve brought some extra pictures Elicit Ss answers. Also elicit questions using a noun and verb +(of people enjoying themselves), give them to f (tnishers, ast -ing, e.g. Are you a teacher? Are you learning English now?who can talk about which activities they enjoy. In feedback,nominate Ss to tell the class about their partners answers. If Answers: 1 do 2 When 3 Are 4 Wherepossible, find out what the most popular activities are in the B Ss read the rules of form and discuss their answers inclass. pairs. In feedback. elicit and underline the auxiliary verbs and-·-· -·----- --- · -· -- - ...... .... .. It ...... be in the questions on the board. Ss copy them into theirUnit I Recording I notebooks.Speaker IThe thing that makes me happy is money. I like it when I can go out Answers: 1 before 2 beforeand spend money on the things I really. really want. Yeah, goingshopping makes me happy.Speaker 2Ilove being in the sun. Being on holiday and going to the beach.Swimming in a pool. That makes me really happy. You just forget allyour problems and enjoy the sun.Speaker 3Being with friends and family. Eating a nice meal with your friends,or having a barbecue. Watching the children, you know, play aroundand have a good time. Scanned for Agus Suwanto
  • 24. Ill.. LANGUAGEBANK 1 . 1 p 128-129 SPEAKING 8A First ask Where ore the people in the phoros? What ore they Stronger classes can study the tables and notes at home doing? Elicit Ss answers. e.g. playing chess. in Rome/the park. when they do the exercises. Otherwise, check the tables Do an example. then give Ss 3-4 mins to finish the exercise in and notes with Ss. especially the difference between which pairs. In feedback. elrcit the questions and prompt Ss to self­ and what. Elicit more examples using question words. e.g. correct any mistakes they make. What are you doing? Why arc you learning English? Which languages do you speak? Weaker Ss could do Ex A-C in class. Suggested answers: 1 What do you do in your free If you do Ex A in class. make Ex A and B into a competition. time? 2 Do you have any hobbres? 3 When did you start The first pair to finish with all the correct answers wins. If this hobby? 4 Why do you enJOY it/th1s hobby? 5 Where there are words/places they dont understand, tell them to do you usually go on holiday? 6 Do you usually go on use the answers in Ex B to work them out. holiday with f riends or family? 7 How long do you usually stayIgo on holiday for? 8 What do you usually do/like Answers: doing on holiday? 9 What do you usually do/like doing A 1 How many 2 Who 3 What/Which 4 What at the weekend? 10 Do you ever work or study at the 5 When 6 Where 7 Which 8 How weekend? 11 Where do you go out/like to go out? B 1 e) 2 b) 3 h) 4 f) 5 c) 6 d) 7 a) 8 g) 1 2 What time do you usually get up at the weekend? C 1 How much does this cost? 2 Do you have (and/or Have you got) any brothers or sisters? 3 What time does B In groups, Ss take it in turns to ask/answer the questions. the film start? 4 How often do you play football? They should make notes about one student in their group 5 Who is your new teacher? 6 Do you want to come and and prepare to tell the class about them in feedback. Monitor have a przza? 7 Why dont you like grammar? 8 Where discreetly while Ss talk. and make notes of examples of good did you go on holida last year? - y language and problems. In feedback. Ss tell the class about a student in their group, but they mustnt mention the name! The others listen and guess who it is. Finally. write some PRACTICE examples of Ss errors and good language on the board. Ss discuss and correct them in pairs.7A Check the rubric and do the first question as an example.Ss then work alone and write the questions in their notebooks. Optional extra activityThey then check their answers in pairs. Monitor and prompt Instead of telling the class about the person they madeSs to self-correct. but dont do feedback yet. Ss check their notes about in Ex 8. they write a short paragraph aboutanswers in Ex B. him/her. but dont mention his/her name, e.g. X playsB Play the recording. pausing for a few seconds after each chess in his (fee time. He also paints pictures. He stoned whenquestion for Ss to check/correct their answers. he was I 6. He enjoys it because he likes art Ss then pass ------ their texts round for other groups to read and guess who Answers: 1 How many people are in your family? 2 How it is. Alternatively. put the texts on the classroom walls. Ss often do you see your parents? 3 Do you enjoy spending walk round and guess who the people are. time with your family? 4 When was your last family celebration? 5 Who do you live with? 6 How often do you Homework ideas • eat out with friends? 7 Where does your best friend live? Ex 8: write three paragraph s about your answers to theC Play the first question again and elicit the stressed words questions here (or write about another person in yourHowlpeople/(amily. Ss then do the others alone/in pairs. Play group).the recording again for Ss to check before they repeat them. • Language bank 1 . 1 Ex A-C. p 129 • Workbook Ex 1-4, pS-6 Answers: 1 !:1_2hl many � are in your famil 2 How y? � do you ru your �.rerus? 3 Do you en o spending jy time with your famil y? 4 W ..hen was your Is.g family celebration? 5 � do you � with? 6 How often do you eat ill!! wrth f�Qd$? 7 w� does your best friend live?0 Pair Ss who dont know each other well. especially inmonolingual classes; this will create a wider information gap.They take it in turns to ask/answer the questions and makebrief notes on their partners answers. In feedback. nominateSs to report back their own and their partners answers to theclass. e.g. There ore six people in my f mily, but there ore ten in aDiegos.Unit I Recording 21 How many people nrc in your famil y?2 How often do you sec your parents?3 Do you enjoy spending time with your family?4 When was your last family celebration?5 Who do you live with?6 How often do you cnt out with friends? . ..,. _ .._ _ .,.7 Where does your best friend live? . " . ... ._ .. . _ _..._. .. .. Scanned for Agus Suwanto
  • 25. 1 .2 TEACHERS NOTES Teachin ti TRUE LOVE The aim of strict time l imits is to en courage Ss to skim Introduction texts qu ickly and check the main ideas. Tel l them not to Ss revise and practise the past simple in the context of reading worry about unknown vocab ul ary at the moment. and talking about relationships. They also practise using linking 3 First Ss read the questions. Check vocabulary they need if words in texts. necessary. e.g. get on well, get divorced, argue, get back rogether. SUPPLEMENTARY MATERIALS Give Ss 3-4 mins to answer the questions and compare their answers. As with listening comprehension. build Ss confidence Resource bank p 145 and p 147 by allowing them to read and check the answers they dont Warm up: prepare 1 2 verb prompts as described below. agree on. In feedback, elicit Ss answers and ask them to correct the false answers. Warm up Answers: 1 T 2 F 3 T (a month) 4 F 5 T 6T Review irregular past tenses with a pelmanism activity on the board. Before class, write six irregular verbs and their past 4 Ss discuss the question in small groups. Monitor and simple forms, e.g. become - became, (all- ( meet - met, ell, provide vocabulary Ss may need. Wr any useful words/ ite get- got, go- went, see- saw, on A4 sheets of paper (one on phrases on the board. In feedback. nominate Ss from each each sheet). On the other side of each sheet. write a number group to tell the class their opinions. from 1 - 1 2. In class. stick the sheets on the board with the numbers face up and do an example. Elicit any two numbers VOCABULARY relationships from Ss, e.g. 3 and 9, and turn over the corresponding sheets SA Check the meaning of Whose? in the rubric, if necessary. for them to see the words. If theres a verb and past simple Give Ss 3 mins to read the sentences and match them to the form that match to make a pair, e.g. go/went, remove them correct text. In feedback, elicit more details of the stories from the board. If not, put them back in the same places. Ss where possible. e.g. Why didn t he have a girlfriend? Because he should try to remember where they are so they can choose a was shy and he didnt go out much. matching pair of words later. Ss work in pairs/teams and take it in turns to choose two numbers. The pair/team with the Suggested answers: Tallest man finds love: 1 , 2. 3 , 4. 5. most matching pairs wins. You could use this activity with any 9, 10. Third time lucky: 5, 6, 7. 8. 9, 10 word game involving the matching of two items. B Ss match the definitions alone and check i n pairs. In SPEAKING feedback. check/drill the pronunciation of the phrases if necessary. 1 Read and check the questions with Ss. Teach/check love at first sight Then give them 3-4 mins to discuss the questions. In Answers: a) 2 b) 6 c) 4 d) 3 e) 1 0 f) 7 g) 8 feedback, elicit their answers and have a brief class discussion. speakout TIP Possible answers: 2 at work/college. in clubs/societies, Read the speakout tip with Ss and write the verbs get and have playing sports. at parties or friends houses. etc. on the board. Give them 2 mins to write down phrases they 3 differences in age. culture, background. attitudes or remember in pairs. In feedback, elicit the phrases and write interests them on the board - or invite Ss to do it. They then copy the lists into their notebooks. I Culture notes Teachin ti Bao Xishun says his height was normal until he was sixteen, Its important for Ss to record their vocabul ary in a l ogical but seven years later he was 1 .70m tall. In October 2008, and accessible way so they can review it easily. Suggest he and his wife had a son. that they either have a separate section in their English notebooks or a smaller n otebook wh ich they could carry READING around in their bag /pocket to refer to at suitable times. 2A Here Ss practise their prediction skills. Teachin ti GRAMMAR past simple 6A Elicit the first two examples from the first text. Tell We usuall y read a magazine or newspaper i n our own language because the ph otos /headlines have aroused our them to include negative forms and the verb be. Give 2-3 mins for Ss to underline the other examples, and compare interest in some way: they give us an iden of what the text i s about. Ss need to p ractise nnd usc this skill with texts i n their answers. In feedback. check answers and ask Which are English too. regular/irregular verbs? Tell Ss to cover the texts and look at the photos and headlines. Answers: Tallest man finds love: married, became, appeared, was, Give them 3 mins to think/make notes about their answers and then discuss them in pairs. Do feedback after Ex B. didnt go out, didnt have, worked, didnt make, started, dedded, advertised, fell in love, got married B Give Ss 2 mins to read the texts quickly and check their Third time lucky: married, liked, said, asked, accepted, ideas. Ss discuss whether their ideas from Ex 2A were correct started, argued, got divorced, remarried. divorced, got back with the same partner. In feedback, check how close Ss ideas together. did they get married, explained, fell, changed, were to the texts. Also check the meaning of third time lucky. decided Ask How many times did they get married? Three. Do they want to get divorced again? No. they got married for the third and final time. Do further comprehension after Ex 3. Scanned for Agus Suwanto
  • 26. B Ss can refer to the love stories to help them complete the PRACTICEtables, before comparing their answers. Write the gappedsentences on the board. In feedback. elicit the regu lar and SA Do an example. Ss then write the verbs alone and check girregular past forms and the s pelling of -ed endi ngs. e.g. marry­ in pairs. In feedback, elicit answers and ask Is it a regular ormarried. Then nominate Ss to complete the apped sentences irregular verb? I t would also be useful to revise the time phrases in each sentence before Ss do Ex B and C. Elicit and writeon the board. Check the form of the past simple; Ss then copy them on the board. e.g. three months ago, last summer, all night.down the three sentences. Ss copy them down and add three more examples of each Answers: phrase, e.g. cwo weeks/a year/five mins ago. Check answers regular: started. decided. married and write them on the board for Ss to copy if necessary. irregular: became, fell. got, said Answers: 1 saw 2 went 3 stayed 4 went 5 cooked negative: didn t 6 spent question: Did short answer: didnt B Check the example and give Ss 3-4 mins to write the questions in pairs. In feedback, elicit and drill the questions Watch outl with the class. and then elicit possible answers with time The pronunciation of the -ed en d i ngs of regu lar verbs is phrases. a com mon problem for Ss. They over-generalise from the rule for verbs like started, decided and pronotmce al l -ed Suggested answers: 1 When did you last see your best endi ngs i n the same way wi th lid/. Its very important friend? 2 When did you last go to a wedding? to h i gh light drill and correct this mistake at a l l times to , 3 When did you last stay up all night 4 When did you last ? prevent fossilisation. go on holiday? 5 When did you last cook a meal for some friends/someone? 6 When did you last spend the day with7A Ss now practise recognising the pronunciation of -ed your sister/brother/boyfriend. etc?endings. Write the phonemic symbols on the board and imod el/drll them. C Model /drill the example question and elicit personalised answers using time phrases. While Ss work in pairs. monitor Teachin ti and prompt them to self-correct errors with the past simple. Teach Ss that /d/ is a voiced sound and It/ is un voiced . Give feedback on persistent errors with the past simple. Illustrate this to Ss: tell them to touch their throat with their fingers. When they say /d/ th ey will feel a vibration in SPEAKING their throat but with the /t/ sou n d they wont. Then play , , the recording while Ss read the sen tences. 9A Give Ss 3-4 mins to write down five dates and make notes about them. Monitor closely to provide help withB Check the examples and play the record ing. Pause after vocabu lary, especially with weaker Ss. To provide a model foreach verb for Ss to write it in the correct column. Elict/check Ss, you could tell Ss about an important date for you.Ss answers. To give practise of producing the regular verbs, B Check the example and point out that Ss can only useSs can listen and repeat again. Drill the verbs chorally (with the yes/no questions. Limit the number of questions to ten. Inwhole class) and then individua ll y. feedback. nominate Ss to tell the class about one of the ir Teachin ti partners dates. With strouger classes, you could teach the rules of p ronunciation for -ed en d i ngs: verbs end with the /d/ WRITING linking words sound after vowels and voiced consonants except /d/, e.g. 1 OA This should be revision for most Ss. So use the exercise lb/ lvl /zl lgl lml In/ Ill. Verbs end wi th /t/ after unvoiced to check. Check new words if necessary. e.g. degree, flat-mace. consonants except /t/, c.g. /p//f/ /s/ /k/. Verbs end in lid/ after /d/ and /t/, e.g. started, decided. B Ss look at the cartoon. Ask Whats the man doing? Elicit/ Answers: teach internet chatroom. Ss complete the text. In feedback. ldl smiled. studied elicit answers and ask some comprehension questions. /t/ worked. stopped, walked. talked, helped hell wanted, needed, decided Answers: 1 because 2 and 3 but 4 so C Give Ss time to think and make notes on an important year, 1111.. LANGUAGEBANK 1 .2 p 1 28- 1 29 using the linking words. I t would be helpfu l for them to talk about it in pairs/small groups for 3-4 mins while you monitor Ss can refer to the notes on p 1 2 8 when they do the and provide language they need. Give Ss 8-1 0 mins to write exercises. Weaker Ss should do Ex A and B in class. Check a paragraph . Encourage a collaborative approach to writing: new vocabu lary before Ss do the exercise. or in feedback. Ss show each other th eir work and exchange advice /help. If Answers: time. Ss exchange texts with a different partner and answer A 2 saw 3 got 4 knew 5 emailed 6 fell 7 decided questions about it. Otherwise, they can finish writing it at 8 asked 9 arrived 1 0 said 1 1 got home. B 1 taught 2 did (you) grow up 3 met 4 didnt get on 5 1eft. got 6 1ived, didnt see 7 Did (you) enjoy 8 didnt Homework ideas • Ex 9: write sentences about your/your partners five have 9 finished 1 0 studied - important dates. • Ex I OC: write a final draft of your text. • Language bank 1 .2 Ex A-B. p 129 • Workbook Ex 1-7, p7-8 m Scanned for Agus Suwanto
  • 27. �··-. .. .· , . ....... r ( D Reorganise Ss into pairs with different partners. Elicit someNICE DAY, ISNT IT? sample questions about the topics in Ex B. e.g. What sort oIntroduction (ilms do you like? What was the last (ilm you sow? WhO£ was I!Ss learn and practise ways of making conversation when they like? Give Ss 4-5 mins to choose three topics each to ask/first meet people. They also learn how to make their spoken answer questions about. Nominate Ss to tell the class whatEnglish sound more natural. they learnt about their partners. SUPPLEMENTARY MATERIALS READING Resource bank p 148 2A Lead in to the text Check the meaning of advice and ask Warm up: prepare a short descriptive narrative like the Ss to read the title and introduction to the article. They should cover the rest of it. Elicit Ss ideas for improving conversation example below (or use the one provided). skills, or alternatively, give them 2 mins to discuss their ideas in pairs. followed by a class discussion. Write some of theirWarm up ideas on the board. Ss then read the article and check howLead in to the lesson topic with a live listening. In a live similar/different their ideas are. Check/teach new vocabulary.listening. you tell the Ss a story/anecdote or give a description e.g. recreation. social time, latest product In feedback. elicit Ssof an event which relates to/provides a model of a answers and then discuss the questions in the rubric.speaking activity that Ss will do in the lesson. You can askcomprehension questions about it. use target language that B Give Ss 3-4 mins to make a list of what they remember. They could then work with another pair to compare notes. InSs will focus on later, or just allow Ss to listen - and practisehearing authentic English. Give Ss a short description- real or feedback, elicit the seven tips if possible, or give Ss I min to check their lists in the article by themselves.invented - based on the questions in Ex I AExample text: FUNCTION making conversationLast weekend, I went to stay with my friendJames in Oxford andhe took me to a local artisans· market on Sunday morning. It 3A Ss look at the situations in the pictures and cover Ex 3Awas f antastic. There was home-made bread and cakes, jewellery. Tell them that all the people there are making conversation. Look at the first picture and elicit examples of possibleclothes, cards and paintings - all sorts of things. It was great , responses to the sentence in speech bubble I , e.g. Hi, niceJames introduced me to a friend of his calledJane - she makesbeautful silver rings and necklaces and sells them in the market i to meet you. /Hello Rachel, Im Judy. Ss then work in pairs and do the same for responses 2-12. Monitor and check on theIve recently started making necklaces too, so James thought we appropriacy of Ss responses as well as problem areas youllshould meet He was right. We got on really well and talked about need to focus on in feedback later on. Ss then look at Ex 3Aour work for ages - / learnt lots of imeresting new things and got With weaker classes, teach/check architect, probably, keep insome new ideas f my necklaces. And Im thinking of making orearrings now. touch. Otherwise, do this in feedback in Ex B. Give Ss 3-4 mins to match the responses alone. When they compare theirWhen youve finished. ask comprehension questions about answers, they should tick any that were the same/similar toyour description. Include the questions in Ex I A Then move their own responses earlier. Do feedback in Ex B.to Ex I , where Ss will talk about their own experiences. B Play the recording. Ss listen, check and compare VOCABULARY conversation topics their answers. If they have any doubts. play the relevant conversations again. Check Ss answers and teach new words/1A Lead in to the topic. Ask Do you like going to parties/ phrases as necessary. Its important to highlight common fixedmeeting new people? Elicit Ss answers and have a brief class phrases for Ss wherever possible. The ones in this exercise arediscussion. Then check the questions in Ex I A Give Ss 3-4 particularly useful in everyday contexts. Elicit two examples ofmins to discuss them in pairs. Elicit and discuss ss· answers. fixed phrases and ask Ss to underline others, e.g. Nice to meetExtend the discussion about question 3. Ask Was it interesting/ you. How are you? Fine, thanks. See you soon. Would you like aboring? Why/Why not? _? Id love a _. How do you know_? Lets keep in couch.B Ss read the words and phrases in the box and ask for Ill probably see you on _. Elicit/drill complete sentences forclarification if necessary. Do the first two topics as examples. those with gaps. e.g. Would you like a sandwich/drink? Finally,Ask Why islisnt it a good topic? Answers, e.g. Because most check Ss own responses for situations 1 - 1 2 in Ex 3A Askpeople watch/like/have an opinion about (ilms. In a multilingual How many similar responses did you give? Which ones?class, Ss might have different opinions about which topics are -------,suitable or not. Give Ss 1-2 mins to tick suitable topics alone, Answers: 1 g) 2 d) 3 a) 4 1) 5 j) 6 i) 7 f) 8 b) 9 c)but dont check their ideas yet. 1 0 k} 1 1 h) 1 2 e)C Organise Ss into small groups. In multilingual classes. put Recording S =Ss from similar partS of the world in different groups. Give Unit Ithem 4-5 mins to discuss and compare their answers. In W W man M=Man ofeedback, nominate Ss from each group to report back to the Conversation Iclass. Make a list on the board of topics which all Ss think are W I :This is my friend, Rachel.suitable for a conversation with people you dont know very W2: Hi. Nice to meet you.well. Conversation 2 M I: Nice day. isnt it? Suggested anawera: ./ films, cars. sport, your last W3:Yes, its lovely.holiday, your family, the weather, your work/studies. your Conversation 3 M2: Would you like a drink?weekend W4: Id love a coffee. thank you. Scanned for Agus Suwanto
  • 28. Conversation 4MJ: Where exactly do you come from? u• LANGUAGEBANK 1.3 p l 28- 1 29WS:Woodbridge. Its a small town near I pswich. Ss can refer to the information in the tables to help themConversation 5 with Ex A and B.M3: So. do you work here?WS: No. Im just visiting. Answers:Conversation 6 A 2 Hi. Nice to kRew meet you. 3 G& Would you like aM4: Did you have a good weekend? drink? 4 It was nice to meet you. 5 Did you have a goodW6:Yes. it was OK. I didnt do much. weekend? 6 How do you know Pieter?Conversation 7 B 1 lets keep in touch. 2 111 probably see you on •soon.M4: Did you watch the match last night? Saturday. 3 So. what do you do? 4 I hope we meet again 5 Where exacdy do you come from? •soon.W6: Yes. it was terrible. We lost 3-(). 6 See youConversation 8MS: How do you know Hiro?M6: Oh. we work together. LEARN TO sound naturalConversation 9MS: So. what do you do? SA Ss may already be aware of how words are linked in English. especially if they studied Speokout Elementary. Play theM6: Im an architect. recording while Ss listen and read. Then ask How/When do weConversation I 0 link words in sentences in English? Give Ss time to look at theM7: It was nice to meet you. sentences again and discuss their answers. Elicit the answer:MB: It was nice to meet you. too. when one word ends in a consonant and the following wordConversation I I begins with a vowel, e.g. would�you.M7: I hope we meet again soon. B Play the recording again for Ss to listen and repeat. Play itMB: Yes. lets keep in touch. as many times as necessary until Ss are confident. Then doConversation I 2 individual repetition and correction as needed. If Ss find theM9: See you soon. word linking difficult, drill the pairs of linked words in isolation.W7: Yes. Ill probably see you on Wednesday. and then drill the whole phrase again.4 Put Ss into A/B pairs and tell them to look at the relevant speakout TIPexercises on p 160 or p 1 62. Do question I as an example: Read the speakout tip with Ss and check the examples. Ss thenelicit Student As question ?) (Would you like a drink and Student look at the questions in the speech bubbles in the pictures inBs answer (Id love on orange juice, please.) Tell Ss to face Ex 3A. and find questions where they could add so in a naturaleach other and not show their books. Monitor while Ss work way (7 and 8). It would also be useful to point out the use ofand make notes of problems they have. With mixed-ability exactly to ask for more detail. Elicit other exa mples: Whereor weaker classes. provide more support for the preparation exactly do you come from? What exactly do you do?stage. Divide the classes into Student As and Student Bs. Inpairs/small groups. Student As work together to prepare their SPEAKINGquestions and Student Bs do the same with their questions. 6A Check the rubric and example questions with Ss. ThenPair stronger Ss with weaker ones and monitor to provide extra give them 3-4 mins to prepare five different ones. They shouldhelp with accuracy where needed. In feedback. nominate also practise saying the questions to each other. MonitorStudent As and Bs to ask/ answer each question across the to check the accuracy of their questions and help withclass. Then write problems Ss had on the board and ask the m pronunciation where needed.to correct the mistakes in pairs. 8 First check the flowchart and elicit an example for each Answers: stage. Ss then work in groups. or stand up and walk around StudentA question s: 1 Would you like a drink? Id love an the class. acting out the conversation with at least five other orange juice, please. 2 Do you work here? No. Im just Ss. Weaker classes could first practise the conversation in pairs visiting. 3 Did you watch the match last night? Yes. it was before moving on to the group activity. You can then monitor brilliant. 4 How do you know Sam? We work together. and provide support as necessary. During the activity, monitor S its a nice day. isn t it? Yes, its lovely. 6 1t was nice to meet discreetly, making notes of both good language and errors. In you. It was nice to meet you. too. feedback, ask Ss what they learnt about their classmates. Then Student B questions: 1 This is my friend, Pete. Hi. Pete. Nice write 4-6 examples of the language you noted on the board. to meet you. 2 Did you have a good weekend? Yes, thanks. Ss correct the errors in pairs. I didnt do much. 3 What do you do? I work in an office. 4 Where exacdy do you come from? I come from Madrid . 5 Alternative approach See you soon. Ill probably see you tomorrow. Ss choose another identity to use in the conversation: 6 I ho e we m t R ee a o n p .- _ __. ain s o. Yes. lets kee in touch. _ .- _ an invented one or a famous person. Give them time to prepare facts about their new identity before they start the conversations. Homework ideas • Write two conversations from Ex 6B. • Language bank 1.3 Ex A-B. p 129 • Workbook Ex 1-4, p9 Scanned for Agus Suwanto
  • 29. BLACKPOOL B Ss cover the programme information and look at the two photos. Ask prediction questions, e.g.Who are the people?Introduction Where are they? What are they doing? Why is the man lookingSs watch an extract from the BBC drama Blackpool, in which at the woman? Do they know each other? Give Ss I min toa police detective tr to arrange a date with a woman hes ies read the programme information and check the answers torecently met. Ss learn and practise how to talk about a special their questions. Ask Were your guesses correct? What did youperson in their lives, and write a competition entry about their find out? Ss then read the text again and answer questionsbest friend. 1-3. In feedback, check/teach the meaning of investigate, murder episode, f ollow, ask (her) out. Then discuss the last twoSUPPLEMENTARY MATERIALS questi o ns. Ss now know that Peter is depressed and Natalie Warm up: bring/download a map of the UK to show is a Samaritans counsellor. Will he ask her out? Will she accept? where Blackpool is. Theyll find out in Ex 2A. Answers: 1 Hes a detective. 2 They first met when he Culture notes visited the Samaritans to talk abo ut his problems. 3 In a Blackpool is a very popular seaside town in north west supermarket in Blackpool. England, near the large industrial cities of Liverpool and Manchester. It was one of the first British towns to have electric street lights and the annual Blackpool llluminations I DVDVIEW (lights} in September are a huge tourist attraction. 2A Ss read the questions. Check/teach pretends, go out Blackpools famous landmarks include Blackpool Tower. the (witfl). Play the DVD. promenade and pier and the Big Wheel (or Ferris Wheel). Teachin ti T l Ss to focu s on answeri ng the question, and not worry elWarm up about language they dont understand. Th ey l l watch the Lead i n and create interest i n the lesson. Tell S s to cover the DVD aga i n in Ex 3.texts and look at the photos across the bottom of the pages. Ss compare their answers. Play the DVD again if they dontAsk Wheres Blackpoof? What sore ofplace is it? Elicit/Showwhere it is on the map of Britain, if you have one. Then give Ss agree. In feedback, elicit answers and check Ss predictions2-3 mins to describe the photos and discuss their impressions from Ex I B. (Yes, he did ask her out and she did accept) Thenof Blackpool. Elicit and discuss Ss answers. feeding in invite some initial comments about the programme. Ask. e.g.information about Blackpool from the Culture notes. Ask What are Peter/Natalie like? Does Natalie like Peter? Does he lookWould you like to go there? Why/Why not? Tell Ss theyll watch a like a detective?DVD programme set in Blackpool . Alternative approach Play the DVD without the sound first. Ss will be able to DVD PREVIEW concentrate on whats happening and not be distracted1 A Check the questions and elicit one or two initial answers. by looking at their books. When Ss have compared theirThen give Ss 3-4 mins to discuss the questions further and answers, play the DVD again with the sound so that theymake notes of their a nswers. In feedback, nominate pairs to can check their answers. )tell the class about their ideas. The other Ss can add extraideas, and agree/disagree. Answers: 2 b) 3 d) 4 e) 5 c -- -- -- -- -- -- -- -- -- � Culture notes B Ss read and answer the questions. I n feedback, check their The BBC drama Blackpool was first screened in 2004. Its answers and predictions for question 3. set in t he town of Blackpool and is a mixture of musical, Answers: 1 No, he doesnt. 2 Tofu is made from soy thriller and drama genres. It stars three well-known milk. Peter doesnt like it. He puts it in his basket because British actors: David Morrissey (Rip ley Holden), David Tennant (Detective Inspector Peter Carl isle) and Sarah he is p retending to be shopping. 3 Ss own answers. N.B. Ss wont see what happens next on the DVD, but Peter and Parish (Ripleys wife. Natalie Holden). Ripley doesnt Natalie do get together and eventually Natalie divorces her appear in the DVD here but hes a suspect in the murder husband. investigation led by Peter Carlisle. The Samaritans is a free service offered by trained 3 Ss read the sentences first. Elicit/teach a less formal and volunteers to give 24-hour support to people with serious simpler way of saying I wondered if you were doing anything problems. tonight? (Are you doing anything tonight?) With stronger classes. you could do this in feedback. Play the DVD. Ss watch, listen and compare their answers. If necessary, play the DVD again, and pause/rewind the sentences containing the answers (in bold in the DVD script). In feedback, ask Does Natalie think its a good idea to meet Peter? How do you know? Because of her comments in questions 3 a nd 4. Do you think she likes him? Yes, because she agrees to meet him in a bar. Answers: 1 P 2P 3 N 4N 5 N Scanned for Agus Suwanto
  • 30. - - - � � ·. .� ...- -- • • -,J : � � .. �. � ; � � � "" - l·lto:_._.. ,..- " �. _. � ..- • " �� .n �- • • · !" � y � • :� yc • . . ·:� · :·· · · . ··. - · rEACHERS NOTES 1 .4 - - .t- j - · � �- .· ... - • •DVD I Blacl<pool Optional extra activityP=Peter N=Nat:�lie Ss work in A/B pairs. A is the interviewer and B is theP: Hello again. person on the recording. Ss A asks Ss B the questions fromN: Hello. Ex 5, e.g. I Who is this person? Bruno. Ss then listen to theP: I carne to see you in your other life. Er. . . Samaritans. recording again or read the audio script on SB p 168 toN: Yeah. yeah, I remember - The Questions Man. check their answers.P: Yeah. thats me. So, what are you doing/N: There you go again. Questons. questions. questions. Oh. I. Im i Unit I Recording 7 Ive known Bruno for as long as I can remember. Hes one of my... just shopping.P: Right. best friends because we grew up together. We lived in the sameN: I see you like tofu. then? street and went to all the same schools. I think we get on wellP Yeah. I find 1t very adaptable. : because we know each other so well. We have a lot or the sameN: Hmm. friends and we enjoy doing the same things. We both enjoy films.P: And nutntious. and . . . ah. I dont hke tofu. I just saw you in the so we watch films together or we go out and have a good time. Wesupermarket and I came in and pretended to be shopping so that I dont live in the same town now. so we dont see each other veryhad an excuse to contrive a second meeting with you. often. But we keep in touch by email. And when I go home. the first person I call is always Bruno.N: Why would you want to do that?P: Because I wondered if you were doing anything tonight? C First give Ss time to check their notes from Ex 5 and add toN: It really. really wouldnt be a good idea. or revise them using the key phrases. They can also use theP: You know what? audio script on SB p I 68 to help. Provide support to Ss whoN: What1 need it. or ask stronger Ss to help weaker ones. Ss then takeP: I have lived all my life doing the right th1ng. and theres something turns to talk about their experiences in pairs. Remind themabout you that tells me that you have as well. Maybe just this once. to ask questions from Ex 5 as often as possible to keep theyou and me should do the wrong thing. conversation going. Monitor d iscreetly and note down theN: Its not going to happen. strengths and weaknesses of the language Ss use. In feedback.P: OK. But, if it . . . if it was going to happen, where would we meet? Ss tell the class about their own/their partners special person. N: A bar called Funny Girls, 8.30. The class then decide which person was the most special and1 · I u· !11111*1111!1 1! 1! 11111!11!1 I• l••lltiiii!II Ut"ll l! !I I ! !•!I Jl!Qiftl!<!l"hiii•IIUI ll•ll•t•ll II n•tU!I U !UII I > I I I I II ! I !1 1.1 I•I I I I llillllll>!lnl lllll llt I!I Ili I U I II I .. I .. M I ! .. .. why. Give feedback on Ss strengths and weaknesses now, orspeakout a special person in the next lesson.4A Ss now talk about people they know. Check the rubric writeback a competition entryand questions, and give Ss 3 mins to think about their answers.They should note down the names with reasons for their 7A Ss first read a model of a competition entry about a bestchoice. Monitor and provide help if necessary. friend. Check the rubric and title of the competition. Ss then read the text and answer the question. In feedback. elicit SsB First elicit some answers before Ss work in pairs, making answers and teach/check expressions in the text, e.g. (be)sure that Ss give reasons for their choices. Then monitor to there ( me, help me through, sense of humour. orensure they are giving reasons. In feedback. nominate eachstudent to tell the class about one of their choices. Possible answers: 1 She is always there for me. 2 She5 Check the questions, especially question 2. Elicit examples has helped me through some difficult times. 3 We knowof people who are important to your Ss, e.g. (amity members, everything there is to know about each other. 4 I can talk to(riends, teachers. Give Ss time to think and note down their Julie about anything. 5 She will be a friend forever.answers. They will be able to expand on these in Ex 6C after B Give Ss time to think and make notes about who theylllistening to the model text. Monitor and help where needed. write about. It might be the same person as in Ex 5, or a6A Check the rubric and questions. Ss then listen to the different one. They should use the key phrases and refer to model and compare answers. Check these in feedback. Teach the text in Ex 7A for help. Provide support where needed.grow up together if necessary. Answers: 1 They grew up together: 2 They know each Encourage a collaborative approach to writing, e.g. Ss other very well, have the same friends and enJOY the same show each other their drafts and give ad vi ce i f possible. things. Ss could add photos to their texts and/or put them on the B First read/check the key phrases with Ss. then play the class blog. I Homework ideas : recording again. Ss tick the ones they hear and compare them. In feedback. play the recording and pause at each key phrase (in bold in the audio script). Elicit/drill the complete sentences Ex 6C: write a description of your special person. and ask further comprehension questions, e.g. Where did he Ex 7B: write a final draft of your competition entry and Bruno live? Did they go r.o the same school? Answers: Ive known (name) for . . . . He Is one of my best friends because . . . . We get on well because . . . . W both e enjoy . . . , We keep in touch by . . .--------� m Scanned for Agus Suwanto
  • 31. LOOKBACK PAST SIMPLEIntroduction SA Give Ss 3-4 mins to write the questions. Weaker classes could work in pairs.The notes below provide ideas for exploiting the exercises andactivities but your approach will depend on your aim, e.g. as Answers: 1 Where did you go? 2 Why did you go there?a diagnostic test/assessment or for fluency practice/ revision. 3 Did you stay in a hotel? 4 What did y0u do during theFor example, if you wanted to assess/test Ss knowledge, then day? 5 Did you go out in the evenings? 6 Was the weatherit would not be appropriate to monitor and help them. hot? 7 What language did you speak? 8 Did you make any new friends? FREE TIME B While Ss ask/answer the questions, note down problems1A Ss complete the sentences alone and check their answers with the target language (past simple) for feedback orin pairs. In feedback. elicit and drill the questions to prepare Ss assessment, if required.for Ex B. 6A Depending on your aims, weaker classes could refer back Answen: 1 have 2 off 3 spend 4 on 5 eat 6 go to the verbs on p I 0-1 I in their books.B While Ss ask/answer the questions, note down problems B Ss could make a note of the number of incorrect answersfor feedback or assessment, if required. In feedback, write their partners gave. The activity could also be done as a teamexamples of correct/incorrect sentences on the board for Ss game.to correct alone/in pairs. Alternatively, write the sentences on C Ss work alone to write questions for the verbs they chosean A4 sheet of paper after the lesson. Photocopy it for your in Ex 6A. Monitor and make notes of problems with theSs as a warm up for the next class (or use an OHP or IWB if question forms for feedback.available). D Give Ss 5-6 mins to ask and answer the questions and make notes. They could then work with another pair and tell QUESTION FORMS them about their partners answers.2 First give Ss time to read the application form and writethe questions. Monitor and prompt Ss to self-correct errors Optional extra activitythey make if appropriate. Then put Ss into pairs, preferably Provide further practice of past simple forms. Draw awith a partner they dont know very well so that there is a real grid on the board with 12 squares numbered 1-12. Put Ssinformation gap. Monitor and give feedback as needed. into teams and name them A. B, C, etc. Demonstrate the activity. Ask team A to choose a number from the grid. Answers: How old are you? Where were you born? Give them the verb from the grid below, e.g. I meet. Ss Are you married? Where do you live? Whats your must make a correct sentence in the past simple, e.g. I met my husband in my English class. Teams take turns to choose telephone number? Have you got a mobile phone number? Whats your email address? What do you do? Do you have a number and select a student from their team to make a any hobbies? sentence. They get a point for each correct sentence. The3A Give Ss 3-4 mins to write questions about their chosen team with the most points wins. mixed-ability class you could either put strong/weaktopics. In a Your verb grid:Ss together, or put weaker Ss together and provide support. I (meet) 2 (fall) 3 (go) Possible answe"rs: love: Have you got a girlfriend or a boyfriend? When did you meet? home: Where do you live? 4 (cook) 5 (study) 6 (get) family: How many lleople are there in your family? Have you 7 (start) 8 (decide) 9 (say) I got any children? work: Where do you work? Do you enjoy your job? food: Do you like cooking? Do you eat junk food? I 0 (have) I I (stop) 1 2 (live) holida s: Where do xou usually go on holiday?B Ss take it in turns to ask their questions in groups, and MAKING CONVERSATIONmake notes of the answers. Each student could then write a 7A Ss work alone to complete the conversations, thoughshort summary of the answers. Monitor discreetly, making weaker Ss could work together. Ss should practise sayingnotes of Ss performance for feedback/remedial work later. In the conversations alone. Monitor and help them withfeedback, nominate Ss to tell the class about their group. pronunciation where needed. RELATIONSHIPS Suggested answers: 1 Hi. Marek. How are you? Fine, thanks. 2 This is my (f end, Aiko. Hi. Nice to meet you. i4A Give Ss 3-4 mins to work alone and note down their 3 So, d(} you work here? No, Im just visiting. 4 Whereanswers to the questions. Encourage them to give reasons exactly do you come from? I come from Athens. 5 How doand extra details about their answers. Monitor and provide you know Becky? Oh, we work together. 6 It was nice tolanguage Ss need, if necessary meet you. Nice to meet you, too. 7 I hope we meet againB While Ss compare and discuss their answers. note down soon. Yes. lets keep in touch. 8 See you again. Ill probablyproblems for feedback or assessment, if required. see you later. B While Ss practise the conversations. note down problems with pronunciation and do remedial work in feedback if appropriate. Ss could also choose one or two conversations and memorise/ rehearse them to perform to the class. Scanned for Agus Suwanto
  • 32. ( 2 WORK TEACHERS NOTES ··:· 2. 1_ . Jf-- � � • · ·. _...- . OVERVIEW THE COMPANY 4 U ? 2.1 THE COMPANY 4 U? Introduction GRAMMAR I present simple and continuous Ss revise/practise the present si mple and continuous in the context of work. They learn vocabulary to talk about their VOCABULARY I work jobs/work, and how to start/end an email. HOW TO I talk about work/studies SUPPLEMENTARY MATERIALS COMMON EUROPEAN FRAMEWORK Ss can generally understand clear. standard speech Resource bank p ISO on familiar matters: can panicipate in short Ex 2A: Ss may need dictionaries. conversations in routine contexts on topics of Ex 9C: bring/download suitable job advertisements interest. e.g. work: can write short letters and email (similar to the one in Ex 9B) for the extra activity/ messages. homework. 2.2 A RISKY BUSINESS Warm up GRAMMAR I adverbs of frequency Tell Ss to think of a person they know well who has a job. VOCABULARY I jobs Then ask them questions about the person, using the following questions, or your own: I Where is he/she now? 2 Whats he/ HOW TO I talk about work routines she doing at the moment? 3 Where does he/she work? 4 What COMMON EUROPEAN FRAMEWORK time does he/she usually go to work? 5 When does he/she get Ss can understand short simple texts on familiar home? 6 Does he/she work alone or with other people? 7 Does matters of a concrete type which consist of high he/she work inside or outside? Ss note down their answers. frequency everyday or job-related language; can ask They then work in pairs, read each others answers and guess and answer questions about what they do at work the persons job. and in free time. VOCABULARY. work 2.3 I LIKE WORKING OUTSIDE 1 Give Ss I min to look at the photo and memorise the details. They then cover the photo and answer question I in FUNCTION I expressing likes/dislikes pairs. Check answers and teach new vocabulary. e.g. open­ VOCABULARY j work plan office, work on the computer. Give Ss another 2-3 mins to LEARN TO I respond and ask more quest1ons discuss the other two questions. COMMON EUROPEAN FRAMEWORK 2A Check the example and the meaning of provide services. Ss can say what they like and dislike; can use simple Ss do the exercise and compare answers. In feedback. check/ teach, e.g. products, desks, manages, if necessary. WithI techniques to maintain a short conversation. weaker classes. you may want to check this language first. DREAM COMMUTERSr IBIBICIDVD Alternatively. Ss could check it in their dictionaries. 2.4 • ... Answers: 2 customer 3 salary 4 office 5 employee writeback IF.1J ..n. speakout U • t flil c F.Titir.l � 6 task 7 boss 8 staff · • • B Ss listen and repeat the words. Elicit the main stress in each COMMON EUROPEAN FRAMEWORK word. Play the recording as many times as necessary until Ss Ss can ask and answer questions about what they are conf ident. They copy the words and underline the stressed do at work and in free time: can describe their syllable. families, living conditions. schooling. present or most recent jobs. LISTENING 3A Check the definition of motivate from the Longman 2.5 LOOKBACK Wordwise Dict ionary. If Ss want advice about buying a Communicative revision activities monolingual dictionary, this is a good one to recommend �I I I I for this level. Teach/check new language in the pictures, e.g. hove a massage. Elicit Ss ideas for the first picture: this is a B B C VIDEO PODCAST � What do you dol prediction activity so encourage them to be imaginative. Give Ss 2-3 mins to discuss their ideas in pairs. In feedback, elicit In this video podcast. people describe their jobs and write their ideas on the board. and the best and worst things about them. It also consolidates and extends Ss vocabulary of work and jobs. It would work well at the end of lesson 2.2. or at the start or end of unit 2. Scanned for Agus Suwanto
  • 33. ·2. 1 TEACHERS NOTES B Play the recording. Ss listen and check their ideas from the Unit 2 Recording 3 board, and make notes of other ideas they hear. In feedback, Conversation I refer to the ideas on the board. Elicit/check those that !=Interviewer M=Man were the same, and then discuss the other ideas that were M: Hi. I work at Kinkos coffee shop across the street. But, er, at the mentioned (highlighted in bold in the audio script). Ss then moment Im having a break here in the music shop. discuss which ideas they think are the best. 1: And what are you doing on your break? Answers: A Yahoo employees have a free bus ride to M: Im choosing my free CD for the week. work. B Yahoo employees watch films together once a 1: Free CD? Can you tell us a bit more? Why are you doing this? month. C Google employees can have a cheap massage. M: Sure. Kinkos, the coffee shop, has an agreementwith the music D Google employees can bring their dogs to work. shop. The employees at the music shop get fi e coffee at Kinkos. They e E Starbucks employees get free coffee. F A phohe company all come in during their break. And we get one (fee CD a week fiom has an office party on the last Friday of each month for their the music shop. employees. 1: Great! Other ideas: a dentist and hairdresser aJ: the office, lunch is M: We all know each other and it works really well. free, surprise holidays, employees can bring their children to Conversation 2 work, fishing after work !=Interviewer W=Woman W: So, this is the clothes shop. And this is the study area. Unit 2 Recording 2 1: Right. So you have a study area? W: Yeah. As you can see, David over there is studying. And these M=Man W=Woman two are doing an online course. M: These days many companies motivate their staff in new and 1: And this is during company hours? Does the boss know about different ways. Internet companies are a good example. At Yahoo theres a free bus ride to work for the employees. Theres also a this?! dentist and a hairdresser at the office. And one day a month the W: Its the boss idea. The company pays for employees to do courses. staff watch films together. These are all great ideas for motivating So during our breaks or after seven when the shop closes, we can your workers. stay on and study. W: Well, Google also has some interesting ways to motivate staff. 1: Thats excellent. And are you studying at the moment? Lunch is free. And after sitting at your desk for hours, you can have W: Yeah, but Im not studying anything connected with fashion. a cheap massage in the office. 1: What are you studying? M: Wow. W: Im studying history. W: Another nice little bonus - you can take your dog to work. 1: And the company pays? M: Yahoo and Google are quite famous for this type of t hing. But W: The company pays. It pays for about six of us. I think six of us are what benefits do other companies give their employees? Well, we doing online courses. found one company that takes its employees on a surprise holiday 1: Brilliant. every year. The staff go to the airport but they dont know where Conversation 3 they are flying to. In the past these trips included Amsterdam, !=Interviewer E=Employee Iceland and even the Caribbean. E: Hi there. I work for a software company. W: At Starbucks employees get free coffee, of course, but they can also bring their children to work. 1: And what are you doing now? E: Well, Im checking my emails at the moment because I need to M: And theres a phone company that has a party for the staff on see what work I have to do today. the last Friday of every month - with free drinks. W: Finally, a very interesting iqea: an insurance company keeps fish 1: At one oclock?! in a little river next to the office. The employees go fishing after E: Well, the company has flexible hours. You can arrive when you want work and they take home all the fish that they catch. and go home at any time. M: Fantastic. 1: That sounds good. W: Isnt that a great idea? E: Its great. We get a salary for good work, not for the time we ll!flll!llltiU I..!II!Uit l IU .ll lllt ii .l l UII i,III I It UII II l! ili J III n I lltl UinllnllllllllmltU�I!IllliiJUIJIIll!(llfiiiIMII,III:IIIIIIJII Ulll lltiiMUIII�ItHIUillll:lllllllliiiUI·tl l tl lell �l l .. llll l ll llll spend in the office. So, really, the important thing is to do your job 4A Check the meaning of the phrases in the box. Tell Ss well. Thats what the boss says, anyway! to focus on the task and not worry about language they dont understand yet. Ss listen and compare their answers. GRAMMAR present simple and continuous In feedback, nominate Ss to answer (see answers in bold Watch out! in the audio script). Elicit information about the companies Ss may make mistakes with both the meaning and form mentioned: Kinkos, etc. of the two tenses, e.g. I am not work in an o ffice. Hes coming from Japan. Check the concepts carefully a n d monitorI correct at all sta es of the ractice. B Check agreement in question I . Ss listen again and make notes. In feedback, check answers (in italics in the audio script) SA Check temporary in question 2. Ss answer the questions alone and then compare answers. In feedback, elicit other and replay the relevant sections if necessary: teach flexible examples of sentences in audio script 2.3 that use the present hours. For further exploitation of the language/content of the recording, Ss listen again and read audio script 2.3 on SB p 168 simple/continuous. at t h e same time. Answers: 1 The employees at the music shop get free B Follow the same procedures as in Ex SA and elicit other coffee at Kinkos. The employees at Kinkos get one free CD examples of the two different concepts. a week from the music shop. 2 It pays for employees to do courses. 3 Because the company has flexible hours. Scanned for Agus Suwanto
  • 34. •.J . . � fC�� � T >n�?�.-- . · � ""P-"""r· - ;·· . �": j � r · : �x . . • . . . .· · · � · · . · . . . . . . - . TEACHERS NOTES 2. 1 . - . WRITING starting/ending an email 111,-. LANGUAGEBANK 2. I p 1 3 0- 1 3 1 9A Check the example and elicit one or two more. Ss then Stronger classes can study the tables and notes at home work alone and compare answers before feedback. Check the when they do the exercises. Otherwise. check the tables meaning of new language. e.g. 01eers, (Bye). Regarding. and notes with Ss. especially the use of state verbs. Weaker Ss should do Ex A-B in class. Answers: formal: Dear Sir. Dear Dr Bryce. Regarding. Best wishes. Answers: I look forward to hearing from you. Best regards, Yours A 1 isnt 2 s working 3 m playing 4 do (you) know sincerely 5 are you wearing 6 dont eat 7 m waiting informal: Hi. Hello. Dear All. Hi everyone. Im writing B 1 is-gaiAg goes 2 Rt eeig dont believe 3 ./ ffi e el v i A about ... • Its about . . . . See you soon. Bye for now, Speak 4 s t riIig doesnt drink 5 � s teaching iA El R R < 6 ./ soon, Take care. Cheers. Love _ 7 ./ 8 El y�:� e are you domg e o El B Check work experience in the title and give Ss 1-2 mins to read the advertisement and answer the questions. Check new PRACTICE vocabulary. e.g. high quality in feedback.6 Check the examples. Ss then do the exercise alone and Answers: 1 high quality clothes and shoes for successfulcompare answers. Monitor and prompt them to self-correct professionals 2 people who want work experience in all(correct their own mistakes). Recheck the concept of the two areastenses in feedback. C Check the rubric/prompts and elicit sample answers. WhileAnswers: 2 Im looking for a job at the moment. I look at Ss write their first draft. monitor and provide support. Also my emails when I get to work. 3 I dont use English for my encourage them to show their work to a partner before theyjob. Im not using the photocopier at the moment. 4 Do write a final draft. If you have a class blog. Ss could post theiryou watch the news on TV every day? Are you watching email on it. or send it to you.TV right now? 5 Im not reading any good books at the moment. I dont read a newspaper every mornrng. Model answer: 6 Are you having a good time at this party? Do you have a Dear Mr Moore,company car? 7 Im selling my house. I sell IT products to My name is Patricia Gonzalez. Im from Venezuela. but Imcompanies in Asia. living in London at the moment. Im writing about your advertisement for work experience.7A Monitor while Ss write the questions. In mixed-ability Im twenty and Im studying fashion design at the Royalclasses. stronger and weaker Ss work together. Elicit/drill the College of Art in London.questions in feedback to prepare Ss for Ex B. Could you send me some information about your workAnswers: 2 Do you speak any other languages? experience programme? 3 Why are you learning English? 4 Are you studying for an I look forward to hearing from you. exam now? 5 Are you working on a special project at the Yours sincerely. moment? 6 Do you have your own office? 7 Do you like Patricia Gonzalezyour boss? Optional extra activityB Monitor and prompt Ss to correct errors they make If youve brought authentic job advertisements. Sswith the accuracy of the target language (present simple/ choose one and write another email in class or at home.continuous). Alternatively. Ss interview each other for the job in Ex 9B. Divide the class into pairs/groups of interviewers/ SPEAKING applicants. Interviewers decide what qualities/qualifications8A First check. e.g. tasks, a chance, develop. Elicit/discuss they are looking for. while applicants decide what qualities/an example. Give Ss 4-5 mins to discuss and decide their qualifications they need. Interviewers talk to at least threeanswers. applicants and choose the best one.B Ss work with another pair/in a group. Monitor discreetlywhile Ss work in groups. and make notes of examples of good Homework ideaslanguage and problems. T make the task more challenging. o • Ex 9C: write a final draft of the email or another onestronger classes could discuss and agree on the top three items using a different job advertisement.in order of importance. Write examples of Ss errors and • Language bank 2.1 Ex A - B, p 1 3 1 •good language on the board. They discuss and correct them in Workbook Ex 1-Q, p i 0 1 1 -pairs. Scanned for Agus Suwanto
  • 35. A RISKY BUSIN ESS ,,,._ PHOTOBANK p 152Introduction 1 S s can check the job words in their dictionar i f they iesSs revise and practise the use of adverbs of frequency in have difficulty matching them. In feedback. elicit the mainthe context of reading and talking about work routines and stress in each job word.dangerous jobs. Answers: 1 P 2 1 3 E 4 G S J 6 B 7 H 8 0 9 MSUPPLEMENTARY MATERIALS 1 0 0 1 1 K 1 2 N 1 3 L 14 C 1 5 F 1 6 A Resource bank p 149 and p 1 5 1 2 j Check the meaning of dangerous, en oyable. Give Ss Photo bank p 152: Ss may need dictionaries. 5 mins to discuss the questions, giving reasons for their Ex 4: dictionaries should be available for Ex 4B and the choices. In feedback, Ss vote on each one. extra activity. 2A Check risk in the word box and refer to the title of the Ex 7A: bring/download pictures of a variety of dangerous lesson A Risky Business. Ss then complete the phrases in pairs. jobs as prompts, e.g. racing driver. police officer, soldier, In feedback, check the meaning of each phrase by giving/ jockey, circus performer, stunt man. eliciting examples of jobs they could refer to, e.g. Police officers risk their Jives. This will prepare them for Ex B.Warm u p ------Play the alphabet game to revise jobs. Say A and brainstorm Answers: 1 get 2 work 3 risk 4 deal withall the jobs Ss can think of beginning with A. e.g. artist, actor. B While Ss talk about the jobs. monitor and note downDo the same for each letter of the alphabet. This is a quick problems they have with the new phrases and give feedbackrevision activity so keep the pace lively and move on if Ss afterwards.cant think of jobs for certain letters (they will revise/learn jobwords in the Photo bank later). Optional extra activity Ss work in pairs/groups. They choose a job and describe VOCABULAR jobs Y it, using the phrases from Ex 2A and other language they1 A Ss first cover the words and describe/guess the jobs know. Their partner(s) have to guess the job.in the photos in pairs. They then match the job words. 3A Ss practise the phrases further here. Give them 2-3 minsElicit/ check Ss answers and the abbreviations rep and IT to complete and compare the sentences before checking their(representative, Information Technology). answers. Answers: A rescue worker B personal trainer C foreign Answers: 1 et 2 under 3 holidays 4 risk 5 team 6 deaf correspondent D sales rep E IT consultant F motorcycle courier G fashion desi ner 8 Discuss the first sentence as a class, eliciting reasons, e.g. I agree because a good salary motivates people to work hard. InB Check the example. Read the speakout tip with Ss before feedback, nominate Ss to tell the class their opinions. Givethey listen and repeat the jobs. With stronger classes, you could feedback on language problems afterwards.point out that the main stress in noun + noun compounds isusually in the first word, but in adj + noun compounds, its in READINGthe second word. 4A Check the rubric and give Ss 3-4 mins to answer thespeakout Tl P questions. They can then compare answers with another pairEncourage Ss to use the speakout tip with Ex I B and with and change their minds about their first opinions if they wish.other new vocabulary they come across. In feedback. nominate Ss to give one opinion and reason each. Answers: The main stress is in underlined bold and B Set up this jigsaw reading activity carefully. secondary stress is underlined. Teachin ti � rep �hion de�ner I I con.ruJtant f2reign In a jigsaw reading, Ss read different texts about similar corre1gQ!Ident �rsonal YS.iner rgscue �er motorcycle topics but have the same questions. They work on their £QYrier own texts first and then exchange information with those who read the other texts.C Check new language in the rubric, e.g. opportunities, dealwith, tasks. Elicit answers for one job from Ex I A and give Ss Divide Ss into groups of three and name them A, B or C. Ss4-5 mins to discuss/decide on the best/worst jobs in pairs. In look at the title of their text. Teach dan er rating. Then check gfeedback, ask Ss to vote on the best/worst job. and elicit their the rubric and give Ss 3-4 mins to read their own texts andreasons. make notes of the answers. They can use their dictionaries to check new words, but tell them to only look up essential Teachin ti vocabulary they need to answer the questions (see also the Use the fi nger hi gh l igh ti ng technique to eUcit stress. Optional extra activity after Ex C). Hold up one hand nnd clicit/sny each syllable of a word while touching your fi ngers w.ith the thumb/first finger of your other hand, e.g. accorllllnnt h as three syllables, so you touch three fingers: a ccoun ta n t. Then nsk Wlleres tire - - stress? Elicit On the second syllnble: ccor111f. Then elicit/drill the word again: nccormtmrt. Scanned for Agus Suwanto
  • 36. C Ss take it in turns to read their notes and tell the othersabout their texts. They mustnt look at each others books. 1111. LANGUAGEBANK 2.2 p 130- 1 3 1Monitor to check that Ss d o this correctly. In feedback. Read/check the notes with your Ss. They can refer to themnominate Ss to tell the class about their text. Ask Do you agree when they do the exercises. Weaker Ss should do Ex A andwith the danger rating ( each text? Discuss their answers. or B in class. Check waste money in Ex A and my boss is out inAnswers: Ex B.Job: A motorbike courier B mountain rescue worker Answers: C jockey A 2 (Once in a while,) l go swimming (once in a while). Country: A Brazil B Austria C France 3 1 never waste my money. 4 Najim doesnt often play People interviewed: A Luis Carlos de Gatto, a motorbike tennis. 5 Akiko and Toshi usually stay at home in the courier. B Emergency doctor Mathias Uhl, paramedic evening. 6 Why are you always late? 7 I rarely work lateAndreas Wi.irtl and helicopter pilot Martin Nussdorfer. on Fridays. 8 Mary hardly ever deals with customers. C Jockey Eric Legrix 9 (Occasionally) I (occasionally) work in a teamWhy the job is dangerous: A accidents and robberies (occasionally). B weather conditions C broken bones and occasional B 1 Usually 2 every day 3 sometimes 4 rarely 5 always deaths - 6 Once in a while 7 every year 8 occasionally -Special memories/stories: A He was robbed twice and lost everything. B Two people on a ski tour got in an avalanche and broke every bone. A year later. one of the people li$Mit@#ll brought some wine to say thank you. C He once fell off his 6A Do an example. Ss then correct the sentences alone and horse and was knocked unconscious. --------�-- check in pairs. In feedback, nominate Ss to write the answers on the board. Optional extra activity Ss check 3-4 new words/ phrases (from the text they Answers: 1 I always work at night. 2 Once in a while I read in Ex B) in their dictionaries, e.g. Text A: on average, study at weekends. 3 I hardly ever study alone. 4 I work robbery. insurance, respect, traffic laws; Text B: alarm, ring. at home occasionally. 5 It is sometimes difficult to study jump into, fog, avalanche. broken bone; Text C: gun, gates, and work at the same time. 6 1 dont usually miss classes -- -- -- -- -- - glory, generation, ribs, knock unconscious. because of wok r. -- -- -- -- -- Ss can then read the other two texts and teach the new 8 Check the example and give Ss 2-3 mins to write their words/phrases to their partners from Ex C. sentences. Monitor and help Ss with language they need. C Monitor and prompt Ss to self-correct errors with adverbs/ GRAMMAR adverbs of frequency · : · expressions. In feedback, invite Ss to tell the class about their . · . > ·- .- · . · .: F; Wtc ou l · · · · a h t ··- partners job. The position of adverbs or adverbial ph rases in a sentence varies considerably, so Ss need to be made aware of this. SPEAKING Expose them to t he language in natural contexts and 7A Check the rubric and questions. Then elicit ideas for provide sufficient controlled practice and feedback. suitable jobs. If youve brought pictures of dangerous jobs, useSA The sentences are from the texts in Ex 4. Ss work alone them as prompts, especially for weaker classes. Give Ss S-6and then compare their answers. In feedback, draw the line mins to discuss the questions and decide on their three jobs.on the board and invite Ss to write the adverbs in the correct They can use the texts from Ex 4 as a model for question 3.place. Monitor closely to provid e help with ideas and vocabulary where needed.Answers: never, hardly ever. rarely, occasionally/once in awhile. sometimes, often. usuall . alwa s B Give Ss time to prepare their presentation to the other group. They should take it in turns to give their answers toB Do an example from each text. Then give Ss 2-3 mins each question in Ex 7A While Ss talk, make notes on theirto underline the adverbs/expressions. Fast frnishers can also use of the language theyve studied in this lesson and do anyread the other texts. In feedback, nominate Ss to read out the remedial work needed later. In feedback, invite each groupsentence containing the language, e.g. The motoboys usually to tell the class what they thought of the other groupsearn just $300 a month. Elicit/check the position of each programme.adverb in each sentence, e.g. before/after the main verb be, atthe beginning/end of the sentence. Optional extra activity Ss present their TV programme on a poster, using pictures Answers: and texts related to the questions in Ex 7A Text A: usually earn, often work. never respect, Once in a while Homework ideas Text B: usually we fly. is that often the people, sometimes • Ex 7: write a description of your TV programme or make get angry. these people always risk. occasionally they get. a poster of it. Add pictures/texts. hardly ever say • Language bank 2.2 Ex A-B, p 1 3 1 Text C: it is sometimes easy, is rarely safe, it usually involves, • Workbook Ex 1-6, p 1 2 - 1 3 � � � Once in a while. he never worries m Scanned for Agus Suwanto
  • 37. .· �--= � · -=- � -- - ,- - · - ... ·2.3 TEACH ERS NOTES T • • •� o .... • - 0o • - C Do questions I and 2 from Ex I B as examples. Ss then I LIK E WORKING OUTSIDE work in pairs and discuss the others. In feedback, check Ss Introduction answers. Then ask Which sentences match the people in the photos? Ss learn and practise ways of expressing likes/ dislikes about Elicit answers, e.g. photo I : I like working outside, photo 2: work. They also learn how to respond to what people say, and I dont like working in a team, photo 3: / like working in a team, ask more questions in order to sound i nterested . photo 4: I dont mind getting my hands dirty, photo 5: I cant stand working at a desk all day. Finally, elicit examples of SUPPLEMENTARY MATERIALS sentences that are true for Ss, e.g. I like working in the garden. I I cant stand junk food; to prepare them for the next exercise. Resource bank p 152 Ex 3A: S s need bilingual dictionaries here. Answers: 1 positive 2 negative 3 positive 4 negative Ex 6C: use recording facilities to record Ss pronunciation 5 not positive or negative 6 positive 7 negative 8 negative if available 2A Ss work alone and tick sentences that are true for them. They then rewrite the sentences that they didnt tick to make Warm up them true for them. Monitor and support Ss who need help. Lead in to the lesson via the photos. Ss work in pairs and B Demonstrate the activity. Ask What do you love/like/hate? describe the people, say what theyre doing/wearing and guess Elicit an answer from Ss sentences in Ex 2A for each question. the jobs, if possible. Monitor and provide useful vocabulary. Ss then do the same in pairs and make notes of their partners Ss could also use bili ngual dictionaries to look up words they answers. In feedback, nominate Ss to tell the class about their need. In feedback, check Ss answers using the following ideas. partner. Photo I: A man is in the sea. Hes wearing a mask and snorkel and hes writing. Hes a marine biologist. Photo 2: The mans wearing a uniform and holding some keys/a mobile phone. Hes 1111. LANGUAGEBANK 2 .3 p 1 3 0- 1 3 1 a security guard. Photo 3: They wearing uniforms, helmets and Refer Ss to the note about like + infinitive and elicit more gloves, and holding a water hose. Theyre putting out a fire. Theyre examples. Ss can refer to the information in the tables to fire (lghters. Photo 4: The mans sitting at a potters wheel. Hes help them with this exercise. making a vase/bowl. Hes a potter. Photo 5: Shes sitting at a Answers: computer. She looks very bored. Shes a secretary/student. A 1 listening 2 dont 3 on 4 doesnt 5 loves 6 stand FUNCTION expressing likes/dislikes 1 A Check the rubric. Tell Ss to only focus on what he likes VOCABULARY types of work about his job. They listen and note down their answers. and 3A Che c k the types of work that Ss are not familiar with, e.g. then compare them. Play the recording again if necessary. In recoil. Ss could use bilingual dictionaries for words they need feedback, check answers and ask Which photo is he in? in their answers, or ask you. Tell them to write at least three Answers: He likes working outside, travelling, working answers to questions 3 and 4. In feedback. write Ss answers alone, and learning new things. to questions 3 and 4 on the board and check/teach and drill new words. B With weaker classes, pause the record ing after each sentence in the exercise for Ss to write. Play the recording Suggested answers: 1 the food industry 2 the fashion again and elicit Ss answers after each question (see answers industry 3 actor, singer. presenter. cameraman, make-up in bold in the audio script). Check the mean ing of cant stand, artist, researcher 4 designer, safes assistant, shop manage r dont mind, be keen on. Also check get my hands dirty (do manual work), be my own boss (work f myself). Ask What do or B Elicit some examples and give Ss 3-4 mins to discuss their answers. Monitor to assess how well Ss are using the new you notice about these verbs? Elicit they all end in -ing. Teach the language. Make notes of problems for feedback. Nominate Ss that follow the expressions/verbs in the exercise rule: verbs to tell the class about their own/thei r partners answers. Find always end in -ing. Ss should write the new expressions in their out which types of work are the most popular. notebooks. Answers: 1 working 2 si tting 3 travelling 4 working LISTENING 5 getting 6 learning 7 working 8 working 4A Check new language in the notes: vocation, vacation (US usage) . headquarters. Elicit Ss predictions to questions I and 2 Unit 2 Recording 5 and write them on the board. Im a marine biologist. I work mainly in the sea and also in the B Ss listen and check their predictions. In feedback, check lab. The good things about my job are . . . um . . . I like working their predictions from Ex 4A and ask Were you rght? i outside. In fact. I cant stand sitting at a desk all day, so this job is perfect for me. What else? I absolutely love travelling and I travel Answers: 1 You go on holiday with the company and try a lot, particularly in South America and Australia. Also I dont like out a different job (your dream job). 2 The services are for working in a team - I prefer working alone - and most of my time people who cant stand their job and/or want to try a new is spent alone or just me and nature. Um, what else? One thing job. thats very important: I dont mind getting my hands dirty. Thats important in my work because its a very practical job. Youre working with animals and plant life the whole t ime. Also Im keen on learning new things - and you do learn all the time in this job. So overall. its the perfect job for me. I couldnt do an office job because I hate working under pressure. And Im not very keen on working for a company. I want to be my own boss. ....., ._ •. ....... WW ..atlllllllf! M_. •Ill� ....... III ..._....,Uoll••....:lllnl01lffl11r-TI!I.-nll ...... IIlliA iiiU .. llll • ., l .. .,.,.-ll" l ;I II II U Scanned for Agus Suwanto
  • 38. - Jll I ltr .. ·- I!. .. ,.!Wl>.INI IQ- •·fMV·GII ·r•��r.•• ........ � .. ,. .........II.... """ 1 ·-!IIll ll·- .SA Check the questions. Ss listen and n ote down their Unit 2 Recording 8answers. and then compare them. Monitor to check if they B: Oh. I see. That sounds interesting.need to listen again. Play the recording again if Ss still have B: Great. So how does it work?doubts. Otherwise. play only the sections of the recordi ng B: Right.they need to hear again. In feedback. check answers (in bold iin the a udio scrpt) and teach/check new job words, e.g. B: Thats great. So how many jobs can you try?fisherman, magazine publisher chocolate taster. , C Ss now practise using the phrases. If you have recording Answers: 1 You spend one weekend working with an facilities. Ss can record the phrases and compare their expert in the job. e.g. a cheese maker. 2 You can try over 75 pronunciation with the recording. jobs: how to make wine, be a TV producer, a fisherman, a magazine publisher, a marine bo g . Unit 2 Recording 9 -- i oi -- -- -- -- --l� -- -- - � st8 Give Ss 2-3 mins to discuss their answers and report back A: But du ring the holiday you try out a different job - your dream job.to the class in feedback. B: Oh, I see. That sounds interesting. A: So if you cant stand your job any more, you can try somethingUnit 2 Recording 6 new!A: The company is called VocationVacations. B: Great. So how does it work?B: VocationVacations? A: The holiday is usually just one weekend. You work one-to-oneA: Yeah. and the idea is that you go on holiday with the company . .. with an expert who shows you how to do the job . . .B: BigbL B: Right.A: But during the holiday you try out a diff rent job - your dream e A: Say, for example. you want to be a cheese maker. You spendjob. the weekend with a real cheese maker who teaches you all aboutB: Oh,I see. That sounds i nterestin g. cheese.A: So if you cant stand your job any more, you can try something B: Thats great. So how many jobs can you try?new� A: I looked on their website. Theres a lot. actually. You can tryB: � So how does it work? over seventy-five jobs.A: The holiday is usually just one weekend.You work one-to-onewith an expert who shows you how to do the job . . . D Give Ss 3-4 mins to underline the phrases and compareB: BighL their answers. I n feedback, elicit and drill the phrasesA: Say. for example, you want to be a cheese maker. You spend (underlined in audio scri pt 2.6). Play the recording again as athe weekend with a real cheese maker who teaches you all about model, if necessary.cheese. --------�B: Thatsgreat. So how manxj bs canx try? o ou Answers:A: I looked on their website. Theres a lot, actually. You can try comments: Rght. Great. Thats great. Wow! Well. I iover seventy-five jobs. absolutely love the idea.B: Wow� � And what t):pe ofjobs? questions: So how many jobs can you try? Really? And whatA: You can learn how to make wine. You can learn to be a TV type of jobs?producer a fisherman. , 7A Organise Ss into A/B pairs . Elicit an answer to question IB: A fisherman?� as an example. Monitor while Ss complete their answers andA: Yep. A magazine publisher . . . urn .. . a marine biologist . . . and prompt them to self-correct any errors.lots of other jobs. B Check/drill the example dialogue. Ss should sound asB: Well. I absolutel love the idea. Actually. Im really keen on xworking as a chocolate taster. interested as they can in their responses. Do feedback in open pairs across the class. (Nominate one student to ask another.)A: What? Have a class vote on the student(s) who sound ed the mostB: Do you think VocationVacations has a holiday for chocolate interested.tasters? I dont mind gening up early . . .IWIII•tt: ,llliPt•lll< I• liM•• llllll.t I •• I., ........ ... ,I ••11 11:1 1 .IMtUUIWIQIIQMIDIIHUU"llll II.Uilr.JII•IIIIImJ.-11 , ... ... .... I 11•••1 II �l•:t::.12�1l•J respond and ask more questions I SPEAKING SA Check the rubric and prompts with Ss. Then give them6A Play the extract. In feedback, ask Ss What does the listener 5-6 mins to make notes in pairs. Monitor and support weakerdo when she responds? Elicit/say that she responds to what the Ss if necessary.speaker says to show interest and/ or asks ano the r qu estion tofind out more information. B Check the examples and give Ss time to prepare and rehearse how they will sell their vacation. Provide he lp andB Play the recording. Ss listen and repeat. support while they do this, especially with intonation. Ss can Teachin ti work in groups or walk around the classroom to find a buyer. During the activity, monitor discreetly. making notes of both Encourage them to copy the intonation and extend their voice range. For exam p l e, with the phrase 011, I see, good language and errors. In feedback, buyers tell the class i l lus tra te the rise/fall of the intonation on the words what they bought and why. 011 an d see with your arms and hands, as if you were Homework ideas • Ex 3B: write about three types of jobs that are good for conducting an orchestra. Pl a y the recording for Ss to repeat as many times as n ecessary until they are confident. you. and why. Then do individual repetiti on and correction as needed. • Ex 8: write an advertisement for your vacation. • Language bank 2.3 Ex A, p1 3 1 • Workbook Ex 1�. p 1 4 Scanned for Agus Suwanto
  • 39. DREAM COMMUTERS 3 Check the questions and the meaning of budget flights. T l el Ss to focus on answering the question, and not worry aboutIntroduction language they dont understand. Theyll watch theDVD againSs watch an extract from the BBC The Money Programme: in Ex 4. Play the DVD. Ss complete the task and compare theirDream Commuters which explores the life of a man who answers. Play the relevant sections of the DVD again if theydecided to move abroad with his family and commute to work still have doubts. In feedback, elicit answers (the words on thein the UK. Ss then learn and practise how to talk about the DVD are not exactly the same as in the exercise - see answerswork/life balance and write a comment on a website. in bold in the DVD script). Check the difference between miles/kilometres ( I mile = 1.6 km). Also check Ss predictionsSUPPLEMENTARY MATERIALS from Ex 2. (The man in the photo is Justin Saunders. He is Ex 3: bring/download maps of England (showing Reading outside his new home in France.) If youve brought some and Gatwick airport) and France (showing Toulouse and maps, elicit/point out where Reading and Toulouse are and the River Lot. show them the River Lot, where Albas is situated.Warm upLead in and create interest i n the lesson. Tell S s to cover thetexts and look at the photo across the bottom of the pages.Ask What kind o(place is this? Where is it, do you think? Whats 4 Ss read the sentences. Check available, terrace. Ss watch theDVD and compare their answers. Play it again if necessary.it like? Would you like to live there? Why/Why not? Ask Ss to tell you to pause the DVD when they hear the DVD PREVIEW answers (underlined in the DVD script).1 Give Ss 2-3 mins to discuss the questions. In feedback. Answers: 1 J 2 P 3 J 4 R 5 Jinvite Ss to tell the class about their partners journey to work.Ask Who has a good/bodjourney to work or school? Ask for a Optional extra activityshow of hands to see which is most common. Play the DVD again, pausing at suitable points. Ask2A Give Ss I min to read the programme information and questions about what Ss can see, e.g. Whats he/she doinganswer the questions. In feedback, check Ss answers, but now? Where ore they? What do you think o( the plane/house/dont teach new vocabulary yet: this is done in Ex B below. viewIA/bas? You can do this kind of activity with any DVD. It involves Ss and gives them the opportunity to learn/ Answers: 1 Because his journey to work took a long time. focus on language and ideas in an authentic context. -- -- -- -- -- -- -- -- -- 2 He took his fumily to live in Fr e anc .8 Read/check any problematic language in the definitions, DVD 2 The Money Programme: Dream Commutersand do the first question as an example. Tell Ss to look at P=Presenter JS=Justin Saunders RS=Rebecca Saundersthe words in bold in the text and work out which one fits W I =Woman W2=Woman 2the definition. Ss then work alone and check their answers in P: T ight on The Money Programme. Are you fed up of travelling onpairs. In feedback, elicit/check and drill the words. Ask further to work on packed commuter trains? Are you tired of being sat inchecking questions, e.g. What makes you f (ed up? Do you eel endless traffic queues? Well, now theres an alternative. More andown a property? Refer Ss to the photo. Ask Who is the man? more people are choosing to live abroad and commute to theirWhere is he? Ss can speculate, but will find out the answers in jobs in Britain like this. Its cheap houses in Europe and budgetEx 3. flights that are changing the way we live. Were f llowing some of o the lucky people whove moved across the channel but st earnill Answers: 1 transformed 2 flights 3 commuters 4 traffic their living here. Theyre Britains dream commuters. 5 commute 6 property 7 fed up with ------ Its the end of the working week and Justin Saunders is headingI home. DVDVIEW JS: Bye everybody. See you next week then. W I : See ya. Culture notes as P: He runs an online map company near Reading. Budget flights are typically offered by airlines such JS: Lg fed u with the traffic. Theres just so many cars on the et p Easyjet and Ryanair in the UK. Flights are cheaper than road. Its been a tiring, tiring week but Im glad to be going home. normal scheduled flights: seats are not reserved, check-in P: But his home is a little further away than most. Justins part of baggage is restricted and free meals are not provided. Britains new breed of Euro commuters. Reading is a large town about 40 miles west of London, on W2: Boarding starts at six oclock and the gate number will be on the border of Hampshire and Berkshire. the screens in Departures. Gatwick is one of Londons major airports, about 40 miles P: He flies from Gatwick to his house in south west France. And south of the city. Toulouse is in south west France. Justins n ot alone. Hes one of agrou of commuters who take the p same fli ht to Toulouse everyweek. Theres a hotel operator. an g The River lot flows into the Garonne. IT worker. a charity manager and a BT consultant. Only this week BT is British Telecom, a U K telecom company. theyve got one more: me. Its straight off. No t ime for shopping with these guys. So why did you decide to make this move in the first place? JS: We basically decided to move to France for the better quality of life. We thought we looked on the internet and w sawpo erties e rp available much chea e than in Britain. We were fed up with the pr commuting and the traffic. P: But whats the cost of the commute? Scanned for Agus Suwanto
  • 40. jS:When I book the nights early enough. Im paying something like Z: Not usually. but once in a while I open a book!38 pounds return. A: Right. And do you think you have a good work/life balance?P: justins life is 1n a village in south west France, an hours drive Z I think so. yeah. : Im not too stressed or anything.from Toulouse A1rport and over 700 miles from his Hampshire A: Easy hfe being a student.office. Z:jW: Daddys home. Oh yeah!jS: Wheres Georgie? SA First elicit more example questions. using the key phrases.RS: Shes asleep. Ss should then write at least one question for each topic.jS: Shes asleep. Stronger Ss could also refer to the audio script on SB p 168 for RS: So how was the Oight? ideas. Provide support to Ss who need it. or ask stronger Ss tojS: Oh. not too bad. Nice to be back home, though. work with weaker ones. Monitor closely to check the accuracyP: Its morning in the French village of Albas. beside the River Lot of Ss questions.and justin Saunders seems pretty happy. B Ss then take turns to ask/answer their questions in RS: Thats the house down th r .W ththe terrace. ee i groups. Monitor discreetly and note down the strengths andP: The one just here with the river view. weaknesses of the language Ss use. In feedback. Ss talk aboutRS: The river view. yeah. a person from their group with a similar work/life balance tojS: Were still pinc hing ourselves. Is this real ly real? Wevej st u theirs. Give feedback on Ss performance, either now or at thet nsf rm our lifest�Q o ed beginning of the next class. .. ,.. .. ......, .. ....... «-P: Well. wouldnt you commute by plane for this? . ... ... .... ....• . ..... � •• .. ... ._ ...,__ ._..,_..._ ,. writeback a web comment5 Elicit an example of a benefit/problem of being a dream 9A Check the questions. Give Ss 3 mins to read the text andcommuter. Ss then discuss the questions and make a list. In answer the questions. They can compare them in small groups.feedback. elicit Ss answers and write them in two columns. or In feedback. discuss Ss answers and teach/check expressionsask Ss to write them. Then ask question I. Ss vote yes/no and in the text. e.g. get stressed, partying. -----explain why. Possible answers: 1 Not really. The person has a goodspeakout work/life balance work/life balance, except for the commute every day.6 Ss now have the opportunity to talk about the work/life 2 Ss own answersbalance in their own countries. First teach on average, percenc(%) for the text. Then check the questions and give Ss 4-5 B Give Ss time to think and make notes for their comment. They should use the key phrases and refer to the text in Ex 9Amins to read and discuss them. In multilingual classes, Ss might for help. Provide support where needed.want to work with others from the same part of the world.They should note down their answers. Monitor and provide Homework ideashelp if necessary. Discuss Ss answers i n feedback. • Ex 5: write about the benefits and problems of being a7 First read and check the key phrases with Ss. They then dream commuter.listen and tick the answers. and compare them. In feedback, • Ex 9B: write another comment for the website/yourplay the recording again. pausing at each key phrase (in bold class blog.in the audio script). Elicit/drill the complete sentences and askfurther comprehension questions, e.g. How long does Zeinabspend studying? How often does she have a holiday? Answers: Yes, she does. Key phrases: How much time do you spend sleeping? Doyou ever have a holiday? What about your weekends? •• • ••••---•-----�·--wwUnit 2 Recording I 0A=Aiistair Z=ZeinabA: Zeinab. can I ask you a few questions about your work/lifebalance?Z: Of course.A: OK. First question: bow much time do you spend sleeping?Z: Lots! Probably about eight or nine hours a night!A: Really?!Z: Yep.A: OK. And what about studying?Z: Well. I suppose usually about five or six hours a day. althoughit depends. I mean if I have an exam coming up or something. itsprobably more.A: Do you ever have a holiday?Z: Oh yeah. Probably twice a year I try and go abroad and justcompletely relax.A: OK. What about your weekends? Do you ever study at theweekend? II Scanned for Agus Suwanto
  • 41. -- -2.5 TEACHERS NOTES B Give Ss time to rehearse the questions by saying them to LOOKBACK themselves. Monitor and help them with their pronunciation Introduction where needed. Ss then take turns to ask/answer the Lookback activities are designed to provide revision and questions. They should note down their partners answers so communicative practice in a motivating way. This helps the Ss that they can report back to the class in feedback. Monitor and gives you the opportunity to assess their ability to use the discreetly, making notes of individual students performances. language theyve learnt in the unit. Its a good idea to monitor In feedback, Ss tell the class/group about their partner. Give and assess individual Ss while they do the activities, and feedback and do remedial work as required. compare their performance with their results in more formal tests. EXPRESSING LIKES/DISLIKES 4A First ask Ss to sit with a classmate they think they know PRESENT SIMPLE AND CONTINUOUS well. They then read the statements. Elicit one or two example 1 Ss first read the sentences. Check the meaning of keep fit, questions that Ss think they know how their partner will published, divorced. Ss should decide on the verbs they can answer, e.g. Do you like opera, Olga? No, I can t srand it. Give use first and discuss them in pairs. They then complete the Ss 3-4 mins to write a question for each answer. Monitor and sentences alone and compare answers. In feedback. ask Ss prompt them to self-correct any errors they make. Try to to justify the tense they chose: present simple for routines or check all Ss work so that the questions they ask in Ex B are things that are generally true; present continuous for things grammatically correct. happening now or around now. B Read/check the example dialogue. Tell Ss that they can give Answers: 2 a) m/am doing b) do 3 a) play b) s playing themselves 3 points for each question their partner answers 4 a) write b) s writing 5 a) s working b) works 6 a) makes as predicted. e.g. Do you like Italian food? I absolutely love it b) ·m making 7 a) has b) s having 8 a) re getting b) get They can also get one extra point for each follow-up question 9 a) reads b m reading 10 a) m visiting b) visit they ask. Tell them you will be assessing their use of follow-up questions while they work. In feedback. find out who had the 2A Elicit some examples to show Ss what to do, e.g. I most points. Then invite pairs to act out their conversations to usually sing opera in the both. Give Ss 4-5 mins to write their the class. Tell the other Ss to listen and write down any other sentences. Monitor and prompt them to self-correct where follow-up questions to ask once each pair has finished talking. necessary. Finally give feedback and do remedial work as needed. B Check the example. Point out that Ss must use words from each box in Ex A in both their statements and responses, e.g. rarely, work, at my desk and o(t.en, work, at home. They 5 Check the example and elicit another one to demonstrate can respond to their partners sentences with a follow-up the activity clearly, e.g. a personal vainer doesnt hove to risk his/ question or statement- Do more examples to illustrate this, her life. First, give Ss 2-3 mins to think about which words/ if necessary. Ss then work in pairs and take turns to read out phrases can be used together to make sensible statements. their sentences and respond �o each other. They should try Monitor and provide help, if needed. Then put Ss into pairs to extend the conversation for as long as possible, e.g. A: I of similar ability. They take turns to go first. They should give never drink teo at my desk. B: Do you usually drink coff e? A: No, e each other a point for a correct answer. The one with the I always drink water. B: Oh, I occasionally drink water, but I prefer most points is the winner. Do feedback in open pairs across coff e. Monitor and note down problems Ss have with tense. e the class: one student says a word/phrase and the other word order or meaning/use of the adverbs for feedback (or must choose another and explain the connection between use the information for assessment if required). In feedback. them. Prompt Ss to correct themselves/ each other. Finally. do nominate Ss to act out one of their dialogues to the class. remedial work as needed. The pair with the longest string of follow-up questions and statements wins. Q ADVERBS OF FRE UENCY 3A First check new language in the exercise. e.g. go camping, wake (me) up. Give Ss 3-4 mins for the exercise. They then compare answers and discuss the ones they dont agree on. Encourage them to justifyIexplain the answers they gave during this checking stage. In feedback, check answers and recheck the meaning of once in a while/occasionally, hardly ever. With weaker classes. drill the questions and answers chorally, and then in open pairs across the class. Correct pronunciation mistakes as required. Answers: 1 d) 2 a) 3 f) 4 e) 5 b) 6g) 7 ) c -- - - - - ---- Scanned for Agus Suwanto
  • 42. 3 TI M E OUT TEACHERS NOTES 3. 1 OVERVIEW LONDON FOR FREE3.1 LONDON FOR FREE Introduction Ss revise/practise the present continuous and be going to GRAMMAR I present continuous/be gomg to for future to talk about future plans and arrangements. They learn VOCABULARY I time out vocabulary to talk about going out in London, and how to HOW TO I talk about plans write an invitation email. l COMMON EUROPEAN FRAMEWORK Ss can understand and extract the essential rnformaoon from short recorded passages dealing Resource bank p I 54 with predictable everyday matters which are Photo bank p I 53: Ss may need dictionaries. delivered slowly and clearly; can discuss what to do. Warm up: bring pictures of the famous London sights where to go and make arrangements to meet; can given in the warm up notes and make photocopies of write short formulaic notes and messages relating to words for the activity in the warm up. matters in areas of immediate need. Ex 2B: use the pictures of Trafalgar Square and Covent Garden from the warm up.3.2 WEIRD OR WONDERFUL? GRAMMAR I quest1ons without auxiliaries Warm up VOCABULARY I the arts Introduce some famous sights in London. Write the names of the places below on the board. or give Ss photocopies of HOW TO I make questions the names 1f you have them. Leave gaps in the words. e.g. COMMON EUROPEAN FRAMEWORK Tr _ f _I g _r Sq_ _re. In pairs/teams. Ss complete the names Ss can find specific rnformation in simple everyday of the places. Elicit/ check the names and discuss what Ss matenals (such as advertisements, brochures, know about them. N.B. If youve brought pictures of the menus and timetables); can ask and answer places. Ss can match them to the names. questions and exchange ideas and information on Places: Trafalgar Square, The National Gallery, Covent familiar topics in predictable everyday situations. Garden, Tate Modern. Tower Bridge, Piccadilly Circus. Oxford e.g. on culture. Street, Buckingham Palace. The British Museum.3.3 CAN I TAKE A MESSAGE? VOCABULARY time out FUNCTION 1 making a phone call 1 A Give Ss time to read the word webs. Check/teach and drill unknown words. Ss write their answers alone and check in VOCABULARY I collocations pairs. In feedback, check answers. Ss then copy the word webs LEARN TO I manage phone problems into their notebooks. Advise Ss to use a separate section in COMMON EUROPEAN FRAMEWORK their notebooks for recording new vocabulary. Ss can handle very short social exchanges, using Answers: 1 go to 2 see 3 get 4 go 5 have everyday polite forms of greeting and address: can generally understand clear, standard speech on B Tell Ss to use at least one example from each word web familiar matters d•rected at them, provided they can in their questions. Monitor while Ss do the exercise and g1ve ask for repetiuon or reformulation from time to time. feedback on problems you noticed. (:)I I ICIDVD r�»o PHOTOBANK p l 53 speakout . •.3.4 BARCELONA B B •· · 1 Ss can use their dictionaries to check words they dont writeback . ii h • iwm i .w know. J COMMON EUROPEAN FRAMEWORK Answers: 1 E 2 0 3 L 4 B 5 D 6C 7N 8A 9K Ss can descr plans and arrangements. (habits and ibe 1 0 F 1 1 M 1 2 G 1 3 H 14J 1 5 1 routines, past activities and personal experiences); 2 Stronger classes may know how to use the present can write short, simple formulaic notes and perfect with everInever. However. to help weaker classes, messages relating to matters of immediate need. write these prompts on the board for Ss to use in their answers: I Ive never collected/been tolseen/playedlsur(edl3.5 LOOKBACK walked/cycled . . . . 2 Id like to . . . . Elicit some sentences using the prompts before Ss work in pairs. Commun1cative revision activities[iil IBJBJC VIDEO PODCAST� What do you like doing in your free time? This v1deo podcast consolidates and extends Ss vocabulary of free time activities and exemplifies real usage of the present continuous for future. This v1deo podcast would work well at the end of lessons 3.1 or 3.2. or at the start or end of unit 3. Scanned for Agus Suwanto
  • 43. LISTENING Culture notes The Kings Head is a well-known pub in Islington in north2A First elicit what Ss know about the places in the photos London.before they discuss the questions. In feedback, nominate pairsto tell the class about their ideas. Brick Lane is in the East End of London. Theres a popular flea market and lots of restaurants/shops. Suggested answers: What you can do: see Big Ben, go on the London Eye, walk around Theatreland and go 3A Check the questions before Ss discuss them . N.B. Tell to a p lay/ musical, walk around or go shopping in Camden Ss what £. 1 5 is worth in euros. dollars or the local currency. Market, walk through Green Park, visit the British Museum In multilingual classes, put Ss of different nationalities together Free activities: Big Ben, the British Museum, Camden so there is a real information gap. In feedback. Ss tell the class Market, Green Park. Not free: the theatre, shopping about their partners answers. B After Ss have listened and compared answers, play theI Culture notes recording again. if necessary (answers in bold in the audio Columbia Road flower market is a popular Sunday market script). in East London. Answers: 1 free 2 Concert 3 dinnerI a restaurantB Give Ss time to read the notes first. If you have pictures 4 Gallery 5 free 6 £.8of the places mentioned (from the warm up), use them again C Elicit one or two answers to the questions to set up thehere. Ss then listen and com plete the notes. activity. While Ss talk. monitor and make notes of remedialC After comparing answers, play the recording again, if work to focus on in feedback.necessary. In feedback, check the answers (in bold in the audioscript) and replay any sections Ss still have problems with. Unit 3 Recording 2 ----., P=Presenter D=Dominique R=Rob Answers: 1 museums and art galleries 2 sightseeing P: . . . on this weeks £ 1 S challenge. Were going to send two 3 parks 4 markets 5 come"" con c e _ _ _ _ _ .___ _ _ _ ..... d _ ... _ _ rcs people out for a night in London, and their challenge is to have a good night out. but not spend more than £I 5. So, is it possibleI Well. were going to find out. Weve asked Dominique and Rob toUnit 3 Recording IP=Presenter K=Ken spend an evening in London, and not spend more than £ I S . So. letsP: Hi. this is George Thomas on The London Show. Now, London is speak to Dominique first. Hi, Dominique.one of the worlds rop five expensive cities ro live in. But did you D: Hi. George.know that there are lots of things you can do in London for free! P: Tell us. Dominique. what are your plans!Thats right. This morning were talking to Ken Smith, a tourist guide D: Well. first of all Im going to see a free art exhibition at the Tatefrom Going Out in London. So, Ken. what can we do in London for Modern. I dont normally like modern art. so I hope its OK. Thenfree! Im meeting some friends and were going to a concert at a pubP: Hi, George. Well, many people come to London ro visit its called The Kings Head. Theres a free band playing and so I onlyfamous museums and art galleries. But did you know that many need to pay for my drinks. Afterwards were having dinner in Brickof Londons museums and art gal le ries are free? You can go ro Lane where there are lots of Indian restaurants. Theyve told methe British Museum or see paintings by Raphael and Picasso in The that if you go to one of the restaurants there at I Op.m.. you can getNational Gallery. And you dont need lots of money in your pocket. a free meal. I dont know if thats true , but Im going to try anyway.P: Free museums - thats good. because they can be very Then Im getting the bus home. A taXi is too expensive.e x pensive. P: That sounds great. Have a good evening, and you can tell us allK: Thats right. And another thing. If you go sightseeing, some of about it tomorrow.Londons most famous sights: Big Ben,Tower Bridge, Piccadilly D: l will.Circus and Trafalgar Square are all free. And the parks. too. If you P: Our second volunteer is Rob. Rob, can you tell us about yourwant a really good view of London, you can walk through one of evening?Londons many parks. R: Yes. Im starting the evening with a visit to a museum. too. ImP: Thats a good tip. Now what about shopping! People love to going to the National Gallery to see the paintings there. They stay open one night a wee k. and its free. Then Im going to Coventshop in London. but you cant do that for free!K: No, youre right. But go to one of Londons famous markets to Garden to watch the street entertainers. Urn . .. thats free, too.experience the atmosphere of the city. Try the busy markets in And after that. Im going to watch some comedy. There s a reallyCamden, or Covent Garden. Or for something different, go to the good comedy club just near Covent Garden. Its £8 to get in. Imflower market in Columbia Road. Its beautiful. not having dinner. There isnt enough time.P: OK. I love markets. Theyre a great place to meet people. You P: Thanks. Rob. Enjoy your evening, and dont forget . . .meet all kinds of people in a market. dont you?K: Y s. you do. e GRAMMAR present continuous/be going toP: Right. So. weve got culture. museums. sightseeing. parks,markets. Is there anything else? What about entertainment? Going Watch out!out? Ss are often confused when they learn that the presentK: Well, yes. Lots of comedy shows are free in the city, and many continuous is more commonly used for arrangementstheatres offer free (or very cheap) seats, too. You can find free (plans which involve oti1er people and a fixed time/concerts with all kinds of music, from classical to jazz. In Hyde place), and be going to is more commonly used for plansPark in the summer. you can go to the Proms, a free classical music which dont involve other people, e.g. Im going to relaxconcert. And you find lots of free music in pubs, too. tlzis weekend. l.ts very important to check the differencesP: Thanks Ken. That sounds brilliant. I had no idea you could do so carefully and correct/give feedback at all stages of themuch forfree in London. Now, you know what were going to do lesson.next. Weve got this weeks £ I S challenge. Heres the challenge . . .111 lll11 -.l! <lll " ....._IJig IJII.W.IIIl•llii....�J;IIIol� lll.l•l•llll....11-·-·••lll•••--••••••• ... .,... ..,..- Scanned for Agus Suwanto
  • 44. 4 Ss do the exercise alone and compare answers while you WRITING invitationswrite sentences a)-d) on the board. In feedback, elicit/checkSs answers using the sentences on the board. Elicit/underline 7A Check the meaning of invitations. Ss then do the exercise alone. After they have compared answers. check them withthe present continuous and be going to. Check the forms and the class.drill the sentences. With suonger classes. add at the club onSawrdaylwithjohn tonight to sentences b) and d) respectively. Answwera: 1 . 3 , 4 . 2Explain that its more common to use the present continuousfor arrangements with other people and at a f rxed time/place, B Elicit an example. Ss then underline the other answers. Inand also that be going to is more common for plans that dont feedback. elicit and drill the sentences.involve other people. as in sentences a) and c). However. Answers:reassure them that both the present continuous and be going inviting: Would you like to come? Do you want to meet usto can usually be used for future plans/arrangements. for dinner? ---- Answers: 1 the future 2 No 3 present continuous responding: Im sorry. but Im busy. Id love to. b and d): be going to a) and c) ( Do the first email with Ss. Then give them 4-5 mins to write the others alone/in pairs. Monitor closely and prompt Ss co correct any errors they make. In feedback. Ss write the Ill. LANGUAGEBANK 3 . 1 p l 32- 1 3 3 emails on the board. Discuss and correct them with the class. Read and check the notes with weaker classes. Ss can d o Ex A and B now. and Ex C after Ex SA in the Students Book. Answers: p29. In Ex B. remind Ss to try to mention other people. a HI Matt. time/place in their sentences. In Ex C. both tenses would What are you doing tonight? A few people are coming to be acceptable in 4. 5. 6. 9. 10. watch the football at my house. Do you want to come? Ali Great to hear from you. Id love to. What time is everyone comtng? B A Im havrng a meeting with my boss next week. B Im Matt staying at home to watch TV with my wife this evening. C Johns playing football for his school team on Saturday. Tilly. D Im going to the cinema with jane next weekend. What are you doing at the weekend? Would you like to go C 1 are (you) doing 2 m going to 3 re going to be danctng on Saturday night? 4 are (you) going to take 5 re going to bring Frank 6 re not going to bring 7 is (he) going to have 8 s going Im sorry, Im busy on Saturday evening. Do you want to go to play 9 are (you) oin to get I 0 going to drive to the cinema on Sunday? T Thats a great idea. Id love to. What do you want to see? FrankSA Do question I with Ss. Point out that when the main verb D Ss should work with the same partner as in Ex 6. Monitoris go, it isnt necessary to use going to go. We can say Weregoing to the cinem a on Friday. (The same applies to question and take notes of examples of good language and problems.6.) After Ss have wrinen and compared their answers. check and write them on the board. Ss discuss and correct them in pairs in feedback.them in feedback. Answers: 1 We arc going to the cinema on Friday. Homework ideas 2 Are you going to stay at home this evening? 3 She is • Ex 6: write two paragraphs about your/your partners not working this weekend. 4 What time are we meeting plans. tomorrow? 5 I am going to watch a football match later. • Ex 7D: write a final draft of the email or a different one. 6 They are go�ng out for a pizza on Saturda . • Language bank 3 . 1 Ex A-C, p 1 33B Elicit an example before Ss do the exercise. Monitor and • Workbook Ex 1-6. p 1 5- 1 6check their work for accuracy.C Ss compare their answers and find out if they have anythingin common. SPEAKING6A Check the rubric and elicit examples of Ss plans. Thengive them 3 mins to complete the you column in the table.B Drill the example question and answer chorally (with thewhole class) and in open pairs across the class. Ss then do theexercise. T follow-up. they can work with a different partner/ opair and exchange information about their plans. Monitor andmake notes of Ss problems for feedback. Scanned for Agus Suwanto
  • 45. - � -- . �- ·.· . __3.2 TEACHERS NOTES - -·. . - WEIRD O R WONDERFUL? 3A When you check the example, hold up two fingers and ask Where s the stress? Elicit The first syllable. Then drill the Introduction word. Use the same technique with problem words when you Ss revise and practise the use of questions without auxiliary check Ss answers in feedback. verbs in the context of reading and talking about the arts. Answers: painting. p@y, m rock, ru::! gallery. audience. SUPPLEMENTARY MATERIALS band, �tor, KYJRtor, �er, concert hall, p ainter, �r iter, scul ture, artist, 12Q!1. exhibition. classical, perfQrmance. p Resource bank p I 53 and I 55 comPQser. concert Warm up: download/bring pictures. advertisements or posters of contemporary/traditional art (paintings/ B Ss should be able to repeat the words with more sculptures/installations). exhibition info. concerts, etc. confidence. If not, use the finger highlighting technique again. Ex 2A: Ss may need dictionaries. READING Ex 4C and 6A: bring pictures or music of the people, art 4A Elicit some initial answers to the questions. ensuring that works or songs in these exercises to show your Ss. Ss give reasons for their answers. Give them 2-3 mins to discuss the questions in pairs and discuss them with the class in Warm up feedback. Show Ss the pictures/realia you have brought and distribute them to pairs/groups of Ss if possible. Give Ss 3-4 mins to Culture notes name and describe the items in as much detail as possible, e.g. Kanye West, born 1 977, is an American singer/rapper. This is a picture of Damien Hirsts new sculpture in the exhibition jackson Pollock ( 1 9 1 2- 1 956), an influential American in The National Gallery. In feedback. elicit and discuss Ss painter in the abstract expressionist movement. Samuel answers. Teach/ check only essential vocabulary, e.g. sculpture/ Beckett ( 1 906-1 989), Irish writer and Nobel Prize winner, sculptor as Ss will learn more later in the lesson. wrote Waiting for Godot B Introduce the Culture Quiz. If you have a multicultural class, VOCABULARY the arts some Ss might not be very familiar with western art and 1 A Give Ss 2-3 mins to complete the text about themselves. culture. Pair them with Ss who are - but at the same time B Ss compare their answers. Invite them to tell the class tell Ss that this is a light-hearted activity. They should guess about how similar/different their groups answers were. answers theyre not sure of, and will be able to check them 2A Check the examples and ask Ss to copy the word webs in Ex C. Before Ss start, pre-teach language theyll need, e.g. into their notebooks. Give them 3-4 mins to complete drop, f uneral, upside down, consists of Then give them 5 mins to them. Monitor and provide help, if necessary. Ss can also use do the quiz. dictionaries to check words theyre not sure about. Check Ss C Ss listen and check. If necessary, play the recording again answers in feedback, but note that meaning and pronunciation before feedback. are checked in Ex B and C. Answers: 1 b) 2 c) 3 c) 4 a) 5 c) 6 b) 7 c) 8 c) Answers: D Ss listen again and answer the questions. In feedback. find music: jazz, rock. audience, band, singer. concert hall. out how well Ss did in the quiz. Then discuss what they learnt/ songwriter. artist, pop, classical, performance, composer. know about the people and things mentioned. concert art: art gallery. sculptor, painter, sculpture. artist, exhibition. Answers: 1 Jackson Pollock 2 Number 7 (performance) theatre: audience. actor. performance Unit 3 Recording 4 Words that can go in more than one column: audience, W=Woman M I = I st man M2=2nd man artist, performance W: Whos got the answers then? B Elicit an example for each question. Ss then work in groups M l : I have. and answer them. Put weaker Ss together and provide them W: What did you put for the first one? with more support if necessary. In feedback, write people, M2: That ones easy. Its Michelangelo, isnt it? places, pharos on the board. Invite Ss to write their answers M I: Its Michelangelo. He painted the Sistine Chapel. under the correct heading. The class can agree/ disagree and W: What about the second one? suggest alternatives. M2: Michael jackson Answers: 1 audience, band, actor, sculptor. smger. painter, M I: Yep. Its Michael jackson. songwriter. artist, composer 2 art gallery, concert hall W: And number three? 3 painting, exhibition. art gallery. play (n). actor. sculpture. M2: I don t know very much about art, but Im guessing its Pollock. sculptor. audience. theatre. concert hall, performance, M I: It is jackson Pollock. M2: Thought so . singer, concert, painter. artist W: Is number four Candle in the Wind! C Check the example and elicit one or two more. Give Ss M I: A is correct. Candle in the Wind. time to write 3-4 sentences to ensure greater accuracy and W: What about number five? confidence before they work in pairs. Provide help where M2: Well. it has to be C, doesnt it? If no one noticed for two necessary. While Ss work in pairs, monitor and make notes on months that it was upside down .. . problem sentences for feedback later. M I: Correct. Though I didnt know this story. W: Thats quite funny. Where was it, The Museum of Modern An? M I: Unbelievable, isn t it? M2: What about the next one, number six? Scanned for Agus Suwanto
  • 46. • • ·- - -� :. 7 � ., ,,.· � ... --.· - � -· - 3.2 ·• • TEACH ERS NOTES • • • .. tW: Uve8. PRACTICEM2: Uve 8. 6A Check the example. Tell Ss to check the tense in each .M I: Yep. It was Uve 8.W: Number seven. I have no idea. I guessed B. Heavenly sentence carefully when they write the question. Ss thenM l : Nope. correct the sentences alone.M2: So is 1t Scrambled Eggs ? B Ss check their answers in pairs. Monitor to see what type ofM I : The answer is ·c. Scrambled Eggs. problems theyre having. In feedback. nominate Ss to give theirW: No way! answers and check them carefully. If youve brought materialsM l : Yep. about the people/things mentioned here, use them to elicitM2: So how about the last one? It isnt Shakespeare. I know that. what else Ss know about them.W: Its not Shaw either. is it? I guessed Samuel Beckett. Answers: 2 Where does the singer Bjork come from?M2: Me too. Whats the answer? 3 What type of music became popular in Brazil in theM I : Correct. The answer is ·c. Samuel Beckett. twentieth century? 4 What/Which is Shakespeares longestM2: I got them all right. play? 5 Who continued composing music after he becameW: Arent you cultured? deaf? 6 Who/Which musician invented Afrobeat?M2: Not really. 7 How many self-portraits did Frida Kahlo paint? 8 What is Fernando Boteros art famous for? 9 Why are Alberto GRAMMAR questions without auxiliaries Giacomettls sculptures famous? Watch outl Questions 2 and 7 use auxiliary verbs. ..� 3� i :t:1 1 MI Ss usually find nuxilinry verbs i n English quite difficult to get used to ns mnny langunges dont use them. for this renson, they may not find questions without auxiliaries 7A Set up the activity in two stages carefully to ensure pnrticularly strange. However, they will probably confuse greater accuracy. Check the example and then elicit a suitable the two forms initially. Clarify the difference carefully and question to find out information for question 2. e.g. How many provide sufficient controlled practice and feedback. COs do you have/have you got? Give Ss 4-5 mins to prepare the questions they need for the other topics. alone or in pairs.5 Some of the sentences are from the quiz in Ex 4. Ss should Monitor closely and provide support where needed. Checkanswer the questions alone and then compare their answers. the questions with the class before they do the information­In feedback. check Ss answers and then illustrate the language finding activity (see suggested questions below). T find out ofurther. Write the questions and answers below on the board the information for questions 1-8, Ss can work in groups.(but without the boxes around the answers). Ask Is question or do it as a class mingling activity. They ask their questionsb) asking about the subject or object? Elicit The subject and draw and note down the answers. Alternatively, assign one of thea box around Michaeljackson. Then ask the same question questions to each student/pair: they ask the question andabout question d). Elicit Ss answer, the object. and draw a box report their findings back to the class.around when he was five. Then ask Which question doesnt usean auxiliary verb? Question I . Ss then copy the sentences into Suggested questions: 2 How many COs do you have/their notebooks. have you got? 3 Have you got/Do you have an iPod or MP3b) � became famous as a five-year old singer? player with you now? 4 How many classical composers do! ! you know? 5 Have you been to the theatre or cinema in MichaelJackson became famous. ,b --, -- �d) When ffiill Michael Jackson .,.ecom famous? . the last six months?/When did you last go to the theatreHe became famous &; en he was five. I or cinema? 6 Have you been to an art exhibition in the last h year? When did you last go to an art exhibition? 7 Do you go to art galleries and/or concerts regularly? 8 Have youSs find and underline more examples of subject/object ever bought a painting?questions in the quiz in Ex 4. B Give Ss time to analyse their findings and decide who is Answers: 1 2 c) and d) 3 Questions a) and b) a) and b) the most/least interested in culture. They then report back to do not use the auxiliary verb (did). They use the past simple ------ their group/the class. The other Ss are free to agree/disagree form of the verb. not the infinitive without to. with the results! Homework ideas ���� LANGUAGEBANK 3.2 p 132-133 • Ex 4: write about the art forms you like best/least and Read/check the table/notes with your Ss. In feedback for say why. Ex B, check if Ss know the answers to the questions. • Language bank 3.2 Ex A-B. p 1 3 3 IAnswen: • Workbook Ex 1-6 p 17-18 A 1 ./ 2 Who El e red reads the most . . . ? 3 Who 9e es a is/was your . . . ? 4 ./ 5 What eiEI-be was your favourite book . . . ? 6 Who El wt wrote it! 7 How often do you i Fi EI e read ... ? 8 ./ B 1 What colour was The Bealles submarine? (yellow} 2 Who wrote Stairway to Heaven? (Jimmy Page from Led Zeppelin) 3 Whose home was Graceland? (Elvis Presley} 4 Which country did Diego Rivera come from? (Mexico) 5 Who painted the Mona Usa? (Leonardo da Vinci) j 6 Which painter invented Cubism? (Pablo Picasso/ Go erg es Braque) � Scanned for Agus Suwanto
  • 47. • -#· ..... __ ....,.3.3 TEACHERS N OTES . . . . . - - , -� - . .. ..... A: Nothing at all. Im afraid. CAN I TAKE A MESSAGE? B: OK. lets go ahead. Ten oclock. Introduction A: Can I take your name. please? Ss learn and practise making phone calls in both informal and B: The table Is for Rodney Collins. formal situations. They also learn how to manage problems A: Rodney . . . Oh! Can you repeat that. please? Did you say they might experience during phone calls. Rodney Collins? B: Yes. SUPPLEMENTARY MATERIALS A OK. thats all booked. T : able for four. ten oclock, Saturday. Resource bank p I 56 B: Great. Thank you. A: Thank you. Ex 8: use recording facilities if you have them. Conversation 2 C: High Tower Productions, Paul speaking. How can I help you? Wa rm up D: Hello. I was wondering if you could help me. Ive booked a , Lead i n to the lesson with common collocations for using the ticket for the show on the fifth ofJune, but Id like to change the phone. Write these verbs on the board for Ss to copy: make date. answer. call. switch an. leave. put Then dictate these phrases C: OK, one moment. Can I justcheck? Whats the name. please? which collocate with the words on the board, but not in D: The tickets are booked In the name of Judy Starr. the same order: a phone call, the phone, a wrong number, C: Sorry, I didnt c t t a . Didyou sa Starr! the a ch h t y answering machine. a message, down the phone. Ss write them D: Judy Starr. S-t-a-double r. next to the correct word. Check their answers. C: OK. yes. T o tickets for June the fifth. What date would you w like to change to? SPEAKING D: What dates do you still have seats for? 1 Check the questions and do an example. Elicit answers C: Theres nothing on the sixth or seventh. There are two seats for about one person in the picture in question I , e.g. picwre C I : the eighth, but theyre separate. We have . . . think hes wlking to an employee. He wants him to explain why he D: Sorrv.c ny slow dow , � Two seats for? a ou n p didnt come to work. Give Ss 3-4 mins to discuss the questions. C: Sorry. two seats for the eighth. but they arent together. We can In feedback. nominate Ss to give their answers. do you two seats together on the ninth of June. D: Ninth of June.Thats fine. VOCABULARY collocations C: OK. Ill just go ahead and book that. 2A First check the meaning of the collocations. e.g. have a Conversation 3 chat, cancel, talk business. Ss then work alone and write yes/no E: Hello? next to each phrase. F: Hello. its Wendy here. B Model and drill the example dialogue. Elicit and drill E Oh hi, Wendy. How are you? : questions using the phrases in Ex 2A, e.g. Have you arranged to F: Very well. thanks. And you? meet fr ends/booked a table? Ss then ask/answer the questions i E: Yeah, fine. in pairs, and make notes of their partners answers. In F: Are you doing anything on Saturday? Because a few of us are feedback, nominate Ss to tell the class about their partner. going out for dinner. 3A Check the rubric and play the recording. Ss write their o p a pp s E: Sorry. Wendy, cany us e ku , lea e? Im on Oxford Street and I cant hear a thing. answers and compare them. Play the recording again if Ss have F: Dyou want to go for dinner on Saturday? doubts. Then do feedback. E: Oh. that sounds nice. Answers: 1 He (Rodney) wants to book a table. F: Theres going to be a few of us, Tom and Zoe, and Steve. 2 She Uudy) wants to change the date of a ticket booked for E That sounds like fun. : arranged 4 He( ) ( a show. 3 She (Wendy) has to meet friends. F Are you free? : Andy wants to cancel dinner/ his reservao . tin _ _ _ _ _. E I think so. : B Give Ss time to read the notes. Check original date. Suonger F: Alright. Eight-thirty. Saturday. Zanzibars. Ss may be able to complete some of the answers before E OK. Zanzibars on Saturday : at eight-thirty. listening again. After listening. Ss compare answers. Weaker Ss F Thats right. 8rill1ant. Sec you soon. : may need to hear the recording again: pause after each answer E: OK. Thanks for calling. and elicit it (see answers in bold in the audio script). Conversatio n 4 G: Thomson and Co. Whos calling? Answers: 1 four. 1 Op.m. 2 Starr. June 5th. june 9th H: Hello. this is Andy. Andy Jones. Can I speak to Sarah Hobbs, 3 8.30p.m., Saturday 4 dinner pleaseI G: Im afraid shes not here at the moment. Unit 3 Recording 5 H: Ah, do you know when shell be back? Ive tried her mobile Conversation I three or four times and left messages. but she hasnt called back. A: Kings Restaurant. G: Shes visiting a customer. She should be back this evening. Can I B: Hello, Id like to book a table for four on Friday night. Around take a message? eight-thirty. if possible. H: Its about dinner tonight. Ive had to cancel because of work. A: Let me just have a look. Sorry, were completely full on Friday. G: OK. Ill ask her to call you back. Theres nothing at all. H: Thanks. B: Ah. what about Saturday? G: Does she have your number? A: Saturday. Saturday. Um . . . the best I can do is a table at ten H: Its 0988 45673. oclock. G: C yourepeatth t. es ? an a pael B: Ten oclock? You havent got anything earlier? H: 0988 45673. Scanned for Agus Suwanto
  • 48. FUNCTION making a phone call 7A Ss listen and write their responses. With weaker classes, Ss can just listen first. and then listen again to write their answers.4 Check caller/receiver in the table headings. Ss read the Ss compare answers, but dont check them until Ex B.information and check if they need clarification of language • ..-. .. - -...- ... ·-·-II__.___,....... ....- .... • ., ...lrl--··...... ...,. ......._there. Ss then complete the sentences and compare answers. Unit 3 Recording 7In feedback, elicit/check and dr the answers. Highlight the ill Conversation Iuse of It s Andy as I am Andy is a common error. Ss then work in pairs and take it in turns to read out the part of the caller/ A: My phone number is 765 9876 2135. OK?receiver. Monitor and help Ss with their pronunciation. Conversation 2 A: My full address is the one I gave you last week. the New York Answers: 1 its 2 Can 3 leave 4 here 5 take 6 back address. 7 for Conversation 3 A: My phone number is 245 9888.SA Ss first read the conversations. Check managing director. Conversation 4Do question I as an example, then Ss do the exercise aloneand check in pairs. using the language in Ex 4 to help them. A: Ill be taking the 6.45 from Houston and changing at Miami, and Ill arrive at about 2.00.Elicit and drill the answers chorally and individually. Modelthe sentences first: beat the sentence stress and illustratethe intonation with your arms and hands, as if you were B Ss check their answers and correct them if necessary.conducting. This will prepare them for the next exercise. Answers: 1 Can you slow down, please? 2 Can you speak up. please? 3 Can you repeat that. please? 4 Can I just Answers: check? Conversation 1 : 1 speaking 2 its/this is 3 See Conversation 2: 1 s eak 2 callin 3 isnt 4 message Unit 3 Recording 8B Ss should sit back-to-back and pretend to be talking on Conversation Ithe phone. While they practise, monitor and help them with A: My phone number is 765 9876 21 35. OK?pronunciation. B: Sorry. can you slow down, please? Conversation 2 m.- LANGUAGEBANK 3.3 p l 32-133 A: My full address is the one I gave you last week. the New York Ss can refer to the information in the tables when they do address. the exercise. B: Sorry. can you speak up. please? Conversation 3 I Answers: A: My phone number is 245 9888. A: David speaking. B: Hello, its Mark johnson. A: How B: Can you repeat that. please? can I help you. Mr Johnson? B: Id like to speak to Sara Conversation 4 Torres, please. A: Im afraid shes not here at the moment. A: Ill be taking the 6.45 from Houston and changing at Miami, and B: Can I leave a message? A: Yes, of course. B: Can you Ill arrive at about 2.00. B: Can I just check? Did you say 2.00? ask her to call me back? A: No problem. A: My number is 0276 765356. A: Can you repeat that. please? B: 0276 765356. A: OK. Thanks for calling. B: Bye. A: Bye. - - SPEAKINGl•:t..::13�i(•J manage phone problems 8 Prepare Ss for the role-plays in two stages. First divide the class into Students A and B. Student A reads the situations6A The extracts are from recording 3.5 (see the underlined on p 1 60, and Student B on p 1 62. Check that Ss know allsentences there). Check problems a)-d) and do an example the language in the tasks. Read the speakout tip with thebefore Ss do the exercise. Dont check pronunciation in class before doing the exercise. Ask Why is this a good idea?feedback, Ss do it in Ex B. Because it gives you more confidence and helps you feel more prepared. Put Student As into pairs, and Student Bs into Answers: b) 3 Sorry, can you slow down. please? c) 4 Can pairs. Give them 4-5 mins to prepare, using the speakout tip. ou s eak up, please? d) 1 Can I just check? _ _ _ .. _ _ _ _ .... Monitor and provide support where needed. Then put Ss into A/B pairs. sitting back-to-back with plastic phones if possible.B Ss listen and repeat the phrases. Play the recording asmany times as necessary until Ss are confident. Do individual They take turns to make a call and answer the phone. Monitor discreetly. making notes for feedback. Invite pairs to act out arepetition and correction as needed. conversation to the class. Record this if you have the facilities. Give feedback to Ss and do remedial work as necessary.Unit 3 Recording 6I Can I just check? speakout Tl P2 Sorry. I didn t catch that. Did you say Stan· Encourage Ss to use the speakout tip in Ex 8 and in real-life.3 Sorry. can you slow down, please?4 Can you speak up. please? Homework ideas5 Can you repeat that, please? • Ex 8: write a phone conversation for one of the situations on p 160 and 162. • Language bank 3.3 Ex A p 1 33 • Workbook Ex 1-6, p 1 9 Scanned for Agus Suwanto
  • 49. �• , • • - -• .- •· ·n - .. , , • .., . - ....- - .-- �, r -: J . 1 - ____.,-.-3.4 TEAC HERS NOTES . . : . .._.:..... r : .! � .J .r"-·�- , .. . .._ ,.....:. !t · - · • ---..J..J _. __ • .. .., BARCELONA 4A Ss read the sentences first. Check new language, e.g. northern girl (from the north of England), approach, nibble. Ss Introduction watch the DVD again and compare their answers. Ss watch an extract from a BBC travel programme about 8 Ss watch the DVD and tell you when to stop at each Barcelona. They then learn and practise how to talk about a answer (underlined in the DVD script). Replay each extract for perfect day out and write an invitation. read and listen to authentic English again. Ss to SUPPLEMENTARY MATERIALS Ex 6A: bring/download pictures of Pragues main sights. Optional extra activity Ex 6C: bring pictures of other famous, popular cities to Exploit the DVD for extra comprehension and attention use as prompts for ideas. to interesting detail. Pause it at suitable points and ask questions, e.g. Whats Ginny doing now? Where is she? Why is Culture notes it her f avourite city? Whats the Sagrada Familia/the Ramblas The Sagrada Familia, Antoni Gaudis unfinished like? What do you think about Barcelona? masterpiece, is visited by millions of tourists every year and is Barcelonas most important landmark. When Gaudi died DVD 3 Holiday I0 Best: Cities in 1 926, hed worked on it for over 40 years. His unique Holiday 1 0 Best takes a journey to the coolest, the hippest. the style was inspired mainly by nature. Work continues on the biggest and the most exciting cities around the world. Weve got building, but is not expected to be completed until 2026. shopping. socialising. sightseeing. history. culture. and of course the odd beach or two. Warm u p So. what is it that makes a city truly great? Lets face it we spend Lead in and create interest in the lesson. Ss look at the photo most of our time trying to get away from them. Theyre busy. of the Sagrada Familia in Barcelona at the bottom of the theyre crowded, they arent exactly relaxing. So, how does pages. Ask, e.g.Whats the name of this building? Where is it? Barcelona manage to get it so right? Who built/designed it? When? Whats it like? Have you been I love Barcelona. Ive been here about a dozen times, and what keeps br inging me back? Well. its the art. the great buildings. there?/Would you like to go there? Why/Why not? Ss discuss fantastic shopping. and just the general laid-back attitude to life. their answers in pairs/groups. In feedback, check Ss answers Its my favourite city and Im going to show you my recipe for the and use information from the Culture notes, if necessary. perfect day here. 1 0:00 DVD PREVIEW r Nowy dont want to starty da too earlybecause itsg g_ ou our y oin 1 Give Ss 2-3 mins to discuss the question. In feedback, to be a lon one, but when you do manage to drag yourself out g discuss Ss ideas with the class. of bed, the only way to kick things off here is with a nice, big fat, creamy cup of hot chocolate, and some lovely sugary churros. Culture notes 1 1 :00 Barcelona is the c apital of Catalonia and is Spains second First sto on m si htseein tour: La Sag p yg g rada Familia. largest city with 2 million inhabitants. Its situated on the Barcelona likes to think of itself as such an individual city and for me Mediterranean. Catalan and Spanish are the main languages. the Sagrada Familia really sums that up. 2A Give Ss 2-3 mins to answer the questions. If possible, 1 3.00 put Ss together with others who know Barcelona. In feedback, Peo le alwa s think that a siesta is about slee p y ping Not true. In . discuss the answers with the class. Barcelona it means a nice.lon lunch and that means its time for , g . tap What I love about tapas is the way you can just try a little bit as. B Ss read the information and should use the photos to help of this. a little bit of that, and if you really want to find out what its them make predictions in pairs. In feedback, elicit Ss answers. all about, get Juan Carlos, whos the owner of the oldest tapas bar They can check their predictions in the next exercise. in Barcelona, just to serve you up a selection. 1 6.00 i DVDVIEW No city break is complete without a spot of serious shopping. Most Culture notes first-timers will end up on the Ramblas, famous for its silly statues Churros are long. curly doughnut-like cakes, usually eaten and being ridiculously crowded. for breakfast. T as are delicious bar snacks made with fish, ap What can 1 sa ? Im a northerng and I love m market,and thi y irl y s s is the best one Ive found an here in the world. Now, theres yw meat. vegetables and salads. probably more tourists here than there are locals, but thats 3 Check the questions and tell Ss they will find out what because of two reasons: this fantastic bar- Pinocchios Bar, and the churros and tapas are in th e DVD, if they dont know already. amazing array of things that you can buy here. Well worth a visit. Play the DVD. Ss tick thei r answers and compare them. Play 1 8.00 the DVD again if they dont agree about the answers. In the g rpi e ou Now one thin that willprobablysu rs y aboutBarcelona is feedback, elicit and check answers (see answers in bold in the that itsg beaches. Fiveo them. Now theyre not the best youre ot f going to find on the Med, but its one of the things that makes this DVD script). Also check Ss predictions from Ex 2. place so special. Alternative approach 22:00 As the task is very visual, play the DVD with the sound There are two things to remember when youre heading out for the turned off. Ss watch and tick their answers. Play it again night here. One: dont even think about coming out early. Nobody with the sound for Ss to check their answers. has dinner before nine. And two: pace yourself. Its going to be a long night. Answers: 1 1 :00 a 13:00 a) 16:00 b) 18:00 a) 22:00 b) The wa to approacha ni ht o t in Barc ais to take a drin y g u elon k here,a nibble of ta asthere,andthen repeat u ily get tired or p nt ou , the sun comes u . And thats exactly what Im going to do. p - Scanned for Agus Suwanto
  • 50. 5 Ss can refer to Ex 3 and 4 as a prompt for ideas. Give them C If you have pictures of famous cities. use them to prompt5 mins to discuss the questions. They should make a list of ideas/support weaker Ss. Gro up Ss who want to talk aboutthings theyd enjoy and note next to them when/where they the same city together. Remind them to use the key phraseslast did them. Ss can then work with another partner and and recording for ideas while th ey plan.exchange information. Elicit Ss answers in feedback and find D Put Ss into pairs/groups with different Ss. They take turnso ut which things were most common. to talk about their plans. Monitor and note down examples of good language and errors that need to be addressed inspeakout a perfect day feedback later. Culture notes E Ss tell the class (or another group) about their plans. They Prague is the capital of the Czech Republic in Central listen and make notes about which plans are the best. and why. Europe and has a long and colourful history. The historic In feedback, discuss Ss p lans and have a class vote on the best centre of the city is a UNESCO World Heritage Site one(s). Give feedback o n Ss strengths and weaknesses now, and has made Prague one of the most popular tourist or at the beginning of the next class. destinations in Europe. writeback an invitation6A Play the first sentence of the recording. Ask Wheres 7 Ss use their ideas/notes from Ex 6 and the emails on p29Dana? Elicit what Ss know about Prague: where it is. its main to write their invitations. Monitor and prompt Ss to self­sights. etc. If you have pictures of Prague, use them here. N.B. correct any errors. They give their emails to other Ss who can then reply. also using ideas from p29.If Ss dont know anything, it doesnt matter as th ey ll find out compare their answers. Play thein the recording. Ss listen andDVD agai n for them to check. In feedback, elicit the names of Homework ideasfamous sights/places they heard . • Ex 5: write your answers to the questions in this exercise. ------ Answers: 1 Dana is planning to visit Prague. • Ex 7: write an invitation to have a perfect day in your 2 d). b). c). f). a). e) town/city. Put it on the class blog or send it to your teacher.B Ss read the information and then listen and complete thesentences. Play the recording again, pausing at each key phrase(in bold in the audio script) to elicit/check the answers. Drillthe sentences and ask further comprehension questions. e.g.Whats the main square like? What can you see in che park? Answers: 1 Were going to 2 Its going to be 3 Were starting the day 4 In the evening, w ere planning to 5 Afterwards, wereUnit 3 Recording 9Im going to tell you about my perfect day in Prague. First of all.were starting the day in the main square. Its a beautiful place toha e breakfast in one of the cafes. Its a linle bit expensive, but vwere going to sit outside so we can watch the clock tower. Afterbreakfast. were going to walk through the old city, and go toCharles Bridge. There are some interesting statues on the bridge.and theres a marker where you can buy some souvenirs. From thebridge, were walking up ro rhe castle. And were going to havelunch in a restaurant near there. In the afternoon. were taking atram around the c ity. Its a good way to see the sights because itscheap and easy. Afterwards. were going to relax in the park atPetrin Hill. There is a rail tower here, where you can see wonderfulviews of the city too. Were going to a coffee shop in the afternoon.in the Municipal House. where they do wonderful coffees. Andthen. in the evening, were planning to go to a classical musicconcert in St Nicholas church. You can come here to listen to Bach,Mozart or Vivaldi. and the atmosphere is very special. When itsfinished. were having dinner at Kolkovna. in the old town, whichserves traditional Czech food. and then were going to spend therest of the evening trying different bars in the old town. which servevery cheap. local beers. Its going to be fantastic!IIMMI·I·I*IIIilll ll ·U liii!UII II· IUIIIUA! U•tllla.ll !llfi.IUihllliiUU..III!IU!IIIU.UIIlllfiUiuiiii U tull•rtll !1*1 1!1t1.111!1 U I.IOIII!I•t•tolll llll�lolll l U l>llt!ll.tlhll•ll Scanned for Agus Suwanto
  • 51. . - - ..- - TEACHERS NOTES • ""=-� � .. - • ,.jLOOKBACK UESTIONS WITHOUT AUXILIARIESIntroduction 4A Check the example. Ss read the prompts first. Elicit/ check what Ss know about the people and things mentionedAs well as revising and pract.ising the language in the unit, there. (The answers are included in the answer key for Ex 4C.use the Lookback exercises to provide you with an informal but dont check them until Ss do Ex C.) Give them 4-5 minsassessment of your Ss speaking skills. Fluency practice is to write the questions. Monitor and assess how accurate theusually given in Ex B or C in each section. When assessing questions are. Do remedial work in feedback and/or use thespeaking skills. take these four areas into account accuracy of : information for assessment if required.grammar, range of vocabulary. fluency and pronunciation. Answers: 2 Who was an actor before he became US TIME OUT Pres1dent? 3 Which 1975 Queen album includes the song1 Ss complete the sentences alone and check their answers Bohemtan Rhapsody? 4 Who was a fourth great Renaissancein pairs. In feedback. ask Ss to suggest verbs that collocate with pa1nter. besides Leonardo, Michelangelo and ntian?the word/phrase that is not possible in each question. e.g. go 5 Wh1ch john· won an Oscar for his song Can you f l the eesightseeing, go to an art gallery. love tonight? from T e Lion King? 6 Which Bob Marley song h includes the words Lets get together and feel alright? Answers: 2 Do you want to get the bus/a snack/� 7 Which watery Italian city has an international art exhibition galle!=;<? 3 They went to the art galleryIthe museum/a­ every two years? 8 Which member of the Dion family sold �- 4 She has gone �/sightseeing/dancing. 5 Can 200 million records by 2007? 9 Whose hit songs include Im we have a-4f&-/dinner/a drink! like o bird. Promiscuous and Maneater?I Optional extra activity B Tell Ss that the answers here are also answers to the In pairs/teams. Ss write four similar sentences using the questions in Ex A. Ss can do the quiz alone or in pairs. word webs on p28. They then give them to another pairI C Ss check their answers and then match them to the team to cross out the wrong words. questions in Ex A. (See Ex A answer key).ll!il&•jiii�LII•MiJ�ffi•JI�Ml•l Answers: 2 Reagan 3 A Night at the Opera 4 Raphael 5 Elton 6 One Love 7 Venice 8 Celine 9 Nelly Furtado2A Do the first sentence as an example to show Ss what todo. Give Ss 4-5 mins to write their sentences. Monitor and MAKING A PHONE CALLnote down problems theyre having with them in terms of SA Ss first read the conversation. Ask What did you noticeword order. Give feedback and do remedial work if necessary. about it? Elicit/Tell them that its like a poem: the words atbefore Ss do Ex B. Model and drill the questions using the end of each line rhyme with each other. e.g. blue - you. Sscontracted verb forms to prepare them for Ex B. e.g. Whos then complete the phone call alone and check their answers incooking your dinner this evening? pairs. Do feedback and check the glossary for the meaning of the expression get the sack. Elicit more examples of rhyming Answers: 1 What are you doing tomght? 2 Are you doing words at the end of each line (Chow - now, back- sack). but anything special this weekend? 3 Who is cooking your dont practise reading out the poem yet: this is done in Ex C. dinner this evening? 4 When are you going on holiday? 5 Which city are you next going to visit? 6 What are you Answers: 1 Its 2 can 3 like 4 here 5 back going to do after the lesson? B Ss complete the gaps with words from the box and checkB Ss take turns to ask/answer the questions and note down their answers in pairs. In feedback. nominate Ss to give thetheir partners answers. Ss then tell the class about their answers. Also elicit examples of words that rhyme at the endpartners plans/arrangements. of each line. e.g. Paul- all, meeting - eating. game - name, soon - moon. Check the glossary for the expression pigs might fly. THE ARTS Answers: 1 this 2 busy 3 leave 4 message 5 call3 Check the rubric and the examples. Elicit one or twosentences before Ss work in pairs. Give Ss 4-5 mins for the C Ss first practise reading the poems out loud as a class. Doexercise. Monitor and prompt Ss to self-correct their errors. this two or three t imes as it will give them more confidenceSs then read out their clues. Other pairs should put up their with their pronunciation. The rhyming words at the endhands to answer. and get a point for each correct one. of each line will also help Ss to focus on the rhythm of the poems. They then work in pairs and practise saying the poems. Stronger Ss might like to memorise them. In feedback. invite Ss to read out or recite the poems to the class. I Homework ideas • Workbook Rev1ew and Check I . p20-2 1 • Workbook Test I . p22 Scanned for Agus Suwanto
  • 52. -4 G REAT M I NDS . TEACH ERS NOTES 4. 1 OVERVIEW SECRET TALENTS4.1 SECRET TALENTS Introduction GRAMMAR I present perfect + ever/never Ss revise/practise the present perfect simple with ever/never in the context of talking about their own and other peoples VOCABULARY I make and do talents. They learn collocations with make/do and practise HOW TO I talk about your talents how to correct mistakes in their written work. COMMON EUROPEAN FRAMEWORK Ss can generally understand clear, standard speech on familiar matters; can write simple phrases and Resource bank p I 58 sentences about themselves (and imaginary people). Ex I A: dictionaries should be available for Ss to check the where they live and what they do. verb phrases.4.2 SCHOOLS OFTHOUGHT Warm up GRAMMAR Ican. have to, muse Ask Ss What were you good/bod at when you were a child? What did you wane co do when you grew up? Did you have any secret VOCABULARY I education ambitions? Ss discuss the questions in pairs/small groups. and HOW TO I talk about obligat1ons then as a class. Some Ss might have been good at. e.g. singing/ COMMON EUROPEAN FRAMEWORK football and had ambitions to be famous when they were Ss can understand short. s1mple texts on familiar young. If not. it doesnt matter as the questions lead in to the matters of a concrete type which cons1st of high topic of the lesson. frequency everyday or job-related language; can participate in short conversations in routine VOCABULARY make and do contexts on topics of interest, e.g. education/ 1 A Ss should be familiar with most of the vocabulary in the obligation. questionnaire except do business. First do an example: elicit the meaning of make a speech. using the pictures. Then elicit a definition, e.g. talk in public. Give Ss 4-5 mins to do the same4.3 WHAT SHOULD I DO? with the other verb phrases, using the pictures/their own FUNCTION I giving advice definitions. They can use dictionaries if necessary. Monitor VOCABULARY I language leammg to check Ss progress. Check Ss answers in feedback. They should then copy the list of verbs with make!do into their LEARN TO I respond to advice notebooks. COMMON EUROPEAN FRAMEWORK Ss can make and respond to suggestions. Answers: make a speech. make friends. do something interesting w a group of friends, do a dangerous sport ith4.4 THE INTELLIGENCE TEST B Illustrate/ check the instructions for this exercise carefully. • ·IBIBICIDVD Read the rubric with Ss and check the meaning of None!A .� ( o( us . . . . Then model/drill the first question and elicit ew •peakout · ...!or � writeback . ili • . � • II. a Yes/No answer from each student. Write the number of . . . yes answers on the board. Then elicit the correct summary COMMON EUROPEAN FRAMEWORK sentence using the appropriate prompt. e.g. None o( us/Two Ss can give a simple description or presentation of o( us have made a speech. Ss then work in groups and take people. living or working conditions, daily routines, turns to ask all the Ss in their group one of the questions; likes/dislikes. etc. as a series of short simple they then note down the number of yes answers. After asking phrases and sentences linked into a list; can write all the questions, Ss each write their sentence(s) using the about everyday aspects of their environments, e.g. appropriate prompt. e.g. All o( us have done well in an exam. people. places. a job or study experience in linked Monitor closely during this activity to check the accuracy of sentences. their sentences. Prompt them to self-correct any errors if possible. C Do this exercise with the whole class. Number each group4.5 LOOKBACK I, 2, 3, etc. Elicit each groups answers to each question in Ex Commumcative rev�sion actiVities B. Write the number of the group which has done/made the� [JJ lVIDEO PODCAST B B C Are you learning anything at the moment? most things on the board. e.g. Group 3: 4 Ss made a speech. Ss then work out which group has made or done the most things overall. In this video podcast. people describe what they are learning at the moment and the most difficult things theyve ever learnt. It also extends Ss vocabulary of education and learning, and exemplifies real usage of the present perfect + tt�r. Use this video podcast at the start or end of umt4. Scanned for Agus Suwanto
  • 53. . 4. 1 TEACHERS NOTES . _ GRAMMAR present perfect + ever/never .. 1111 LANGUAGEBANK 4.1 p 1 34-135 Stronger classes can study the tables and notes at home Ss make mistakes with both the meaning and form of lhe when they do the exercises. Check the notes in class with present perfect. This is because Ss may have the same f?rm weaker Ss, who then do Ex A-B. in Lheir L1 but its used in a different way, e.g. Ive seen 1/ Ins/ week, and they may also confuse lhe form wiU1 U1e past Answers: simple, e.g. Did you llnvc seen tlml film? Check the form and A 1 Have you ever saw seen the film T anic? 2 Two days n concept of Lhe two lenses thoroughly and give Ss as much ago she!s-been went to a museum. 3 Unfortunately. we contextualised practice as possible. have ever never won the lottery. 4 Has she ever visited 2A First check the meaning of conf erence. Ss then do the you? 5 I havent meet met your brother. 6 In 2006 thefve exercise and compare answers. Elicit Ss answers in feedback. travelled to Geneva. 7 � y u en Did you see that e o se TV programme last Wednesday? 8 He has neverplayed a Answers: present perfect and past simple (plus some mus1cal instrument. examples of the present simple) B 1 Have you ever done 2 s worked 3 visited 4 Has he B Check the concept of general experience in question I . made 5 havent heard 6 ate using an example. e.g. Ive made a terrible miswke. Ask Ss Is !his sentence in the past or present? The past. Do we know exaaly when it happened? No. Ss then answer questions 1-3 and PRACTICE check in pairs before feedback. After checking their answers. 3A Check snails/project and do an example. Ss do the write the first three lines of the conversation on the board. exercise alone and compare answers. In feedback, recheck Draw Ss attention to the abbreviated spoken form of No. the concept of the two tenses: ask Do we know when? Is it never. Have you? (Instead of No. I havent. Have you ever made important? a speech ... ?) Answers: 1 was 2 Have you ever written 3 Ive never Answers: 1 Have you ever made a speech in public? Have eaten 4 finished 5 Have you ever been 6 finished you ever made friends with someone from another country? B Elicit examples for question I that are true for Ss, using Have you (ever) + past participle 2 (I made a speech) At a phrases with make/do. Monitor Ss accuracy while they write conference last year. He met a woman from Chile in 2006. their sentences. In mixed-ability classes, stronger and weaker In fact. they got mamed a week ago! Verb tense: past simple Ss could work together. or pair weaker Ss and give them extra 3 No, never. Yes. I have. No. I havent. support. C Tell Ss to listen to the pronunciation of have/havent C Ss find out if they have anything in common. In feedback. carefully. In feedback. refer back to the sentences on the invite Ss to give their own/their partners answers to the class. board in Ex B. Elicit/underline the main stress in each Correct as appropriate. sentence, Have you ever made a �� in (2MQiic? No, never. 4A Give Ss 2 mins to write and check their answers on p 127. Have �? Yes, I�- Elicit/tell Ss that have is stressed in Advise them to try to memorise 3-4 past participles a day, e.g. short answers and pronounced /hwv/, but isnt stressed in before they go to sleep/on the bus. questions, where its /hJv/. Ss can then listen and repeat the conversation, paying attention to the sentence stress and weak Answers: keep kept, make - made, drive - driven. (unstressed) forms. do done. fly flown, come - come, cross - crossed, give given. swim - swum, sleep- slept, lose - lost, Unit 4 Recording I win won, pay - paid, grow- grew A: Have you ever made a speech in public? B Check/drill the example and write the phonemic symbol B: No. never. Have you? on the board. Its very useful to have a phonemic chart A: Yes. I have. I made a speech at work. available nearby. on a wall or notice board. You can then refer B: Really? When did you do that? to it easily to help Ss with their pronunciation. In feedback, A: Um ... at a conference last year. I was really nervous. check/drill the participles. Ss could write them down with the B: Im not surprised. OK. have you ever made friends with phoneme for each pair of sounds. (See phonemes in the key someone from another country? below.) A: No. I havent but my brother has. He met a woman from Chile in 2006. In fact. they got married a week ago! Answers: kept - slept let. made- paid fer/. driven- given ..... _ _ jl _ _ _, .. _.. fr. done - won It.l. flown - grown /au/, come- swum t.v. crossed lost /o/ C Check the words in the box and elicit one or two examples. Ss write their questions while you monitor and prompt them to self-correct any mistakes. D Check/drill the examples. Point out that with yes answers Ss should add an extra piece of information. This time, monitor and make notes of problems Ss have with tenses for feedback. Scanned for Agus Suwanto
  • 54. LISTENING SPEAKING5 Ss do the exercise and compare answers. In feedback, 7A Elicit other talents Ss could talk about and write them on the board. Prompt Ss to use ideas from the lesson or suggestteach/check new language. e.g. secret talent, other ideas. e.g. writing stories/poems, remember names. speak --- Answers: 1 A talent show is an entertainment show in different accents, read peoples hands/handwriting. make where people can show what they are good at. 2 six people fi ends easily. i Give Ss 2-3 mins to make notes alone/in pairs. Monitor and support Ss with vocabulary/accuracy.6A Check the questions and play the recording. B Monitor discreetly while Ss work in groups. and make notesB After Ss have listened and compared answers, play the of examples of good language and problems. In feedback,recording again. With weaker classes, pause after each answer invite members of each group to tell the class who shouldfor Ss to check/complete their notes (in bold in the audio enter the competition and why. Write examples of Ss errorsscript). In feedback, teach/check caricawre, backwards, and good language on the board. Ss discuss and correct themvisualise. in pairs. Answers: 1 Ralph can draw cartoons of people (caricatures) in about fifteen seconds. Carly can say 1/#Ui!�tcll correcting mistakes sentences backwards. 2 Ralph: Yes. but he doesnt usually SA Check the rubric and give examples for each of the tell people. Carly: Yes,at parties and with friends. symbols. Ss then work alone and compare answers before 3 Ralph: No. Carty: Yes, she visualises the words in her head. feedback. 4 Ralph: Yes. Carly: No. Answers: 1 I can te (gr) speak like Lenny Henry. 2-3 I ---- - -·-·�------·,-- - -- -- - first discovered this� ability (sp) when I was [a] (gr)Unit 4 Recording 3 child. 4 I often watched cartoons and then did the voicesConversation I myself (.] (p) 5 They always think its � funny. (sp)l=lnterviewer R=Ralph 6 8 There is no magic secret [; or .] (p) I just listen �1: So Ralph. Ctln you tell us a bit about your secret talent? ully (s ) and a f3 cti n pr ctise (gr). - - caref FA ra s g i a - -R: Um. well. I started drawing people when I was very young. 8 Ss write their own entry, but reassure them that it doesnt1: OK. What sorts of drawings do you do? Mostly cartoons? have to be true. They must not write more than 75 words.R: What I do is I draw cartoons of people when Im sitting incafes or when Im on the train. And I can do a face in about fifteen C Before Ss do the exercise, read the speakout tip together.seconds. They then check and correct each others entries. using a1: So theyre like caricatures? different colour for corrections.R: Exactly. They are caricatures. speakout TIP1: Has anyone ever asked what you were doing or caught you Encourage Ss to use this tip and to get into the habit of alwaysdrawing them? checking their work before they give it to you for checking.R: Its happened a few t imes ...1 : But usually you do them i n secret? Homework ideas R: Usually. And occasionally I tell the person that Ive drawn them. • Ex 8C: write another competition entry for yourself/ 1: Oh really? another person. R: Yeah. Actually, while sitting here Ive drawn you! • Language bank 4. 1 Ex A-B. p 135 • 1: No way! Workbook Ex 1-5, p23-24 R: Yep. Its right here. 1: Thats brilliant! Definitely a secret talent. So tell me. how do you do 1t? Is there a special way to do it? R: No. I just love drawing and I pract ise.Conversation 2I= Interviewer C=Carly1: Whats your secret talent?C: I can say sentences backwards.1: Backwards? Thats amazing. How fast can you say them?C: Well. I can say them at normal speed. but backwards.1: Can you give me an example?C: What. my last sentence?1: Yes.C: Back ards but speed normal at them say can I. w1: Wow! Can you give me another example ?C: Yes, Ill say your sentence. Example another me give you can. 1: Can you do it again? C: Sure. Ext�mple another me give you can. 1: How do you do it? C: I dont know. I think I visualise the sentence, I sec the words in my head. and it just appears co me. 1: Amazing. Have you ever done it in public? C: Yeah, Ive done it at parties and with friends. They all think Im ----------- ----�� very strange. Scanned for Agus Suwanto
  • 55. SCHOOLS O F T HOUGHT READINGIntroduction Culture notesSs revise and practise the use of can, have to, must for Cheryl Heron introduced 24-hour teaching into herobligation in the context of reading and talking about school in 2006. Shed taken over as head teacher in 200 Ieducation. when the school failed its Inspection. The Department of Education monitored the new timetable to assess how wellSUPPLEMENTARY MATERIALS it worked. Rudolph Steiner, Austrian scientist. philosopher and educator, wrote TI1e Education of the Child in 1907. Resource bank p 157 and 159 The first school based on its educational philosophy Photo bank p 154 opened in 1 9 1 9 in Germany. It emphasised the role of Ex 3B and SA: S s may need dictionaries for unknown the imagination and creative thinking in helping children vocabulary in the text. develop their individuality. and used eurhythmy. meaning Ex 6A and 7B: optional extra activity: provide sheets of A4 harmonious movement. as one way to achieve this. The paper for Ss to make posters of their ideas. Suzuki method is an educational philosophy created In the mid-20th century by Shinichi Suzuki, a violinist who wanted to bring beauty to the lives of children in japan after WorldWarm up War II. Although originally used with the violin, it has beenLead i n to the lesson. Ask Where did you go to school? Did you adapted for other instruments, the flute, piano. etc.like it? Why/Why not? Ss discuss the questions in pairs/groups.Elicit their answers and discuss the topic briefly with the class. 3A Elicit alternative ways of learning that Ss know, e.g.Lead on to Ex I . distance learning, studying online, self-study, with a private teacher. Give them 3-4 mins to discuss whether alternative VOCABULARY education ways are better than conventional education in schools. In1 Check the meaning of the subjects in the box (use the feedback, nominate Ss to give their opinion and reasons. ThenPhoto bank on p 1 5 4 if necessary). Ss do the exercise and have a class vote on the question: yes or no.compare answers with another pair before reporting back to B Check the rubric and give Ss I min to read the text quicklythe class about what they have in common, e.g. We were all and match the topics. In feedback. check their answers andbod at moths, but were interested in IT. teach/check new vocabulary in the texts for the next exercise, Culture notes e.g. creativity. free thinking. Ss could also use dictionaries. In England, education is compulsory until the age of 16. Answers: a) paragraph 3 b paragraph 1 c) paragraph 2 Those who want to study for advanced school-level qualifications (A-levels) either stay on at a secondary C First elicit one idea Ss think is good and discuss why. Then school with a sixth form. transfer to a local sixth form give Ss 4-5 mins to read the text more carefully and underline college. or go to a Further Education (FE) College. what they think is the best/worst idea. Ss compare answers and discuss their reasons for their choices. In feedback. elicit and discuss Ss ideas and check if there is a consensus. tur.. PHOTOBANK p 154 Check the subjects in the photos and drill the GRAMMAR can, have to, must pronunciation. Ss underline the stressed syllable in each Watch out! word/phrase. Look at the diagram of State Education in Due to both L1 and L2 (English) interference, Ss may England and check the meaning of FE College Sixth f ,orm. Ss confuse both the meaning and form of modal verbs can/ then discuss the questions in pairs. In multilingual c/osses. Ss must with have to, e.g. 1 cant to go.(You dont can smoke might like to draw diagrams of their educational systems at here. Highlight and check the meaning/form of the verbs home and share them with the class. carefully, and provide thorough contextualised practice.2A Ss complete the phrases and compare answers. Elicit/ 4 The sentences are from the texts in Ex 3. Check the table headings and the example: ask /s it possible (or children to decidecheck their answers. when they go co school? Yes. Is it allowed? Yes. Ss then do the exercise alone and compare answers. Monitor while Ss work to check how familiar they are with the language and any specific problems youll need to focus on in feedback. DrawB Check the rubric and elicit examples before Ss do the the table on the board and invite Ss to write the verbs in theexercise. correct places. The class discuss if the answers are correct.C Do an example. Elicit sentences based on Ex 2B, e.g. I During this process, check meaning and form. Ask conceptenjoyed art, but I didnt en oy French. Ive never studied online. j questions for each sentence/verb, e.g. Is it necessary/possible/Ss then make sentences about their answers in Ex 2B and allowed? Double-check the meaning of dont have to, e.g. Youcompare them in the same way. dont hove to do any tests but you con if you wont to. Elicit - more examples if necessary. N.B. Ss might ask about the verb form in question 6. With weak classes, dont explain that must be involved is the passive. Just say its the same as You have to involve the parents, too. Answers: not possible/not allowed: cant, mustnt; necessary: have to, must; not necessarx: dont have to Scanned for Agus Suwanto
  • 56. Optional extra activity 1 6A Elicit some examples from the text in Ex 3. Then give Ss underline ali the examples of can/cant, have/dont have Ss 3-4 mins to write a list of other ideas in pairs. Mon itor to, must/mustnt in the texts in Ex 3 and match them to the closely to provide support with language if necessary. Ss then categories in the table in Ex 4. compare their lists with another pair and add to their own if possible. In feedback, invite Ss to write their ideas in lists on O ptional extra acti vity 2 the board. Ss work in pairs/groups and write 4-6 questions about the Suggested answers: They dont have to get up to go texts in Ex 3 to ask the class or other pairs/groups. to sc ho ol. They can study in their bedroom. They can have lunch at home. They dont have to study at the same time as 1111. LANGUAGEBANK 4.2 p l 34- 1 3 5 school children, etc. Ss can refer to the notes when they do the exercises. Optional extra activity , Weaker Ss shou ld do Ex A and B in class. In Ex A, check If appropriate to your Ss, provide them with A4 paper Hang it up! In Ex B, check log in, illegal. In Ex B, there may if you have any. Ss wrte i two lists of their ideas: one for be more than one answer. can/have to/must and the other for dont have to, etc. They Answers: display their posters around the classroom - or pass them A 1 have to 2 can 3 cant 4 have to 5 can 6 mustnt round - for other Ss to compare and discuss. Alternatively, 7 cant 8 dont have to use this idea for Ex 78 below. B 1 can 2 dont have to 3 must/have to 4 can 5 doesnt B Use the ideas from Ex A as a starting point. e.g. Pupils con have to 6 cant/mustnt 7 has to/must 8 cant/mustnt go ro school when they want Ask Is it a good idea? and elicit Ss opi nions. Ss then discuss the other points on their lists in PRACTICE pairs/grou ps. In feedback, invite Ss who th ink home-schooli ng is/isnt a good idea to give their opin ions to the class.SA Check the title of the text. Give Ss I min to read itquickly for general understanding (gist) first. Check/teach Teachin tiadvantages, home-schooled, qualifications if necessary or Ss can This could be organised as a debate: those in favour ofcheck in their dictionaries. Do question I as an example. Ss home-schooling present their <�rguments to the class, andthen co mp lete the text and check in pa irs. those agai nst do the same. The class then votes for one or the oth er.B Play the first sentence of the recording (extracts fromthe text in Ex SA) for Ss to not.ice the pronunciation of haveto /ha::ft::>/. Then play the whole recordi ng. Ss check their SPEAKINGanswers and compare them. In feedb ack. nominate Ss to 7A First check/teach national anthem, get in from theanswer. Recheck the concepts where needed. as well as the statements. Give Ss 3-4 mins to decide if they are true orpronunciation of have w. false in pairs. Check Ss answers and ask Which did you find surprsing? i Answers: 1 dont have to 2 dont have to 3 can --- 4 have to/must 5 can 6 have to/must 7 mustnt/cant Answers: Only 8 is false. Children in the UK don t have to 8 mustnt/cant 9 cant 1 0 can eat a vegetarian lunch. but they can if they want to.C Ss l isten and repeat the sentences. B Elicit some examples before Ss work in pairs to compare ru les and customs in their own country. In multilingual classes, Teachin ti pairIgroup Ss of different nationalities/cultures so they can WhiJe they are doing so, beat the sentence sh·ess and com pare ideas and opinions. While Ss ta l k , make notes on intonation w i th your hands/arms, as if you were their use of the language theyve studied in this lesson and do cond ucting them. Pay particular a ttenti on to the any remedial work needed later. In feedback, invite each pair/ pron u nci a ti on of llnve Ia /h reft�/ and the unstressed forms group to present their comparisons and opinions to the class. of cmz/m11st where appropriate. Homework ideasUnit 4 Recording 4 • Ex 6B: write your opinion of home-schooling. I They dont have to wear a uniform. • Ex 7B: write about school rules/customs in your country2 They dont have to wait for the school bus. and say which you think are good/bad ideas.3 You can choose which subjects you want to study. • Language bank 4.2 Ex A-B. p 1354 • You have to work hard. You must work hard. Workbook Ex 1-6, p25-265 But you can choose to work when you feel like it.6 You have to be at school at 8.30a.m. You must be at school at 8.30a.m.7 You mustnt wear trainers. You cant wear trainers. 8 You mustnt use your mobile phone in class. You cant use your mobile phone in class. 9 Some people think that children who study at home cant go to the exams and get the same qualifications.I 0 But they can. and they do. Scanned for Agus Suwanto
  • 57. � "" · -- � � . - � �- � - - ·4.3 TEACH ERS NOTES ·---·--� - - � . --- . _;_ ... • _._L , · __ ---� :.�- · . l_ --- • ..�-...- .,: . . and/or use outside the classroom. Theyll learn more about WHAT SHOULD I DO? them in Ex 3-6. Introduction Ss learn and practise ways of giving/responding to advice, FUNCTION giving advice particularly in the context of language learning. 3A Give Ss 1-2 mins to read the message. Then ask comprehension questions, e.g. Why did he write it? What does SUPPLEMENTARY MATERIALS he need/want? Discuss which areas of English Tomasz might Resource bank p 1 6 0 most need to improve: spoken, written, vocabulary. reading/ listening skills, etc. Then give Ss 2-3 mins to note down three Ex 2A: S s may need dictionaries. pieces of advice. They can use ideas from Ex 2A if necessary. Ex 9: use audio/video recording facilities to record Ss role­ plays, if available. B Ss compare their answers and decide on the three most useful ideas. In feedback. elicit their ideas and discuss which will help Tomasz the most. Warm u p 4 First give Ss I min to read the replies quickly and check Lead i n to the lesson through the photos. First ask What do you if any of their ideas from Ex 3 are mentioned. Elicit their think is happening in the photos? Ss discuss their answers in pairs answers. Then check the rubric. Ss read the replies again and and report back to the class. During/after the feedback stage, discuss their answers in pairs. In feedback, elicit Ss answers you could also ask other related questions. e.g. Which of these and write the three most useful ideas on the board. activities hove you done? WhenNvhere? How old were you when you passed your driving test? You could also write on the board SA Do an example and then give Ss 3-4 mins to write the Its never too late co learn. Ask Do you agree? Why/Why not? replies in their notebooks. Monitor to check accuracy and invite Ss to write their answers on the board in feedback. SPEAKING Elicit/underline phrases for giving advice. e.g. I think you should . . . and drill the sentences. Culture notes [What we have to learn to do,) we learn by doing is a quote Answers: 1 I think you should study online. 2 You should from Aristotle. get a good grammar book and do the exercises. The quote A little learning (knowledge) is a dangerous tlJing 3 You shouldnt worry about grammar. 4 Why dont you was first used by poet Alexander Pope in An Essay on watch films in English (without the subtitles!)? 5 I (dont) think Criticism. 1 709. It means that a small amount of knowledge Its a good idea to focus on listening. 6 Find someone who can make people think they are more expert than they speaks En lish and talk to them. Do the exercises. Read news g really are. websites every day. Look up new words in a dictionary_. The best way to learn is to teach is a quote from Frank B Ss discuss their answers in pairs. In feedback, refer to Oppenheimer ( 1 9 1 2- 1 985), an American physicist. the sentences on the board from Ex SA and elicit/check Ss The quote Anyone who stops learning Is old, whether at answers. Write positive (+) or ne gative (-) next to each twenty or eighty is by Henry Ford ( 1863-1 947). the founder sentence. of the Ford Motor Company. Answers: 1A Check the quotes with Ss and elicit which photos they positive: I think you should, You should. Why dont you . . . ?, match. Then ask Do you have the same/similar sayings in your I think its a good idea to language? Elicit examples. Discuss the first quote with Ss. Then negative: Youshouldnt. I dont think its a good idea to . . . Ss first read the information i n the tab le: check frightened, give them 2-3 mins to make notes on the others. 6A B Ss compare their ideas in pairs/groups. In feedback, invite native speaker, podcost. Ss then listen and complete the notes. Ss from each pair/group to report back to the class. Find out With weaker classes, first play the recording up to Hove you got what the majority opinion is. any advice for Andy? and elicit the answer to question I . After Ss have compared answers, play the relevant parts of the VOCABULARY language learning recording again if they dont agree. Check Ss answers (in bold 2A Ss should be familiar with most of the words in bold so in the audio script). With stronger classes. play the recording allow them to match the definitions alone initially. They then again. pausing to ask more detailed comprehension questions. compare answers and check new words in their dictionaries. e.g. Why is it a good idea to talk to yourself in English? if necessary. In feedback, check answers and elicit other Answers: 1 grammar 2 speak/talk 3 dont worry 4 can t understand 5 speak 6 practise ? listen 8 read sentences using the words in bold. Answers: 1 b) 2 a) 3 e) 4 g) 5 c) 6 f) 7 d) B After Ss have discussed the questions, elicit their answers. B Check the questions and give Ss 4-5 mins to discuss them. They can then offer advice to their partner about his/her Monitor and notice Ss answers, especially those for question 3. language learning problems. Nominate Ss to tell the class their own/their partners answers. Discuss which Ss think are the most important/useful Optional extra activity and elicit other ideas. This will give you important information Ss work in pairs and choose one or two new learning strategies each to try out. They should decide which areas about the language learning strategies your Ss are aware of of English they need to practise more and also which strategies would be the most suitable/achievable for them. Scanned for Agus Suwanto
  • 58. -- · - - - · - - .-....----. ....Unit 4 Recording 5P= Presemer S=Sally n• LANGUAGEBANK 4.3 p l 34-135P: Hi. Youre listening to Ask the expert and in todays programme Ss can refer to the information in the tables when they dowere talking about languages and how to learn a language. Ourexpert today is Sally Parker. who is a teacher. Ex A and B. Hi. Sally.S: Hello. Answers:P: Sally. our first question today is from Andy. He says. Ive just A a) Thats a good idea. b) I think we should go out afterstarted learning English. My problem is that I am too frightened to the lesson. c) Im not sure because I havent got muchspeak. My grammar is not very good so Im worried about saying money. d) Why dont we go out for a meal? e) OK, letsthe wrong thing. Have you got any advice for Andy? go to Buders cafe for a coffee.S: OK. Well. the first thing is I think Andy should practise speaking B b), a). d). c), e)to himself. o t aodP: Speaking to himself? Im n t sure hats go idea , SA Ss cover the text and look at the pictures. Give them 1-2S: I know it sounds silly. but talking to yourself in a foreign mins to answer the question in pairs. They then check theirlanguage is a really good way to practise. You dont have to feel answers with the text.embarrassed, because nobody can hear you. You can talk toyourself about anything you like - what you had for breakfast, Suggested answers: A She eats unhealthy fast food,where youre going for the weekend - anything. And the more but he eats hea lthy salad and fish. B She works out on heryou do it, the more you will get used to hearing your own voice exercise bike, but he plays computer games. C Shes very fitand your pronunciation, so you wont feel so frightened in the and can run a lot, but he isnt fit and gets tired easily. D Hisclassroom. Andy should try it. clothes are old and unfashionable so he needs new ones.P: i.wpru;lliUQ. Anything else? What about his grammar?S: He has only just started learning English. so he is going to make B Ss can use language from Ex SA and 7 to complete thelots of mistakes. but thats not a problem. Thats how hell learn. conversations. Check their answers in feedback and drill theAndy shouldnt worry about making mistakes. conversations. Ss then practise reading them out in pairs.P: Y ureri ht. So Andy. try talking to yourself. and dont worry o gabout making mistakes. Our next problem comes from Olivia in Answers: A you should eat, a good B shouldnt spend.Braz She is worried about pronunciation. She says. The problem il. Youre C Why dont. Im not sure thats D it s a good/itis I cant understand native speakers.They speak so fast and I cant would be a good, suppose sounderstand their pronunciation. So Sally. any ideas for Olivia1S: Well. first of all its a good idea for her to practise her listening 9 Organise Ss into groups of four and number them A. B, C. D. First read out one of the problems and elicit how toskills. She should listen to English as much as possible to get used tohow it sounds. Listen to the news. listen to podcasts. watch English change it into their own problem using I, my son, etc. Ss thentelevision. look at the relevant pages/texts. Give them I min to thinkP: O K - thats agoodidea. about how to change them. Ss then take it in turns to explainS: And another thing she should do is to focus on listening and their problem and get advice from their partners. Monitor andreading at the same time. If you listen to something on the internet. make notes of problems Ss have with the language of adviceyou can often read the transcript. If you listen and read at the same and give feedback afterwards. If you have recording facilities,time. it will hel p you see what the words sound like and how the record the role-plays. Ss watch them and then try to improvewords sound when a native speaker is talking. on their performance.P: Greal. Thank you, Sal ly. Im afraid thats all we have time for Homework ideas 1•11•• l! 1•1•1!! !NiiO>I! !1 •"t!today. but . . . •.,,.,,.u ... .. lUI 11<·1•1111 II .jtll.lltl U ·I I. , 1• 1 I• !Ill• I! !1111 II I II ,,., I!• I 1111• II !Ill II I 11011 I• !1011 II I IMI• U•!,. Ex 6B: wr about two new learning strategies you want ite LEARN TO respond to advice • to try out. Say why you chose them and what youll d o. Ex 9: write advice for two of the problems.7A Check the rubric and elicit Ss answers. • Language bank 4.3 Ex A-B. p 135 • Answers: 1 ./ 2 ? 3 ./ 4 X Workbook Ex 1-4. p27B Play recording 4.5 again. Ss listen and write the responsefrom Ex A in the correct place. In feedback. elicit/ drill theadvice and responses (underlined in the audio script} in openpairs across the class. Answers: 1 Im not sure thats a good idea. so. 3 Youre right. 4 thats a good idea. Optional extra activity Ss read and listen to the audio script on p 1 70. Then ask Did it help you to listen and read at the same time? How? Elicit specific examples. Scanned for Agus Suwanto
  • 59. , - 1 , • .- - , ., p f•• ..... .... ...r:")• ._ t. :: , l" r P - < , �; •1- • · > •4.4 TEA� HE � � ,f�J OTES_ . _ _ -, . .._,_. .., _ · � �--� ;�-"-:�i��-·_·_�: , -- �·:);; ;a � _ .. -. - THE INTELLIG ENCE TEST I DVDVIEW 4A Check the questions and the meaning of score. Ss could Introduction predict what they think the answers might be. based on the Ss watch an extract from the BBC documentary programme programme information in Ex 3. Elicit their predictions and Horizon: Bottle 0( The Brains. It explores test results achieved write them on the board. Play the DVD. Ss note down their by the same group of people after a gap of seventy years. Ss answers and compare. Play the last part again if they have then learn/practise giving advice about taking tests. doubts (see the underlined text in the DVD script). Elicit SUPPLEMENTARY MATERIALS which predictions on the board were correct. Ss can add more information from the DVD if necessary. Warm up: select a short. simple test. e.g. from a test book, Lookback exercise. an online IQ test a spelling test you Answers: 1 The second t1me. 2 People with more prepare yourself. educat1on. a more professional JOb, non-smoe . - - - - - ..J krs Ex 2: Ss need dictionaries for this exercise. B Check rediscovered and basement in question I . Ss then work alone/in pairs. and underline the correct alternatives Warm up before watching the DVD again. Check Ss answers (see the Lead in to the topic of the lesson by giving Ss a surprise test! text in bold in the DVD script). Ask their opinions of the test The aim is to remind them, in a light-hearted way, how tests results: Were you surprised? Why/Why not? ------- make them feel. Tell Ss to put their books away and not talk Answers: 1 The results of the 1932 test were 2 the same during the test. Hand out the test (see suggestions in the as they were In 1932 3 the exam they have done 4 well supplementary materials section above) and collect it after I 0 mins. You can mark it later/at home. Tell Ss what your aim was. Ask, e.g. How did you ( about che test - nervous, bored, eel Optional extra activity angry, happy? What memories did it bring back o( your school Play the DVD again. pausing at suitable points. Ask days? Are tests a good ching? Ss discuss the questions in pairs questions about what Ss can see. e.g. Whats he/she doing and then as a class. Follow on immediately with Ex I . now? Where are chey? What did children do/wear/look like in 1932? How are chings similar/diff erent now Do you agree ? Culture notes chat people with a high IQ live longer? The term IQ (intelligence quotient) was created by the German psychologist William Stern in 1 9 1 2 as a method of DVD 4 Horizon: Battle Of The Brains scoring childrens intelligence tests. N=Narrator l=lan Deary W I /2=Woman 1/2 M 112/3=Man 112/3 N: Recent research into the history of IQ tests in Scotland suggests DVD PREVIEW your IQ score might pred1ct. to an extent at least. your health and 1 Give Ss 2-3 mins to discuss the questions. In feedback. even your l1fe expectancy. invite Ss to tell the class about their partners experiences. Ask W I : Y u have forty-five mins to do the test. OK? o Who likes test? Why/Why not? M l : OK. 2 If Ss dont have dictionaries, put weaker/stronger Ss together N: Bill and Davina arc seventy-nine years old. This is the second in pairs to work out the meaning of the phrases in bold. In time they ve done this test. The first time was in 1932, when every feedback, check the meaning of each word. Ask. e.g. I{ youre eleven-year-old In Scotland was put through an intelligence test. Its the only time this kind of mass testin g has ever been done in bright, youre not very intelligent - true or f alse? Also model and the UK. The results were rediscovered recently in an Edinburgh drill the pronunciation. basement. If you want to know how our intelligence changes as we Answers: 1 e) 2 d) 3 c) 4 a) 5 f) 6 b) get older. these results are a potential goldmine. 1: We brought hundreds of people back and we got them to sit 3A Give Ss I min to read the programme information and the exact same test that they had sat when they were aged eleven. discuss their answer. They should write it in not more than Now these people are now seventy-nine or ei ghty years old. We I 5 words. if possible. In feedback. nominate one or two Ss gave the same instructions.We gave the same test. And we gave to read out their answer. Discuss it and check any unfamiliar the same time limit. words in the text. if necessary. M2: It was a little stickier than I thought it would be. M3: I walked through it quite happily. quite honestly. Answera: Its about elderly people who do the same W2: I felt I must have been very bright at eleven if I sat that exam intelligence test they did in 1932 (nearly seventy years an d passed . before/when they were younger). N: There were some intriguing results. Almosteve ryone had a B Ss read the information again and compare their answers. In c re t 2tyhn h id t leven. But some had gone betterso a e h ta t e d a e i y feedback, ask them to justify the answers. from being just averagely intelligent to a much higher level. ------- 1: Now thats what really drives our research. Were interested in: Answers: 1 F: all 1 1 ·year-olds 2 T 3 F: the test results Why have those people whove gone from IQ I 00 at age eleven might tell us about the type of people who live the longest Scanned for Agus Suwanto
  • 60. up to a I I 0 or 120? What have they done right? What can be the A: When I eat a lot. I get sleepy.rec1pe for successful ageing? Were fin in t d g hat theperson with B: Oh I se . I think it depends. Because 1f you dont ear enough. em re dct n e en t g the hadte a 1 in childhood is o euao. y hou h y i h s me 0 . you start to feel hungry 1n the middle of the exam.� y e e ig!ll btt r in old a e on average.T e erson who had a l l g. h p A: Thats true.moreorofessjonalj .in oldage. is do n sli htl better on avera e ob jg g y g B: And then you cant concentrate.than th pcs n who had a man alj b d s t t ef ctthat the e eo u o. e ie h a p y A: Yeah. thats true.s are at th s elevel. The people who smoked have got slightly t td e amless good mental ability than you would expect. B: So, Im not sure about this advice. for me. As I said, I think it depends. I always try to eat a good meal before an exam. Im soN: Whats even more remarkable is that the kids who had higher nervous that I never get sleepy.IQ scores at eleven are the very ones still alive today. So it seems A: OK. What other ideas do you have?high IQ in childhood is good for survival. B: Well. theres one th1ng I always do before an exam.5 Elicit examples. e.g. I was good at malhs at school, but I A: Whats that?havent studied it ( r 20 years. It would be more difficult now. o B: I go to bed early the night before.Give Ss 3� mins to discuss the questions. In feedback. elicit A: Right.examp les of specific tests they would find easier/more difficult B: I always try to sleep for eight hours the night before the exam.now with reasons. , SA Ss can use the tips from Ex 6 and 7 and add their own.speakout tips for tests They should rank their five tips in order of importance, 1-5, if6 Discuss question I w ith Ss before they work in pairs. They possible. Provide support to Ss who need it, or ask stronger Ssshould note down both their own and their partner s answers to work with weaker ones. Monitor and prompt Ss to correctif they disagree. Nominate Ss to give their opinions/reasons in errors of accuracy in their tips.feedback. B In feedback. nominate Ss from each group to report back7A Ss listen and write brief notes for their answers. After to the class. The rest of the class tick the tips that are thetheyve compared notes. play the recording again if they need same. or make a note of those they disagree with. When allto add more detail. Check key words. e.g. concentrate/ groups have reported back. Ss discuss the tips they disagreeconcentration. Elicit and discuss Ss answers. Ask further with.comprehension questions, e.g. Wh y does it help to study wilhfr iends? What helps you to concentrate? writeback a problem page 9A Give Ss 2-3 mins to answer the questions and compare Answers: 1 studyng w1th friends at the same t i ime each Nominate Ss to give their answers. Ask How many them. day 2 not eating too much before an exam 3 going to bed problems does Barry have? early the night before an exam Answers: 1 He·s a language student. 2 He doesnt have aB Ss read the key phrases, then listen and tick the ones quiet, comfortable place to study for his exam and he cantthey hear. In feedback, play the recording again. pausing after concentrate.each key phrase (in bold in the a udio script). Elicit/drill thesentences. B Ss work in p airs /groups and make a list of three/four pieces of advice for Barry. They then write a draft reply using Answers: How about this onel ln my opinion, this is a advice language from lesson 4.3. Provide support where really good idea. I agree with this one. It depends. Im not needed. Ss write a final draft in class or at home. sure about this advie-- -- -- -- -- -- � c. � -- -- -- -- -- -- I Homework ideas • Ex 9B: write your reply and put it on your class blog.Unit 4 Recording 6A: OK. so we need to think of the best ideas for taking tests.B: Yep.A: Well. how about this one? Its a good idea to study with friendsat the same time each day.B: In my opinion, this is a really good idea. You can make it aregular part of your daily life.A: You mean like having breakfast at the same time, lunch at thesame time. studying at the same time.B: Yes. And also I think it helps when you study with friends.A: Yeah. I think its more motivating.B: And you can actually talk to someone. not just look at books. Ifind that if Im only reading my notes its easy to lose concentration.I start thinking about other things. But when you are talking tosomeone. it really helps you concentrate. So. yes, I agree with thisone.A: OK. Another idea is not to eat too much before the exam.B: Oh really? Scanned for Agus Suwanto
  • 61. --- .4.5 1 TEACHERS N OTES � · ·-· . LOOKBACK CAN, HAVE TO, MUST Introduction 4A Ss could work in pairs and discuss what they think the answers are for questions I , 2 and 5. Check Ss answers and The notes below provide ideas for exploiting the exercises and ask them to give reasons for their choice of verb. activities but your approach will depend on your aim, e.g. as a diagnostic test/assessment or for fluency practice/revision. Answers: 1 must 2 cant 3 cant 4 dont have to For example, if you wanted to assess/test Ss knowledge. then 5 have to it would not be appropriate to monitor and help them. B In a mixed-ability class. pair stronger/weaker Ss for this MAKE AND DO exercise. Alternatively. put weaker Ss together and help/ prompt them with ideas. Try to check all Ss work to check 1 A Check the example and give Ss 2 mins for the exercise that their sentences are grammatically correct. before they compare answers. Check their answers and drill the question, e.g. Who in your family makes most of the meals? Suggested answers: In my country. women can vote/ Elicit Ss answers in preparation for Ex B. you cant drive until you are 18. I have to go to the dentist next week. In an exam you mustnt look at other students Answers: 2 makes most of the meals 3 does a lot of work. At the weekend I dont have to get up early. You must homework 4 makes the most phone calls 5 does projects try to speak in the language as much as possible.You mustnt at work 6 makes speeches use a mobile phone while driving. I have to brush my teeth B Give Ss time to prepare their answers before they work in every day. You dont have to go to work when you are a pairs. Monitor while Ss ask/answer the questions and make child. notes of problems for remedial work in feedback/assessment C Ss read each others sentences and compare them. In purposes. To follow-up and provide extended speaking feedback. Ss read out their sentences. The rest of the class practice, Ss can tell another student about their partners note down any new ideas and add them to their own. Discuss family. e.g. Alicias husband makes most of the meals. but her any facts that surprised Ss or that they found particularly daughter makes the most phone calls. interesting. Do remedial work as required. liliJII•11�3�i3�ili3.J@@iil 2A You could do this exercise as a real test of Ss LANGUAGE LEARNING SA Give Ss I min to complete the words before they understanding of these two tenses. Give them 3-4 mins to compare answers. Check meaning and pronunciation in feedback. write the completed sentences on a piece of paper, with no help. In feedback. Ss swap papers and mark each others Answers: 1 reread 2 practise 3 subtitles 4 chatroom sentences with a tick or cross as you give the answers. Ss write 5 memorise the result on their partners papers. e.g. 4/6. Ss then correct their wrong answers. Recheck the answers before moving to B Ss take it in turns to ask/answer the questions. They should Ex B. note down their partners answers so that they can report back to the class in feedback. Monitor discreetly. making notes Answers: 1 Have you ever swum in the sea? 2 (Where) of Ss performance. In feedback, Ss tell the class/group about did you go on holiday last year? 3 I have (Ive) never visited their partner. Give feedback on Ss problems if necessary. Africa. 4 I didnt go out last night. 5 I have (Ive) lived in more than one country. 6 I ate in a restaurant last weekend. GIVING ADVICE B If possible, put Ss into pairs with someone they dont know 6A Ss complete the tables and then check their answers on very well. In feedback. check who guessed both answers p43. correctly. Answers: C Ss prepare the questions alone. Monitor while they do this giving advice: (I think) you should/you shouldnt . . . and prompt them to correct their mistakes. Dont check the Why dont we/you . . . ? I (dont) think thats a good idea . . . questions with the class but assess how well they use the two Fmd/Try/Go . . . tenses while they ask/answer the questions. In feedback, invite responding to advice: Thats a good idea. I suppose so. pairs to ask/answer their questions in front of the class. Tell Youre right. Im not sure thats a good idea. the class to listen and write down follow-up questions to ask, e.g. Did you go out lost night? Yes. I did. Follow-up questions: B Give Ss 3-4 mins to complete the conversation. Stronger Ss can write more. Pairs read out their conversations to the class. Where did you go? Who did you go with? Give feedback on Ss problems and do remedial work as needed. Prompt Ss to correct them where necessary. Suggested answers: A: Why dont we watch a DVD EDUCATION later? B: Thats a good t eo. A: I think we should watch one d 3A Check particularly well in question e). Give Ss 2-3 mins to without subtitles. B: OK. Lets try the new james Bond film. match the questions. Check/drill them before Ex B. C Ss rehearse their conversation and try to memorise it. Answers: 1 e) 2 c) 3 g) 4 d) 5 b) 6 a) 7 f) __ Monitor and provide help with stress and intonation. Each pair acts out the conversation: the class votes for the best one. B If possible, pair Ss with a partner they dont know very well in order to make the questions more authentic. Ss should take turns to ask a question and make a note of the answers. They can then report back their partners answers to the class in feedback. Scanned for Agus Suwanto
  • 62. -..--, • -, ��-:-- r- -: · . -"T-... 5 TRAVEL TEACH ERS NOTES 5. 1 OVERVIEW AMAZING JOURNEYS 5.1 AMAZING JOURNEYS Introduction GRAMMAR I past simple and past cont nuous i Ss learn/pranise the past simple and past continuous used to talk about interrupted past actions. They also learn vocabulary VOCABULARY I transport for transport and talk about journeys. HOW TO I describe journeys SUPPLEMENTARY MATERIALS COMMON EUROPEAN FRAMEWORK Ss can identify specific information in simpler Resource bank p 1 6 1 and 162 written mater they encounter such as letters, ials Photo bank p I SS : Ss should have dictionaries available for brochures and short newspaper articles describing these exercises. events; can tell a story or describe something in a Ex 3: Ss may need dictionaries. sirnple list of points. Ex 4: a map of the world to show the places mentioned in the texts: Chile. Bolivia, Peru, Australia, Houston. 5.2 TRAVELTIPS GRAMMAR I verb patterns Warm u p VOCABULARY I travel items To lead in to the lesson. play a word game such as hangman HOW TO I talk about travel to revise transport vocabulary. e.g. bus, bike, coach, helicopter. lorry. etc. (See the Photo bank on p I SS for more words.) COMMON EUROPEAN FRAMEWORK Write a word in blanks on the board. e.g. _____ (coach). Ss can understand and extract the essential Ss work in pairs/teams and take it in turns to guess a letter. information from short, recorded passages dealing If the letter is in the word, write it in the correct place(s) on with everyday matters which are delivered slowly the board. Also write it underneath to remind Ss its already and clearly; Ss can write simple straightf orward been used. If the letter isnt in the word. add a part of the connected texts on a range of familiar subjects body to the gallows (head, body, left arm. right arm, etc.). Ss within his field of interest, by linking a series of continue guessing letters until they either guess the word, or shorter discrete elements into a linear sequence. all the body parts are completed. Pairs/teams get a point if they guess the word before the body is completed. Play the 5.3 YOU CANT MISS I T game for S-6 mins. Invite Ss to write the words (blanks) on FUNCTION I asking for/giving directions the board themselves if appropriate. VOCABULARY I tourism VOCABULARY transport LEARN TO I show/check understanding 1 Give Ss 2-3 mins to make a list of words from the warm COMMON EUROPEAN FRAMEWORK up, and add others they know. They then check them in the Ss can understand simple directions relating to how Photo bank. Ex I , p I SS. Check answers and elicit the stressed to get from X to Y, by foot or public transport; syllables in the words. Ss copy new transport words into their can ask very simply for repetition when they dont vocabulary notebooks and underline the stress. Then give Ss understand; can indicate when they are following. 3-4 mins to discuss question 2 in Ex I , first in pairs, and then as a class. 5.4 FULL CIRCLE • IBIBIClOYD ( Ill_. speakout ... � ... . • PHOTOBANK p I SS • • • writeback ... 1 Ss can use their dictionaries to check words they dont know. COMMON EUROPEAN FRAMEWORK Ss can give a short, rehearsed, basic presentation on Answers: 1 F 2M 3 K 4L 5N 6G 7 H 8B 9E a topic pertinent to their everyday life, briefly give 10J 1 1 I 1 2 D _A_ _ 1 3 C 1 4_ _ _ reasons and explanations for opinions. plans and 2 Ss could discuss this question together with question 2 actions: can describe plans and arrangements. in Ex I above. 5.5 LOOKBACK Communicative revision activitiesfill IBIBICtVIDEO PODCAST� Do you enjoy travelling to different countriesl In this video podcast. people describe what they like and dont like about travelling and whether theyd like to live in another country. It also this video podcast at the start or end of unit 5. extends Ss vocabulary of travel and holidays. Use Scanned for Agus Suwanto
  • 63. READING speakout Tl P Read the speakout tip with Ss. Then give them 1-2 mins to Culture notes find a sentence in their text and make a note of it in three or The film Rabbit-Proof Fence (2002), based on the book four words. Elicit some examples for each text and write them Follow the Rabbit-proof Fence. stars three indigenous on the board. Australian (Aboriginal) actresses Everlyn Sampi. Tianna Sansbury and Laura Monaghan. who play Molly. Daisy and 5 While Ss discuss the questions, monitor and make notes of their ideas and language problems. Discuss the questions with Gracie. British actor Kenneth Branagh plays A.O. Neville. the class and give feedback on Ss problems. If Ss cant think of the man responsible for removing the girls from their any other real-life journeys that have been made into films, ask families. Ss to think of any films they know which are about journeys. The Motorcycle Diaries (2004) (Dioros de motocicleta i in Spanish) is about the 1 952 journey 23-year-old Che Possible answers: 2 Because they are true stories with Guevara made with his friend, Argentinean-Cuban doctor an important message to pass on/celebrate. 3 Real-life and scientist. Alberto Granada. Mexican actor, Gael Garcia journeys: Scott of the Antarctic (1948) and Touching the Void Bernal. played Guevara. Brazilian Walter Salles directed (2003): fictional journeys: journey to the Centre o( the Earth the film. Che Guevara ( 1 928-1967) was an Argentinean (1 959). Easy Rider {1969). Centro/ Station (1998). Around the Marxist revolutionary. physician. author, guerrilla leader, World in 80 do (2004). A Passage to Indio (1 984) military theorist. international statesman and major figure of the Cuban Revolution. Since his death. hes become a GRAMMAR past simple and past continuous symbolic figure within popular culture. Watch out! Apollo 1 3 ( 1995) starred Tom Hanks. Kevin Bacon and Bill Ss often tend to overuse the past continuous and say, e.g. Paxton, and was directed by Ron Howard. Last 11ight we were in a restaum111 a11d we were seeil1g a mouse. Its important to check the use of tenses careful ly using2 The questions here ask Ss to predict information about clear examples in context, and encourage self-correction atthe photos and the texts they will read in Ex 3. However, all stages of the lesson.first look at the photos and elicit brieny what Ss know aboutthe films. Dont confirm any details about the films until after 6A Ss do the exercise alone and compare answers. WhileEx 4. Check the questions and the meaning of new words in they do this. write the sentences on the board. In feedback,the word box. Give Ss 3-4 mins to discuss the questions. In elicit/check Ss answers and underline examples of the pastfeedback, elicit Ss predictions and write some of them on the simple and past continuous.board - but dont confirm if they are correct or not.3 This is a jigsaw reading. Its important to set this upcarefully to make sure Ss dont look at their partners textsbefore theyve all exchanged information about them. Check B When Ss have answered the questions. check the concepts further: draw a timeline (see below or language bank p 136)the rubric and the questions, then put Ss into groups of three. to illustrate the continuous action (wos studying) and theA, B and C. Make sure they sit facing each other. not side­ completed action (decided) (or long/short action).by-side. and dont show their books. Give them 4-5 mins tolook at their texts and make notes of the answers. Monitor decidedclosely and provide support where needed. Ss can use theirdictionaries to check new words if necessary.4 Give Ss 2 mins each to tell their group about their text � nowwhile their partners take notes. In feedback. nominate Ss from Ask Which action started first? Studying. Which was the shorteach group in turn to answer a question about their text. Then action? Decided. Did the long action continue after? Maybe- itscheck Ss predictions from Ex 2. Discuss the films in more not important. astsimpledetail, using the Culture notes if needed. Show Ss a map ofthe places in the texts if possible. Answers: 1 ast continuous 2 Answers: 1 A: Che Guevara. Alberto B: three astronauts: C Theres one example of a sentence in each text and they all begin with While. Elicit the sentences and write them on the james lovell. john Swigert and Fred Haise C: three board. Underline While and ask What other question word could Aborigine girls: Molly. 14. her sister Daisy. 8, and their cousin Gracie. 10 you use? When. Is the meaning the some? Yes. Do you use while with the post simple or continuous? Past continuous. 2 A: across latin America B: the moon C: a camp. then they escaped and went home Answers: 3 A: They crashed the motorbike Into a cow. B: There Text A: While he was travelling, Ernesto met many poor was an explosion on Apollo 13, which destroyed important people . . . equipment. C: They had no food. nowhere to sleep. and no Text B: While the world was watching on TV, they returned map. home from space . . . 4 A: Che stopped studying to be a doctor and began his lifes Text C: While they were walking, they saw the rabbit-proof work- fighting for the poor. B: They returned home from fence . . . space and landed safely in the ocean. C: After nine weeks the! got home. Scanned for Agus Suwanto
  • 64. Unit 5 Recording I I I was running when it started to snow. So I went home! I was Ill. LANGUAGEBANK 5 . 1 p 136-137 Ss can study the tables/notes in class or at home. They running. should refer to them when they do Ex A and B. In Ex A. 2 I was waiting for a bus when I met my boss. So we went for a teach Jawnmower, priest. drink. I was waiting. Answers: 3 I was watching TV when I recognised my best friend! So I called her. I was watching. A 1 was living 2 decided 3 bought 4 began 5 was 4 I was walking home when I found $5.000 in a bag. So I took it to travelling 6 helped 7 was driving 8 were fixing 9 stayed the police. I was walking. 1 0 did (the story) end 5 W were travelling by plane when a man with a gun stood up. So e B 1 He was playing tennis when he hurt his leg. we hit him. took the gun and became heroes! We were travelling. 2 Sarah didnt like the job because it was boring. 6 We were riding our bicycles when a cow walked across the road. 3 While they were travelling they met lots of other So we stopped. We were riding. tourists. 4 How did you know my name? 5 Who were 7 We were eating in a restaurant when we saw a mouse. So we told you dancing with in that nightclub when I saw you? the waiter and didnt pay. We were eating. 6 I was swimming in the sea when I saw the shark 8 I was studying in my room when I heard loud music next door. So I 7 Did I pass my exam? 8 The thief broke in while jack went to complain and they invited me to t eir party. I was studying. h was having breakfast. -..-:._.. -��-�-- ----- -- - 9 First read/check the example and the prompts with Ss. Give them time to think of five/six sentences and elicit PRACTICE another example before they work in pairs. During pairwork,7A Check the example and elicit as many So . . . sentences as write down sentences with examples of Ss mistakes withpossible. Ss work alone/in pairs. Give support where needed. the target language (the language they learnt in this lesson).B While Ss compare their answers. monitor again and prompt In feedback. nominate pairs to say their sentences/respondthem to self-correct any mistakes with the past simple/ across the class.continuous. For each question. nominate Ss to give the first Teachin tisentence, then elicit all Ss answers with So . . . . Recheck the This is a good time to do a correction slot. Write 5-6tenses using the rules in Ex 6A and B if necessary. sen tences with Ss mistakes on the board. Ss correct them alone and !hen compare answers. Check their answers and Answers: 2 I was waiting for a bus when I met my boss. do rem ed ia l leach i ng as necessary. 3 I was watching TV when I recognised my best friend! ..iij:t.a1�il�[!l 4 I was walking home when I found $5.000 in a bag. 5 We were travelling by plane when a man with a gun stood up. 6 We were riding our bicycles when a cow walked 1 OA Check the questions and example answer, e.g. I Where across the road. 7 We were eating in a restaurant when we and when did you go? Last summer I went to Greece . . . . Give Ss saw a mouse. 8 I was studying in my room when I heard 5 mins to write their answers in note form. Weaker Ss could loud music next door. work in pairs. Provide help with language Ss need.SA Ss listen to the recording. Pause after each sentence. B While Ss tell their stories in groups, make notes of problems for feedback. Check which stories Ss thought wereSs note down the consequence in the So sentence, e.g. went the funniest/most interesting and invite Ss to tell them to thehome. Ss discuss the similarities to their own answers in Ex 7A class. Do a correction slot as appropriate.in pairs, and report back to the class. Homework ideasAnswers: 1 I was running when I� started to snow. So I went home! 2 I was waiting for a bus when I met my • Ex I 0: write the story of your trip/journey. boss. So we went for a drink. 3 I was watching TV when I • Language bank 5. 1 Ex A-B. p 1 3 7 recognised my best friend! So I called her. 4 I was walking • Workbook Ex 1-7, p28-29 home when I found $5,000 in a bag. So I took it to the police. 5 We were travelling by plane when a man with a gun stood up. So we hit him, took the gun and became heroes! 6 We were riding our bicycles when a cow walked across the road. So we stopped. 7 We were eating in a restaurant when we saw a mouse. So we told the walter and didnt pay. 8 I was studying in my room when I heard loud music next door. So I went to complain and they invited me to their paB Wr was lwdzJ and were /wd/ on the board. Then play iteeach sentence. pausing to elicit/highlight the sentence stressand weak forms of was /wdzJ and were /wo/ (see verbs in italicsin the audio script). Drill the sentences chorally (as a class).then individually, to check sentence stress and weak forms. Scanned for Agus Suwanto
  • 65. - • - ....-. -,-T y • � - •5.2 TEACHERS N OTES . _. _. · .. _ _ _ _ ---- . . TRAVEL TIPS LISTENING Introduction 3A Give Ss 2 mins to decide on eight items and write them down. Ss learn and practise the use of verb patterns and vocabulary for travel items in the context of describing journeys. B Ss listen and tick the items they hear in the box in Ex 2A · They then compare their answers with their own predictions. suPPLEMENTARY MATERIALS Check how many of Ss predictions were correct. Resource bank p 163 Answers: 1 a dictionary 2 walking boots 3 digital camera, Photo bank p I SS binoculars 4 sunhat, waterproof clothes 5 suitcase, Warm up: download/bring pictures of people on different souvenirs, rucksack 6 money belt 7 notebook, pen kinds of holiday, doing different activities, e.g. sightseeing, 4A Elicit Ss answers for question I . If they cant remember eating/drinking in outdoor cafes, relaxing/swimming on the information, give them a tip. They can work out what beach, walking, camping, skiing, water sports, extreme kind of word they need, e.g. question 2: there will be a noun sports, yoga/ meditation, painting/craft-making, horse or verb + -ing after love. Give Ss 3-4 mins to complete the riding, etc. sentences. Ex 9C: download/ copy advertisements with itineraries for B Ss listen and check their answers, and then compare them. weekend breaks/holidays to use as prompts for Ss emails. Play the recording again if necessary. Nominate Ss to give their answers in feedback (see text in bold in the audio �cript). Warm up Show Ss the pictures youve brought o f different kinds of holidays/holiday activities. Ss work in pairs/groups and describe each type of holiday, and then choose two they like and dont like. In feedback, elicit and discuss the top three Unit 5 Recording 3 most/least popular types of holiday. If you havent got any I These days we alwa s expectto hear E g y n lish in tourist areas. pictures, elicit ten different kinds of holiday first and write Most people working in tourism speak it, but Ia lwayswantt t o alk them on the board. to localp p and many of them dont speak Englis h. So I try to eo le learn a few words of the language, e specially please and thank VOCABULARY travel items you, and I always take a small dictionary. 2 I love walki n when Ig on holida . . . cause I think . . . I think g o y 1 Give Ss 2-3 mins to discuss their answers. Stronger classes you see more, so I always take a really good pair of walking boots. could use the words in the box in Ex 2A. 3 I think a good digi tal camera is important when you travel. L 2A Check the rubric and the words in the box. Ss should be alwa s seem to take hundreds and hundreds ofp y �. And I also familiar with all of them. take binoculars. 4 When Im not travelling for work, I usuall choose t g to a y o o Teachin ti warmpace for my holidays, so I always take a sunhat. But when l If you have a weaker class, teach/check the words via the I go somewhere during the winter or rainy season, I always take pictures i n the Photo bank , Ex 1 p155. Give Ss 3-4 mins to (• waterproof clothes. do the exercise: they must give reasons for their answers. 5 I think its a good idea to buy a really good suitcase. nd when A In feed back, discuss Ss reasons for their choices and find you pack, leave enough space for souvenirs. On the other hand, L out what the consensus is. en o craveWn in wildp jy g �. so quite often I take a rucksack not a s uitcase . Iy u d cie o o w lking.a rucks c jsmuche f o ed tg a ak asierto Suggested answers: 1 suitcase, digital camera. sunhat, lliO· souvenirs 2 notebook, waterproof clothes, walking boots, 6 1ts best to avoid carr i gtoo much mone because you dont y n y rucksack. money belt 3 suitcase, notebook, digital camera. want to look like a rich tourist! Cause of this, I always take a map, binoculars money belt on holiday. 7 I need to write thin s down to remembe r them g so I take a B Ss should listen to the words first. Ask Wheres the stress? _ .._. : notebook and pen. and elicit Ss answers. They then listen/repeat the words and ---.., _ ,. ., .__, -.. _ ,. , ,-• -w.. • ..,. - m • • then underline the stress in each word. GRAMMAR verb patterns Answers: suitcase. notebook. Qjgital camera, souvenirs, Watch out! �terproof clothes. dictionary. walking boots, sunhat, rucksack, monex belt, binoculars, � umbrella_ _ _. _ _ lt takes time for Ss to acquire confidence with verb patterns. Its important to encourage Ss to notice them in C Give Ss 3-4 mins to discuss the questions. While Ss work all contexts: reading/listening texts, exercises and their inpairs, monitor and make notes on their pronunciation for own speaking and writing. feedback. Stronger classes could do Ex I i n the Photo bank first SA Check the examples. (The sentences are underlined and incorporate the words there into this exercise. in audio script 5.3.) Ss then yvork alone and compare their answers. In feedback, tell Ss there are no fixed rules for verb 1111.. PHOTOBANK p I SS panerns: they will learn them as part of the learning process. 1 Ss can use dictionaries to check words they dont know. Answers: 4 I always seem to take hundreds and hundreds Answers: 1 1 N 20 3 H 4K 5C 6P 7L 8I 9 B of photos. 5 I usually choose tog to a warm place. o 10 1 1 Q 1 2 0 1 3 A 1 4 G 1S R 16 M 1 7 F 18 E 6 I goj_oytravellin in wild places. g 7 If you decide toiQ walking. a rucksack is easier to carry. 8 Its best .tQ.J� oid v 2 Do this exercise now or use it as revision in the next grrylog too much monex. 9 I needtowrite th ings down. class. Scanned for Agus Suwanto
  • 66. B Ss can refer to the sentences in Ex SA when they do this SPEAKINGexercise. 8 Ss look at the photos and read the rubrics and examples.Answers: Ask. e.g.Do you like looking at beautiful buildings? Do you pucverb + -ing: enjoy. avoid your photos on Facebook? Give Ss 4-5 mins to discuss the verb + infinitive with to: want, seem, choose. dec1de, need questi.ons and encourage them to use the verbs theyve practised in the lesson. They should make notes of theirC In feedback, elicit examples of sentences with love/hate in partners answers for feedback/homework. Note downboth forms. e.g. / love to play/playing tennis. mistakes Ss make with verb patterns. Ss could then compare Answers: their answers with another pair to find out what they have verb + ing: finish. imagine. hate. love in common. and report their findings back to the class. Do a verb + infinitive with to: hope, hate. would like, love correction slot if necessary. verbs which can go in both columns: love . h ate _ _ ..� _ _ _ _ ..:.. _ __ WRITING using sequencers 9A Use a map of Southern Africa if possible: elicit/show Ss 1111. LANGUAGEBANK 5.2 p l 36-137 where Lesotho, Johannesburg and Cape Town are. Give Ss Check the table/notes with your Ss. paying special 2 mins to read the email before they discuss their answers in attention to the verbs love/hate. Ss can refer to the notes pairs. Check Ss answers and teach the expression live out o( o ruc ksack/suitcase. when they do the exercises. Weaker Ss should do Ex A and B in class. Answers: I Answers: Good things: took a boat down the river, saw lots of A 1 to visit 2 living 3 drinking 4 to play 5 to have interesting animals/plants. relaxed for a week in Cape Town, 6 swimming 7 to finish 8 reading great trip/experience B 1 Would you like EleiAg to do. . . 2 . . . people who hate Bad things: heavy rain. living out of a rucksack or e o � spending 3 If you enjoy t t vl tr ve/ling 4 if you a B Check the example First Ss then underline the other four dont mind � staying 5 and want lmowiRg to know 6 words/phrases and compare their answers. In feedback, check we promise � to help you 7 If you choose eoeiEiRg the meaning of after o while (after a period of time). and the to book 8 you can expect li>.4Ag to live --- _ use of commas after the last three sequencers. Ask Which words cant change places? First/Finally. Practise further: ask What did you do this morning/yesterday/lost Saturday? PRACTICE6 Check the example. Ask Is there a diff rence between hope e Answers: Then. After a while, After that. Finallyand expect? Ss discuss the question in pairs. Answer: hope C First elicit brief details of Ss recent holidays. If theymeans you want something to happen: cxpea means you think havent travelled recently. provide them with advertisementsit is going to happen. T Ss to think about differences in the ell with itineraries of holidays from the newspapers/internet asmeaning of the verbs when they do the exercise. They work prompts for the email. They could also use their ideas fromalone and then compare answers. Weaker Ss can refer to the Ex I 0 p49. Give Ss 6-10 mins to write a draft of their emails,table of verbs on p 136. In feedback. check Ss answers and using the sequencers from Ex 9A. T build Ss accuracy and oany differences of meaning between the correct verbs. Then confidence with their writing. encourage them to show eachelicit sentences using the verbs that dont fit. e.g. I I enjoy flying other their drafts, and exchange ideas/advice. They then writelong distances on a plane. a corrected final draft. Answers: 2 imagine 3 needs 4 hke 5 want 6 enjoy 0 Ss exchange emails with as many classmates as possible. 7 expect 8 avoid Alternatively, display them around the room on walls/tables so Ss can walk round and read them. In feedback. check which7A Elicit some examples for question I . While Ss write. were the most interesting and why.monitor and prompt them to self-correct their mistakes. Theycan compare their answers. but try to check all Ss sentences Homework ideasbefore they do Ex B. Also note if Ss have remembered that • Ex 9C: write another email about last weekend orhate and love can be followed by both forms. another trip. Send it to a classmate or your teacher orB Ss should work with a different partner for this exercise. put it on the class blog.They compare notes to decide what they have or dont • Language bank 5.2 Ex A-B. p 1 3 7have in common and prepare to report back to the class in • Workbook Ex 1-5. p30-3 1feedback. Scanned for Agus Suwanto
  • 67. YOU CANT M ISS IT FUNCTION asking for/giving directionsIntroduction 3A Check the rubric and play the recording. Ss listen and then discuss the answer. Play the recording again if necessary.Ss learn and practise making phone calls in both informal and Check Ss answers.formal situations. They also learn how to manage problemsthey might experience during phone calls. Answers: From a point in the centre of Foz do lguac;u, itSUPPLEMENTARY MATERIALS only takes haff an hour to get to Paraguay and Argent and see the falls, too. ina Resource bank p 164 Warm up: download/bring a map of Brazil, Argentina, Unit 5 Recording 4 Paraguay to show where the lgua<;u Falls are. Theres one point in the centre of Foz do lguac;u city where you can get to Paraguay and Argentina easily. From this point, it only takes half an hour to get to both countries. Its great because you can visit Culture notes three countries in one hour. And of course you can see the falls! The lgua<;u Falls are located on the border of Brazil and Argentina. There are 275 waterfalls and some of them are B Give Ss time to study the map: the names of the streets. 82 metres high. The Devils Throat is the most impressive: highways and rivers. Tell Ss to start where the man on the water falls over a U-shaped cliff, 150 metres wide and map is. After listening, Ss compare their answers. Play the 700 metres long. The Falls were nominated as one of the recording again if necessary. In feedback, play it again, pausing worlds New7Wonders of Nature. Foz do lgua<;u is a after each answer to elicit it (see answers in bold in the audio Brazilian town near the Falls. script).Warm up Answers: 1 Paraguay 2 Argentina 3 The lguac;u Falls onUse the photos to lead in to the lesson. Ss cover the texts and the Brazilian sidelook at the photos. Ask Do you know this place? Dont elicit or C After Ss have listened to/read the audio script, elicit one ortell them more than the name: the lguar;u Falls. Then ask the two examples. Then give them 5 mins to underline the phrasesquestions below, and give the alternative answers. Ss discuss and compare answers. Check Ss answers (underlined in theeach answer in pairs and write it down (the correct answers audio script). Illustrate the meaning using the map.are underlined). I The lguar;u Falls are on the border of whichcountries? Brazi Peru, Ar entina? 2 How many f l , g - alls are there Suggested answers: go left, go along (the main road).275 or I 57? 3 Whats the highest fall - 64 or 82 metres? 4 Are past the turning. tum right. keep going until you reach (thethey bigger or smaller than the Niagara Falls? Bigger. Check Ss highway). go left. (the bridge) is at the end (of the highway).answers and elicit anything else Ss know about the falls. Show cross the bridge. (you wait) at the corner. (it) takes youthem a map of the area if possible. down (Avenue das Cataratas), {the bus) goes straight on for (about 25 mins). cross the bridge, tum right and just go VOCABULARY tourism straight on down (Highway 469), (the falls are) in front of1 Check/teach and drill new words in the box. Ss look at you, you cant miss themthe photos and discuss the question in pairs. In feedback,nominate Ss to answer. Unit 5 Recording 5 I To get to Paraguay. you have to g left. You g alon the main o o g road p the turnin for the inte rnational hospital. Then you m Answers: natural wonder, tourists, tour guide, sightseeing, , ast g boat trip ri ht and you re on the main street called Avenue Kubitschek. This g goes through the centre of the town. From there you just � READING g guntily reach the highway. Highway 277. � and the oin ou2A Give Ss I min to make predictions. They should cover bridge is at the end of the highway. You cross the brid e and you gthe text. Check/elicit their predictions and write them in note are in Paraguay.form on the board. 2 To get to Argentina, you wait at the corner for the bus. It takes y down Avenue das Cataratas and right into Avenida Mercosul. ouB Ss read the text and check their predictions against the The bus g oes strai hto for about 25 mins. Cross the brid e and g n ginformation in the text. In feedback. ask Were your predictions youre in Argentina.correct? Why/Why not? 3 T see the lguac;u Falls on the Brazilian side, you turn ri ht and o g j g straight on down Highway 469 and the falls are in front of ust o Answers: The man is a tour guide. He lives in Brazil, �· Y u cant miss them - theyre the biggest in the world! o takes tourists to the lguac;u Falls on both the Brazilian and tlt II iii I I - I IIi F MIIII Illfl...llll...lill! I .. r..ll .II WW llfl ... l , , Pi I , iii irlllll _,II W ,..... ,_ lll ....niii... . . iiiMI ..... lliii.MI.._IIIl . I lltt Argentinian sides, and then takes them sho ing in Paraguay. 4 Give Ss time to study the diagrams carefully and check theC Give Ss 3-4 mins to discuss their answers. They make a example. Then they label the pictures and compare answers.list of three/four reasons why theyd like the job or not, and Check/drill them in feedback. Alternatively, Ss check them inreport back to the class in feedback. After theyve done this, the Language bank 5.3, p 136.do a show of hands to find out how many Ss would like to do Answers: A go left B go past the turning C go along thethis job. main road D take the first right E keep going until you reach (the border) F at the corner G go through the (centre of town H cross the bridge I go straight on J in front of you Scanned for Agus Suwanto
  • 68. SA Check the rubric. Play the recording twice if necessary i Answers:before you check Ss answers (underlined in the audio script askng for information: Excuse me. can you help me? Is thisbelow). the right way? Can you show me on the map? Is it far? Annwers: 1 F 2 T 3 T explaining directions: keep going. youll see, You cant m1ss 1t.B Ss complete the notes alone/in pairs. After theyve checked showing understanding: OK. So I need to . . .their answers. do feedback (see answers in bold in the audioscript) B S s refer to the phrases in bold i n the extracts above to find the answers to this exercise. Answers: 1 ten. music 2 left, fifteen, sign 3 left. restaurant, left Answers: 1 Is this the right way? 2 Keep going. 3 You cant miss it.Unit 5 Recording 6 C Ss now practise the pronunciation of language theyveConve rsati on I learnt in the lesson.A: Excuse me. Were trying to get to the carnival. Is this the right Teachin tibus stop? Support the Ss while they listen and repeat: beat theB: Yes. but y d nt need the bsItsyeryclose. ou o u . sentence stress and h igh l ight the intonntion with your hands /arms ns if you were con d uctin g nn orchestra. SsA: Oh! Can we walk?B: Yes. it takes about ten minutes from here. Just go straight on. should repent the phrases chorn l ly and then individually.Youll hear the music! Encourage them to correct themselves, and each other,A: OK. Thank you very much. when they do this.Conversation 2C: Excuse me. can you help me? Im looking for the Plaza Hotel. Is Unit 5 Recording 8this the right way? Can we walk?D: Um . . . Plaza Hotel. Plaza Hotel. Yes. keep going. past the cinema It takes about len mins.and take the frrst left. Excuse me. can you help me?C: OK. Is this lhe right way?end of the road. And youll see the sign for the hotel. You cantD: Then keep going for 3bout fifteen minutes until you reach the Keep going.miss it. OK.C: o so e n OK. Canyu h w m o themaRl Youll see ...A: Sure. You cant miss it.Conversation 3 Can you show me on the map? ,E: Excuse me. we want to get to The Grand Motel . Is it far? Is il far?F: Um . . . sorry. Ive no idea. Jim do you know? So I need to .. .G: What? 7 Monitor while Ss practise to check/help them with their E: The Grand Motel? pronunciation. Stronger Ss could try to memorise/rehearse .G: The Grand Motel? Yeah. it s just over there. Just go to the end one of the convers<nions and act it out to the class.of this street. Go left and go past the . . . um . . . theres a restaurantGo 11 the re . ast murant 01nd its on the left. SPEAKINGE: On the left. So I need to go to the end of the street. turn left gopast the restaurant and its on the left. 8 Prepare Ss for the role-plays in two stages. First divide the class into As and Bs. Student As read the situations on p 1 6 I . .G: Yeah. thats it. and Student Bs on p 163. Check if they have any doubts aboutE: Thanks a lot language in the tasks. Put Student As into pairs. and Student Bs into pairs. Give them 3-4 mins to study their maps and 11J1t. LANGUAGEBANK 5.3 p 1 36-137 prepare the questions they need to ask to get directions. Monitor and provide support where needed. especially with Ss can refer to the information in the diagrams/tables when the pronunciation of the names. Tell Ss that the town hall and they do the exercise. florists are on both maps. Then put Ss into A/B pairs, facing Annwers: each other. They take turns to ask for directions and write A 1 h) 2 e) 3 d) 4 g) 5 a) 6 j) 7 i} 8 b) 9 c) 1 0 f) the places on their maps. Monitor discreetly. making notes !!E mer B 1 along 2 reach 3 go 4 in 5 cross 6 take 7 through for feedback. In feedback. invite Ss to ask for/give directions o in open pairs across the class. Give feedback and do remedial work as necessary.l!t.13�i(•J show/check understanding Homework ideas • Ex 8: write a dialogue asking for/giving directions based6A Ss listen to the extracts and then do the activity alone/in on your map on p 1 6 1 or 1 63.pairs. Nominate Ss to give the answers. • Langu01ge bank 5.3 Ex A-B. p 133 • Workbook Ex 1-4, p32 Scanned for Agus Suwanto
  • 69. - - -5.4 , TEACHERS NOTES - __:: - . .,. .. - . . . FULL CIRCLE I DVDVIEW 2A Ss extend their discussion of the question in the warm Introduction up. Elicit an example answer and then give them 2-3 mins to Ss watch an extract from the BBC documentary Full Circle discuss their predictions about the topics in pairs. I n feedback, p resented by Michael Palin of Mo nty Python fame. The series elicit Ss p redictio ns and write them in note form on the board was made in 1 995 and broadcast in 1 997. Ss then learn and under each topic: f ood, comfort, etc. practise how to apply for an award and write an application. B Ss read the statements and then watch the DVD. After SUPPLEMENTARY MATERIALS comparing answers. they watch it again if necessary. In feedback, check their answers and the predi ctions on the Warm up: download/bring a map of South America, and board. Ask How many did you predict correctly? pi�tures of famous places there if possible, e.g. Rio de janeiro, the Sugar Loaf, Machu Picchu, Lake Titicaca, Perito Alternative approach Moreno glacier, Angel Falls. Put Ss into pairs: one student facing the screen. and the Ex 3A: Ss need dictionaries for this exercise. other facing away from it. Play the DVD. Both Ss answer Ex SB: bring photos of Easter Island and its statues to the questions and compare their answers. Ss then swap illustrate the task. places. They watch the DVD again and compare their answers. Check them in feedback. Ex 6A: Ss can use computer facilities to research places. o r bring pictures of suitable places for an inspiring journey, Answers: ./ the air is thin and its difficult to breathe, the e.g. Machu Picchu, Angkor Wat, Petra. train stops a lot because of animals/cars on the track. the train i s very slow Warm up Lead in andcreate interest in the lesson. Show Ss a map of 3A Give Ss 3-4 mins to check the words/phrases they dont South America and elicit the countries/ capital cities. Ask What know in their dictionaries. They work alone/in pairs. Check do you know about tllese countries? Have you visited any of their answers in feedback and drill the new language. them? What famous places con you visit there? If youve brought B Ss watch the DVD and number the sentences. Play it again pictures, use them as prompts. Ss discuss their answers in to check/elicit Ss answers (in bold in the DVD script). Then pairs/groups. In multilingual classes, pair Ss with others who ask Why was it the journey of o lifetime/the journey of everyones come from/know South America. Elicit/ discuss answers with dreams? Give them 2-3 mi ns to discuss their answers in pairs the class. or with the class. DVD PREVIEW Answers: 2 c) 3 d) 4 b) 5 e) 6 f) 7 g) Culture notes Michael Palin. English comedian and actor. is well Optional extra activity known as one of the Monty Python group. Since 1980. Exploit the DVD for extra comprehension and attention hes also become famous as a presenter of BBC travel to interesting detail. Pause itat suitable points and ask documentaries, which are said to be responsible for the questions. e.g. Why is Michael Palin embarrassed? How many Palin eff ect: places hes visited have often become popular suitcases does he have? What was the rail bus built for? Where tourist attractions, e.g. Machu Picchu in Peru. did they cook the food? Why is the air thin? How does the woman f eel? Why did the train have to stop twice? Arica, the most northern city in Chi le, is situated on the Pacific coast, 20 km from Peru and 3 1 9 km from La Paz, 4 Ss discuss the questions in pairs/groups and make a note Bolivia. of their partners answers. In feedback, find out how many Ss La Paz is located in the Andes at an altitude of 3.660 would like to make this journey, and why. metres, the worlds highest capital city. A small train takes passengers between the two cities. DVD 5 Full Circle MP=Michael Palin W=Woman 1 Ss look at the photos. Ask Do you know tllis man/the Andes? MP: T wice a week, a railway service leaves Arica for the Bolivian Elicit Ss answers but dont confirm details yet. Give Ss 2-3 capital. La Paz. mins to read the information and answer the questions. Elicit This is going to take forever. Do you want a hand? Can I help? Its answers and give more information about Palin from the just . . . its only two of you to do all this. Its going to take two Culture notes if appropriate. Then ask further comprehension hours. OK. ions, e.g. How f did Michael Palin quest ar travel? How long did it Ive rarely felt quite as embarrassed at travelling with forty-five take? Whar did he learn? Where does he travel in this episode? cases. Some passengers are local, some have come from countries Elicit/discuss Ss answers with the class. far away. None have come quite as far as the train itself. Were to cross the Andes on a rail bus built for the branch lines of Munich Answers: 1 Michael Palin is an actor and travel writer. thirty years ago. From the worlds tiniest galley. two of our three­ 2 The seventeen countries on the Pacific coast. 3 By train. man Bolivian crew produce the first of several hot dinners. Three and a half hours after leaving the Pacific, were at I 0,000 feet and still climbing. Where air is thin and simple things suddenly become difficult. MP: How are you feeling? W: Terrible! Terrible! MP: Is it the altitude? Scanned for Agus Suwanto .Jt�-
  • 70. W: Its the air, it gives you the headache . . . nausea . . . and er . . . its 6A Brainstorm places Ss would like to visit if they won thehard to breathe. You start to wheeze. award and write them on the board. If computer facilities areMP: Six and a half hours and a few llamas after leaving Arica. weve available, Ss could research things to see/d o there. Otherwise,reached the Bolivian border. Were entering the poorest country in prompt ideas/support weaker Ss with pictures of suitableSouth America. Is it the journey of a lifetime? places for an inspiring journey Give Ss the necessary amount .W: Its the journey of everyones dreams. of time to prepare and make notes. Provide help whereMP: A few hours later, the lights of La Paz twinkle below us. needed. Remind them to use the key phrases or recording inAs you can see. weve got a right of way problem here. This is the thei r notes.railway line and this is the road. And er . . . our conductor is tryingto get people to clear out of the way. Thats it Theyve cleared . B Ss present their ideas to the class. The other Ss listen andthem out so we can go on. Geuing to La Paz is not easy. note down ideas that are original/ inspiring. At the same time,To our enormous relief the lights are still on at La Paz station, when make your own notes with examples of good language andour heroic vehicle finally pulls in. Weve crossed the Andes at 16.4 problems. In feedback, discuss Ss p resentations The class .mi les an hou r. votes for the winner of the award. Give feedback.to Ss now, or at the beginning of the next lesson.speakout an award writeback an applicationSA Ss read the text and answer the questions. In feedback,check original, inspiring. 7A Ss read and answer the questions. In feedback. ask Ss to justify their answers with, e.g. examples of details. goals/ Answers: 1 €5,000 for the best idea for an original and objectives. inspiring journey anywher:e io the world ;2 receive training . i n film maki ng and record tfleir experiences for a future Answers: 1 c) 2 a) 3 b) programme B Ss work alone/with the same partner as in Ex 6. They write a draft of their application, using the model in Ex 7A and their Culture notes ideas from Ex 6. Encourage a collaborative approach to the Easter Island, a Chilean territory, is in the South Pacific process of writing to build Ss confidence. They can show their Ocean. Its a World Heritage Site due to the hu ndreds drafts to each other/you and ask for and give opinions and of monumental statues. called moai, built by the native advice. Ss write a final draft of the ap plication when t hey re Rapanui po pulation between 400-I ?OOAD. The population ready and send it to you or other Ss for a rep ly or put it on . of the island is around 4,000 nowadays . the class blog. :Homeworkideas IB Ss should make notes of their answers and compare them.Play the recording again if needed. In feedback, elicit Ss Ex 4: write your answers to the questions.answers. Find out what they know about Easter Island and Ex 7B: write a final draft of the application form.show them pictures of it if possi ble. , Answers: 1 Easter Island 2 She wants to experience the local cultur:e, their music, food, way of life; find out about their traditions and what they think about tfleir history.C Ss read the key phrases and tick the ones they hear. Aftertheyve compared their answers, play the recording again.Pause at each key phrase (in bo ld in the audio script) toelicit/check the answers. Drill the sentences a nd ask furthercomprehension questions, e.g. Whats Easter Island like? Howare they getting there? Answers: ./ We would like to go to (Easter Island). The trip is going to take (three months). We want to experience the local culture . . . Our plan is to s peak to the local people . . . We hope to find out about their traditions . . . This is the journey of our dreams.Unit 5 Recording 9OK. well. we would like to go to Easter Island. It is very isolated.very far from other places, and the nearest country is Chile, overtwo thousand miles away. We are going to travel there by planeand stay with different families and the trip is going to take threemonths. We want to experience the local culture. the i r music.food and way of life. So our plan is to speak to the local peopleabout these things and to film them. We hope to find out abouttheir traditions and to see what they think of their history. Well.finally. my husband and I always wanted to go to Easter Island. Iread about it when I was a c hild and I saw pictures of these amazingstone heads on the island. So for us this is the journey of ourdreams. fl Scanned for Agus Suwanto
  • 71. - -5.5 i TEACHERS NOTES . . . . -- .1.. - • � .. LOOKBACK TRAVEL ITEMS Introduction 4A Check the example. Ss can do the exercise alone or make it into a team game. The first pair team to finish with the As well as revising and practising the language in the unit, correct spelling and pronunciation of the words wins. use the Lookback exercises to provide you with an informal assessment of your Ss speaking skills. Fluency practice is Answers: 2 rucksack 3 waterproof clothes 4 walking usually given in Ex B or C in each section. When assessing boots 5 sun hat 6 souvenirs 7 binoculars 8 notebook speaking skills, take these four areas into account: accuracy of 9 digital camera 1 0 money belt grammar range of vocabulary, fluency and pronunciation. , B Check the example and elicit one or two more ideas. Give SUPPLEMENTARY MATERIALS Ss 3 mins to make as many different sentences as possible. Stop the activity after 3 mins and invite Ss from each pair to Ex 6C: download/copy simple maps of your town/area give one answer each. The pair with the most sentences wins. for your Ss. especially with multilingual classes. VERB PATTERNS TRANSPORT SA First do question I as an example. Give Ss 2-3 mins to 1 A First elicit one or two examples. e.g. minibus: This type write the answers and compare them before feedback. o( transport is bigger than a car. It has ( wheels and usually our Answers: 1 to go 2 to visit 3 to have 4 to travel carries I 0-/5 people. Ss write their sentences alone and check 5 travelling 6 flying 7 going 8 to have their answers in pairs. Monitor and assess Ss understanding of transport vocabulary, and the accuracy of their sentences. B Elicit Ss answers to question I , e.g. I a/ways/never/hardly Provide extra support for weaker Ss. and allow them to check ever/often choose to go somewhere on holiday because a fr end i vocabulary in the Photo bank on p I SS if necessary. F st a recommends it. I prefer to choose it myself. II never know where finishers should write more sentences. Its important that Ss to go. Give Ss 2 mins to decide which sentences are true for sentences are as accurate as possible for Ex B. them, and why/why not Monitor and help Ss with vocabulary if necessary. Ss then exchange information in pairs/groups. B Check the example and pair Ss with different partners from those in Ex A above. Monitor and make notes of errors with Monitor and assess the accuracy/fluency of their language. the meaning and pronunciation of transport vocabulary. In Do remedial work in feedback and/ or use the information for assessment. feedback, nominate different pairs to read their sentences/ respond across the class. Do corrections and remedial teaching if necessary. ASKING FOR/GIVING DIRECTIONS 6A Ss read the conversations. Elicit a mistake as an example PAST SIMPLE AND PAST CONTINUOUS before Ss work alone. Check Ss answers and drill the 2A Check the example and use of the two tenses. Also conversations. check new words from the unit. e.g. oxygen, equipment. Give Answers: Ss 2-3 mins to write full sentences. Monitor and note down 1 A: Is this the right way! B: Its iA on the right. problems they have with the two tenses for feedback. Check 2 A: Is it far! B: You cant miss it. Ss answers and ask Why is the verb in the past simple/past 3 B: Keep going leAg along the main road. Then youll see a continuous? sign and its in front te ofyou. Answerr. 2 ran away. was raining 3 were travelling, met B Monitor while Ss practise the conversations to assess and 4 was losing oxygen, fixed 5 was working. decided 6 were help them with their pronunciation. Invite pairs to read them fl in , stopped ------- to the class and do any remedial pronunciation work needed 8 Give Ss 2-3 mins to answer the question. and try to with sentence stress and intonation. remember as much detail as possible about the films. Check C If you havent brought maps of your town/area in relation their answers or allow them to check in their books on p48, to the school or Ss houses, they could draw simple ones . p l 6 1 and p l 63. to make the task clearer and provide authenticity. N.B. You can adapt the places mentioned i n the instructions to your Answers: 1 and 2 Rabbit-Proof Fence; 3 and 5 The Ss knowledge of the area around the school. Give Ss time Motorgde Diaries; 4 and 6 Apollo 13 to prepare for the role-play and monitor/support them as 3 Give Ss I min to note down what they were doing at the needed. During the activity (depending on your aim: revision specific times yesterday. Drill the questions. e.g. Where were or assessment). monitor and make notes on errors with the you yesterday at 6 oclock in the morning? What were you doing? target language. or assess Ss speaking skills. Highlight/remind Ss of the weak form (unstressed) of were. They then work in pairs and take it in turns to ask/answer the questions, noting down their partners answers. Monitor and make notes for feedback or assessment purposes. In feedback, Ss tell the class about their partner. Scanned for Agus Suwanto
  • 72. 6 FITN ESS TEACHERS N OTES 6. 1 OVERVIEW A LONG LIFE?6.1 A LONG LIFE? Introduction Ss learn/practise the present perfect + (or/since in the context GRAMMAR I present perfect + (orlsmce of healthy lives. They learn health vocabulary and read/talk VOCABULARY I health about other peoples and their own health. HOW TO I talk about your health COMMON EUROPEAN FRAMEWORK Ss can identify specific mformat1on in simple written Resource bank p 166 materials such as letters, brochures. and short Ex 2B: Ss may need dictionaries. newspaper articles: can ask and answer questions about what they do at work and in free time. Warm up Introduce the topic of the lesson. Ask Ss to write three thi ngs6� THE FUTURE OF FOOD that make them feel stressed and three things that hel p them feel relaxed. Elicit one or two exnmple s for each category. e.g. GRAMMAR I may. might, will traffic jams/classical music. Ss write their lists and compare VOCABULARY I food them to see what they have in common. Then ask Could you HOW TO I make predictions avoid things !hat make you (eel stressed? Why/Why not? Ss discuss their answers in pairs. and then as a class. COMMON EUROPEAN FRAMEWORK Ss can use an idea of the overall meaning of short texts on everyday topics of a concrete nature to VOCABULARY health derive the probable meanmg of unknown words 1A Check unfamiliar words. e.g. fizzy, caffeine, and elicit examples of good/bad things. Then give Ss I min to do the from the context: can write about everyday aspects of his/her environment, e.g. people. places, a job, exercise alone. or study experience in linked sentences. Suggested answers: good: walking. lots of sleep, fresh fruit and vegetables.6.3 HOW ARE YOU FEELING? vitamins, exercise, oily fish bad: JUnk food, fizzy drinks. working with computers, stress/ FUNCTION I seeing the doctor worrying. city life. alcohol, missing breakfast. smoking. VOCABULARY I illness caffeine. frozen food. fatty foods LEARN TO I pred1ct mformat1on B Give Ss 4-5 mins to compare answers. They should think COMMON EUROPEAN FRAMEWORK of at least three words/phrases that are good, and three that Ss can express how they feel in s1mple terms, and are bad. In feedback, elicit the good/bad things. Then invite express thanks; can provide some basic concrete Ss to write other words/ phrases on the board. C r e o r ct/drill information required in an interview/consultation pronunciation p roblems as they arise. (e.g. describe symptoms to a doctor) but does so C Check/ drill the questions and elicit some sample answers. with limited precision; can recall and rehearse an Give Ss I min to think about their answers before they work in appropriate set of phrases from their repertoires. pairs. In feedback, nominate Ss to ask/answer the questions in open pairs across the class. Give feedback/correct as needed. Q}lBIBIC�DVD •peakout IM· :.,..6.4 A GAME OF SQUASH • READING 2A wrlteback .u.,. • ..:.. • Ss cover the texts. Look at the photos and elicit an example, e.g. in !he first photo, !he people are eating a meal o( COMMON EUROPEAN FRAMEWORK salads/f outside in !he sunshine with their family. Give Ss 2-3 ruit Ss can ask and answer questions and exchange ideas mins to discuss the other photos and answe r the questions. and information on familiar topics In predictable Elicit Ss answers and write them in note form on the board. everyday situations: can write very short. basic This will give Ss a reason to read the text in Ex B. descriptions of events. past activities and personal expenences. Teachin ti In rcnl-life, we never read anything without a reason or purpose: it helps us to focus on looking for specific6.5 LOOKBACK details/i formation. n Its also im portnnt to do this in the Commumcatlve reV1sJOn aCtivities classroom.riil IBlBJCIVIDEO PODCAST� What do you do to keep fltl This video podcast extends discussion of keeping fit and extends Ss vocabulary of health and fitness. This video podcast would work best at the end of lesson 6.1 . or at the start or end of unit 6. Scanned for Agus Suwanto
  • 73. . .� -.. - �6. 1 TEACHERS NOTES ----=-- • •.#.... • -- . . ..... _. ..._ .�. _ • • �. • B Give S s 3-4 mins to read and underline things that help 3A Ss answer the questions alone and compare answers. people to live longer. They compare answers and check them Elicit Ss answers in feedback. with the notes on the board. How many things in the text did Ss talk about In ? feedback, elicit/check the things mentioned in Answers: 1 in 1 970 2 yes 3 for 37 years the text/on the board. Teach/check new words and phrases, B Elicit and check Ss answers further. Draw a timeline as e.g. surgeon, per(orm surgery. Alternatively, put Ss into groups below using a true example about your Ss, e.g. Youve been in of four. They each look at one text each and check 3-4 this doss since September/for 6 months. Point to and exploit words/phrases in their dictionaries. They then teach the the timeline while you ask these questions: Are you in this class words to the others. NOW? Yes. When did you start? In September. How long have you been in this class? For 6 months/Since September. Which Answers: working hard. being active, being a vegetarian, word is used with a period of time? For. Which is used with a having a large family, having a healthy diet (fruit. soya, point in time? Since. vegetables). not eating too much (eating until you are only 80% full - hara hachibu). doing exercise. being religious, March laughing every day C Check the example. Give Ss 4-5 mins to find the answers. � SINCE September NOW Alternatively, Ss work in groups of four. Each student finds the significance of the numbers in one text: the group then Elicit other phrases that Ss could use, e.g. since lase year, for two exchange information. weeks. Answers: Answers: 1 in the past and continue until now 2 for. since 37: Dr Ellsworth Wareham has been a heart surgeon for 37 years C Check the examples. Ss copy the table into their notebooks, complete it and compare their answers. In 20%: people in Okinawa eat 20% less than people in the feedback, draw the table on the board and invite Ss to write West answers in the correct column. They can then write 3-4 80%: people in Okinawa eat until they are 80% full sentences about themselves (alone/in pairs) using since/for 1 02: Marge Jetton is 1 02 years old and the phrases in the table. Check/ correct their answers. 6: she rides 6 miles on a bicycle before breakfast S-1 0: research has shown that people who are religious live Answers: for 5-1 0 years longer for: a long time, two weeks/months/years, an hour or two 7: some people say that laughing every day makes you live 7 since: July, Saturday, I left university, 2p.m., last night. years longer I was a child/teenage r- - - - - 1 997: Dr Madan Kataria started Laughter Yoga in 1997 900: 900 people went to the Laughter Conference in Bangalore Ill._ LANGUAGEBANK 6. 1 p l 38-139 3 : the people at the laughter conference laughed for 3 days Ss can refer to the notes when they do the exercises. 3-4: the number of times Dr Wareham performs surgery a Weaker classes should do Ex A and B in class. In Ex A, week check retired in question 3. D Elicit some answers to question I . Ss then work in pairs. Answers: Monitor to support Ss and provide language they need and A 1 havent done, since 2 havent been, since 3 was. for write new words on the board. Ss can then compare their 4 havent seen, for 5 left, for 6 didnt see. havent seen. answers with another pair before having a class discussion. How many Ss answered Yes to question I? since 7 since 8 hasnt driven. since B 1 since. came 2 bought, have lived, for 3 have known. j , Optional extra activity for, met 4 moved, have been, for 5 havent been. since Revise words from the texts that go together 6 hasnt seen, since 7 since. started 8 has had. for - (collocations/fixed phrases). Read out the texts. stopping at appropriate points: Ss must give you the next word/ words. e.g. Hes a specalst in heart _ . I . . . i i he still PRACTICE perf s orm __ (Ss should say surgery in both cases). Other 4A Elicit answers for question I that are true for your Ss. examples In text I are working hard, being active, cut the They then do the exercise alone. Monitor and prompt them to grass, help with the housework, peace of mind. You can use self-correct (correct their own mistakes). this activity with any text to revise collocations and fixed/ B Ss compare their answers: they should check both the form semi-fixed phrases. of the present perfect. and the use of since/f . Again, monitor or and prompt Ss to self-correct/correct each other. In feedback, GRAMMAR present perfect + for/since elicit some answers and recheck the use of since/for. Watch out! Suggested answers: 1 Ive studied English for 2 years/ Ss may make mistakes with the usc offor/since e.g. , since 2008. 2 Ive had this phone for 8 months/since Ive lived here since two yenrs. Check the difference i n January. 3 Ive known this teacher for 1 year/since last use carefully. Provide plenty o f controlled practice and September. 4 Ive lived in this town/city for 20 years/since opportunities for self-/peer correction at all stages of the I was a child. 5 Ive wanted to buy a new jacket for a few lesson. months/since last winter. Scanned for Agus Suwanto
  • 74. SA Tell Ss there arc eleven questions. Play the first two SPEAKINGand check the example answers: then elicit other possibleanswers. Play the remaining questions. Ss listen and write their 7A Check the topics/pictures first. Then check the example questions and eliCit alternative ideas. e.g. Do you live in a flatanswers. With weaker classes, play the recording first for Ss tofamiliarise themselves with the questions. Ss may need to hear or a house? Do you do yoga/extreme sports? Do you study inthe questions again after theyve written their answers. the evenings/work in a large company? Ss then write their own questions. Monitor and prompt them to self-correct and writeB Ask the first question and elicit Ss answers. They then accurate questions to use in Ex B.work in pairs. If Ss cant remember the questions, theyjust compare their answers. In feedback. elicit/give Ss the Suggested answers:questions and nominate Ss to answer. Correct/drill sentences possessions:as needed. Do you have a watch? How long have you had it?Unit 6 Recording I hobbies/sport:I Do you live in a town or by the sea? Do you do Tal Chi?2 How long have you lived there? How long have you done it?3 How long have you lived In the house you live in now? work/study/school: Do you go to university?4 What is the name of your best friend? How long have you been there?5 How long have you known him/her?6 Do you work or study? B First check/ drill the example conversation. Ss then ask/7 How long have you worked or studied where you are now? answer their questions. Monitor and encourage them to find8 What hobby do you enjoy? out as much information as possible and note it down. At the9 How long have you done it for? same time. make notes of problems Ss have with the presentI 0 Do you have a bicycle or a car? perfect and since/for.I I How long have you had it? C Give Ss time to prepare the information about their group. . . . then nominate Ss to tell the class. Give feedback on Ss6 Play the first question as an example. Write it on the performance as necessary.board. elicit/underline the stressed words and drill it withthe class. Ss then listen and write the other questions. They Homework ideascompare them and then listen again to underline the stressed • Ex 7: write about your group using your notes.words. In feedback. elicit the questions and drill them chorally • language bank 6. I Ex A-B. p I 39and individually. Beat the stress and highlight the intonation • Workbook Ex 1-6. p33-34with your hands/arms. Answers: 1 How lQng have you � there? 2 How lon g have you � him? 3 How J.Qog have you had it? 4 How 12.og have you s.t�.d? 5 How lQng have you � there?Unit 6 Recording 2 I How long have you lived there?2 How long have you known him?3 How long have you had it?4 How long have you studied?5 How long have you worked there? ..... •II If •1 "- 1 II IIi. � . � 1o. loo• .. It � .. ...... :ill .... ._._ j.., �--..-,._ ..,-.,. ... ... .. Scanned for Agus Suwanto
  • 75. - �� -... - ...� - ..- �, --� ·-�·t • ..·- : -� .6.2 TEACHERS N OTES : .._ � ·. .. ·. · ·. ·. _:. .!.!.. !. ... ...... -"""�-- �to � - .. _....!.�...._ • ...:..--.;2-� � , _.,_ , I, ·� "-"-- I . .. _ _ . _� -- .: .L � . .... • speakout TlP THE FUTURE O F FOOD Encourage Ss to use this speakout tip with Ex 2C and any time Introduction they come across words they dont know. Ss learn and practise the use of may, might, will to talk about ---�--- future possibilities/predictions in the context of listening to Answersc 1 vitamins 2 day 3 space 4 popular 5 different and talking about food. 6 common _________ __ · - _. - - SUPPLEMENTARY MATERIALS Unit 6 Recording 3 Resource bank p 167 I=InterviewerW=Woman 1: Can you tell us a little about superfoods? Photo bank p 1 5 6 W: Well, superfoods include tomatoes. broccoli and spinach. Ex 6A: bring/download a map o f Sri Lanka and pictures of 1: Mmm. its foo d (curries. fish, rice). W: These have lots of vitamins and the are r all g . y e y ood for ou. y 1: Right. Warm up W: Anyway. they may improve our health. but I dont think Lead i n to the topic. S s think of items of food/drink in as superfoods will be the answer to our eating proble.ms in the many different colours as possible, e.g. yellow: pepper, banana; future. green: apple, peas; white: milk. Give them 3 mins to make a list 1: Can you tell us why not? in pairs. Elicit/write the colours Ss thought of on the board. W: Well, the most important thin is to eat healt yfood ev ry a g h e dy. Then elicit the names of food/drink to write next to the 1: Right. correct colour. Alternatively, Ss take turns to write the words W: And this is more important than the idea of superfoods. Eating on the board. Elicit the word stress and drill the pronunciation. an apple a day is better for you than eating a kilo of spinach one day a week. VOCABULARY food 1: I see. So what youre saying is ... 1A Ss use the food from the warm up exercise and put it into fruit: apple. Give them 3 1: Theres been a lot of talk about food pills. the four categories, e.g. mins to write their new lists and add other words they think of. W: Yes. 1: Are they healthier than other types of food? Could they be the B Ss compare their lists and then check them in the Photo food of the future? bank on p 156. They should add the names of food they didnt W: Well. in thep ast. astronauts ate a type of foodp when the ill y have to their lists. were in s ace. It was dried food and they added water to it. p 1: Right. 111.. PHOTOBANK p 159 W: But I dont think food pills will replace normal food. Elicit/drill the names o f food/drink that were n e w for Ss. 1: Right. Whys that? For health reasons or social reasons? They then discuss the questions i n Ex I and 2 of the Photo W: Well. cooking and eating together is an important part of f amily bank. In feedback, find out which food Ss eat a lot of. and life and it always will be. You sit down together at a table and you which they think are good for you. eat and talk. Its a very old tradition, and eating pills isnt the same. 1: So we wont eat only food pills? C Check the food in the photos. Ask Where do these dishes W: Foodp mi ht become morePoP.ular but no, we wont eat ills g , come fr m? Spain, Japan, o Mexico. Egypt. Whats in them? Fish. only food pills in the future. seafood. rice, chicken: raw fish. rice; minced meat, beans, chilli, 1: Well. thats interesting because I was reading about . . . tortilla: fried onions, chickpeas or beans. spices. Ss then discuss the questions and make notes of their partners answers for W: I n the future we may have special food that can change its feedback. Check what Ss favourite foods are and how often flavour. they eat food from other countries. 1: Can you give an example? W: For example, ima iney like chocolate ice cream buty g ou . our LISTENING friend likes strawberr .Y eat the same ice cream but it will taste y ou di erent for both of ou. ff y 2A Elicit the items in the pictures. Ss then read and answer 1: The same food that tastes different for different people . . . the questions, giving reasons if possible. In feedback, elicit Ss W: Youll think its chocolate ice cream and your friend will say its answers and reasons. Then move on to Ex B. strawberry. It might happen with drinks, too. You take a bottle of B Ss listen and check their answers from Ex 2A (in bold in the liquid out of the fridge. You press the button which says coffee or audio script). lemonade or hot chocolate. You put the bottle in the microwave and the liquid becomes the drink that you choose. Answers: 1 F 2 F 3T 1: So it starts off as the same food or drink. but then we change C Read the speakout tip with Ss and use it with Ex 2C. First its flavour by pushing a button. do an example. Ss look at question I and work out what W: Thats right. Just by pushing a button. type of word it is, e.g. noun, adjective, verb. The answer is 1: So how does it work? noun. Then ask about the meaning: Is it a positive/negative W: Well, this is possible because of nanotechnology. Ib.e_ word? Positive. Finally, elicit/give Ss the word vitamins. Ss technol gymi h not r p o gt e lace norma dr nks and f o b itmay l i o d ut then do the exercise alone/in pairs, using the tip if theyre become common in the future. not sure of the words. Ss listen to the recording again and 1: And nanotechnology is something thats used in different . . . IIIMI ... .IIIIIIII , .. . .. ••• .IIn>l"llfl I ... . llll ..... lliiD•I••miDUI lll .. l III..IMI.....111111 ,l llllll l.ll:lllnl ...lllll&lltlllllll.llltlrl ll.!llllllkltll II• , check their answers. In feedback, elicit/check the meaning and pronunciation of each answer (underlined and key words in italics in the audio script). In stronger classes. ask further comprehension questions related to each answer. Scanned for Agus Suwanto
  • 76. GRAMMAR may, might, will WRITING sentence structure 6A Ss read the title and introduction to the article. Check Ss often usc will to talk about future plans/arrangements where Sri Lanka is. Show Ss a map if possible and ask Have instead of be going to or the present continuous, e.g. "Ill you ever eaten f rom Sri Lanka? Whats it like? (Curries, rice. ood ( /rave dim1er with Sue and Dave tomorrow uigllt, not Im hnving fish. vegetables). Ss then read and discuss their answers to the dinner ... . Here will is presented with may/might, which questions. helps to avoid this problem i n the practice exercises. Howe•er, its important to be aware of this problem and Answers: 1 Because she runs a restaurant and it is her clarify Icorrect the mistake consistently. hobby and passion. 2 Shes a restaurant owner/chef. 3 She started by reading cook books. asking friends for help, and3 With books closed. write the sentences on the board did a cooking course.and underline the words in bold in the book. Ss copy themdown. Ask questions 1-3 a nd elicit/ check their answers. B Read the two examples with Ss and elicit t heir answers .Elicit/check the form of the underlined verbs: may/might/will/ Answers: The first example has three short sentences thatwont + infinitive without to. Then ask Ss to make the verbs in dont connect together very well. The second has linked the gquestions a) and b) negative. e.g. Food pills mi ht not become three short sentences with when and and. This makes it flowmore popular/In the f uture we l.!lQ.lUlQ.t have . . . (NOT mightnt more smoothly and it is easier for the reader to understand.or maynt). Ss then underline examples of the verbs in thetexts in Ex 2A. speakout Tl P Then discuss the speakout tip with Ss. Ss can look at their Answers: 1 d) wont (eat) 2 a) might (become) and b) w __ _ _ _ may (have) 3 c) (always) _ill be _ _ _ _ last piece of writing if they have it with them, or do it later. It __ __, might be better to do Ex C first. C Ss find the sentences and underline and and so. Elicit the ,,_. LANGUAGEBANK 6.2 p 138-139 sentences and do another example. e.g. Last night I met some Read/check the notes with your Ss. They can refer to them friends. We went to the cinema. We had dinner together. Ask Ss when they do the exercises. Weaker Ss should do Ex A and to use and and also to connect them. B in class. Answers: I needed to leam quickly so I read books and , Answers: asked my fncnds for help. I also went on a cooking course. I leamt to cook traditional Sri Lankan and Indian dishes. I also A 1 e) 2 d) 3 a) 4 f) 5 b) 6 c) 8 1 ElA w wont know my exam results until August. e t ill cooked English food. 2 Will you �go to university next year? 3 Anna is very D Brainstorm Ss responses to the topics, e.g. for cooking. busy so she may not come; tonight. 4 The traffic is heavy they could say / love/hate cooking. I can t cook. Im a very so they may � be late. 5 Edson mights be the best player good cook, Id like to learn how to cook. Ss then choose a 6 I might � not go to the exercise I class today. we have ever seen. J topic and write a paragraph of 50-60 words. They can use L 7 Well � be back at 6p.m. the text in Ex 6A as a model. Monitor and support Ss while they write and encourage them to help each other. Ss then show their paragraphs to other Ss. who should find the PRACTICE different sentence lengths. Alternatively. nominate Ss to read4A Check the example and ask Is it possible/probable/certain? out their paragraphs to the class. Ss should also respond toSs then work alone and write the most suitable responses. the paragraph and ask questions about it. Give feedback asMonitor and provide support. required. Suggested answers: 2 You might lose weight. Homework ideas 3 It might be expensive. 4 Youll feel healthier. 5 It might • Ex 6C: write a paragraph about a different topic. • not be open. 6 You might not like it. 7 Y oull en·o it. Language bank 6.2 Ex A-B p 1 3 9B Check/drill the example conversation. Ss then work in • Workbook E x 1-6. p35-36pairs. Monitor and encourage them to extend their responses.In feedback. nominate pairs to say a sentence/respond inopen pairs across the class. Give feedback as needed. SPEAKINGSA Check the rubric and statements. Discuss question I withthe class. Ask Do youthink it will happen? It might/No, I dontthink it will. Give Ss 4-5 mins to decide on their choices andwrite a response. They must be able to give reasons for theirchoices. Monitor closely and prompt Ss to self-/peer correct.B Check the example. Ss work with another pair/pairs andcompare answers. While Ss talk, make notes on the use of thelanguage theyve studied in this lesson and do remedial workas required in feedback. Invite members of each group to talkabout one of their choices and discuss it with the class. Givefeedback if necessary. Scanned for Agus Suwanto
  • 77. - . ""; - - . · - . ·6.3 TEACHERS NOTES .. � --1l- - HOW ARE YOU FEELI NG? FUNCTION seeing the doctor Introduction 3 Check the rubric. Ss should take notes and focus on answering the two questions. They should try not to get Ss learn and practise language for visiting the doctor and distracted by unknown language. Ss listen, note down their talking about illness. They also learn how to predict language answers and then compare them. Play the recording again used in common everyday situations. for them to check/add to their notes. In feedback. check SUPPLEMENTARY MATERIALS Ss answers (in bold in the audio script} and teach/check new vocabulary. e.g. painful. During this stage. elicit more Resource bank p 168 information about the conversations. e.g. ask Is the woman Warm up: bilingual dictionaries should be available. worried or under pressure? Does she have a healthy � How Ex 2A: bring/download pictures of (people with) various many cups of teo and coff does she drink? ee illnesses/injuries for revision. Answers: Conversation 1 : 1 The woman feels terrible. She gets Warm up headaches and feels sick. She cant sleep at night because Activate language connected to health/sickness. Ask, e.g. her head hurts. 2 The doctor says she should stop drinking When was the last time you were ill/injured? What was wrong/ so much tea and coffee, only one small cup a day. She gives What happened? Did you go to the doctor? What medicine/ her some painkillers and says she should take two three treatment did you have? Did you take time off work? How long? times a day. Give Ss 4-5 mins to answer the questions in pairs. They can Conversation 2: 1 The man Is worried about his foot. It ask you/each other for words they need. or use bilingual hurts when he walks. Its very painful. 2 The doctor thinks dictionaries. They then report back to the class about their its broken and that he should go to the hospital for an partners. X-ray_·------� -�-----�---- READING Unit 6 Recording 4 1 A Ss cover the text and look at the photo. Give them 2 mins Conversation I to answer the question. Monitor and provide vocabulary they D= Doctor W=Woman may need. In feedback. elicit/discuss Ss answers. They may D: Hello. Im Dr Andrews. Now. whats the matter? have different ideas about what the doctors do: write some of their ideas on the board if they contain useful language for the W: Well, doctor. I e l terrible. I get these headaches and I feel fe sick. lesson. Then give Ss 2-3 mins to read the text alone. check D: Oh. H wion�hae o h d thisp e o yy u a robl m? their predictions and compare answers. In feedback, elicit the W: A few weeks now. And I cant sle at night because my head ep answer to the question. Ask Ss Were your predictions correct? Finally. tea(h/check useful new language in the text. e.g. less hurts. D: You cant sleep? likely, solve the problem, wherever. W: Thats right. Answer: BBC Street Doctors travel to different cities and D: And are you very worried or under pressure at themoment? visit eople with health problems wherever the are. W: No. I dont think so. D: Do you have a healthy diet? B Check the questions and elicit some initial answers. Ss then W: Hmm. Quite healthy. talk about the questions for 3 mins and report back to the D: Do you drink tea or coffee? class. Find out how many Ss think its a good idea. W: Yes. I do. VOCABULARY illness D: How much? W: Tea? Probably about eight cups, or ten. 2A Use the photos in the book to revise the words/phrases D: A day? in bold (supplement these with your own pictures if possible). W: Yes. You can also use mime to check words Ss dont remember (or they can use dictionaries). Ss then match the problems D: I see. And has that changed in the last few weeks? and advice alone and check in pairs. Tell them there might be W: Not really. more than one possible answer. Elicit/discuss Ss answers in D: i i OK. Well the first thing is I think you should stop drnkng so much tea and coffee.Try to drink just one small cup a day. � feedback and check the pronunciation of difficult words, e.g. YQ s U ome painkillers for the headaches. Take two of these three cough, sore throat times a day. I dont think its anything to worry about. but if . .. Answers: 1 d) 2 c) 3 b) 4 a) Conversation 2 D=Doctor M=Man B Check the example and give Ss 2 mins to discuss their D: Good moming. How can I help? answers. In feedback. find out who has the best remedy for M: Well. Im woraboutm [ t. ried yoa these ailments. D: Your foot? M: Yes. Itbur wt1eo I walk. y D: I see. Did you do anything to It? Did you have an accident? M: Urn. Well, sort of. D: Whathappcncdl M: I kicked a wall. D: I sec. When did you do that? M: About a week ago. Scanned for Agus Suwanto
  • 78. D: OK. Did you go to hospital?M: No. LEARN TO predict informationD: Can I ha ea look? v 6A Elicit the first two answers. Read the speakout tip with SsM: Yes. of course. before they do the exercise. This should motivate Ss and giveD: Where does it hu ll! Here? real purpose to the exercise. Give Ss 3-4 mins to discuss and complete the answers. Monitor while they work to check howM: Argh. Yes. there. well they have remembered and can use the language.D: Can you move it?M: Yes. a little. but iil.Yro.J>ai!JM. B Ss check their answers in the audio script and compareD: Hmm. I think it might be broken. Itsnoth1n to wor about. � ry them. In feedback. you could play the recording again to checkbut I think you should go to the hospital for an X-ray. Ill write you their answers. Ss could then practise reading the conversationsa note and if ... in pairs. Monitor and help them with the sentence stress and intonation if necessary. Stronger Ss could rehearse/memorise4A The sentences are extracts from the doctors pan of and act out extracts to the class. Alternatively. Ss take turns tothe recording {the underlined words in the audio script). read out parts of each conversation to the class. Prompt otherSs complete them and compare their answers. Check and Ss to suggest pronunciation corrections after each pair haspractise the pronunciation of the sentences in feedback. read an extract, if appropriate. This should be done sensitively Answers: 2 problem 3 pills 4 look 5 hurt 6 worry so as not to undermine Ss confidence. Finally. relate this exercise back to the speakout tip. Ask Ss to choose 6-8B The sentences are extracts from what the patients say in words/phrases they think are the most useful for a•visit to thethe recording (the text is underlined and in italics in the audio doctors. They work in pairs/groups and report back to thescript). Follow the same pr,ocedures as in Ex 4A. class. Find out which words Ss found most useful. Answers: 1 sick 2 sleep 3 worried 4 hurts 5 painful Answers: Extract 1 : 1 whats the matter? 2 I feel terrible 3 headachesC S� listen and repeat the phrases (from Ex 4A and B above). 4 sick 5 have you had thi� problem 6 weeks 7 cant sleepPlay the recording as many times as necessary until Ss are 8 head 9 Do you have a 1 0 Do you drinkconfident with their pronunciation. Drill the phrases both Extract 2: 1 Im worried about 2 hurts when I 3 Did you dochorally (as a class) and individually. Prompt Ss to correct 4 Did you have 5 I have 6 does it hurt 7 very painfulthemselves/each other during the individual repetition stage. 8 it might be 9 to wor ry 1 0 to the hospitalUnit Recording S 6 speakout TIPDoctor Encourage Ss to use the speakout tip with Ex 6A and in real­ Whats the matter? life situations.2 How long have you had this problem? 7 Check the first question. Ss write the sentences alone and3 Ill give you some pills. compare answers. Elicit/ drill them with the class. Ss can then4 Can I have a look? rehearse/memorise the conversation in pairs and act it out in5 Where does it hurt? groups.6 Its nothing to worry about.Patient Answers: 1 Whats the matter? 2 1ve got a cough. I feel sick. 3 I feel terrible. 4 How long have you had the problem?2 I cant sleep. 5 About a week. 6 Can I have a look? ? Its very painful.3 Im worried about . . . 8 Ill give you some painkillers.4 It hurts when I walk. 8 Divide the class into Ss A and B. They look at the relevant5 Its very painful. exercises on p 1 6 1 or p I 63 and prepare their roles in A or B pairs. Monitor closely while Ss do this and provide support where necessary. Ss then work in A/B pairs and take turns I. LANGUAGEBANK 6.3 p 138-139 to be the doctor and patient. Monitor and make notes of Ss should refer to the information in the tables when they problems for feedback. Invite Ss to act out their role-plays to do this exercise. the class and give feedback on their performance as needed. Alternatively. record Ss doing their role-plays. Play the Answers: recordings in feedback and invite Ss to suggest corrections for A 1 Whats the matter/problem 2 1 feel terrible 3 How I i��g have you had this problem 4 Can I have a look language/pronunciation. �ery painful 6 It hurts 7 Ill give you Homework ideas • Ex 8: write one of the conversations from p 1 6 1 and 1635 Elicit the answer to question I . S� work alone. compare between the doctor and patient.their answers and report back to the class in feedback. With • Language bank 6.3, Ex A, p 1 3 9stronger classes. ask Why are tile other two options (pain/sore) • Workbook Ex 1-4, p37not possible? Because a verb is needed after the subject Myhead. Pain is a noun and sore is an adjective. You could askSs to write sentences using pain/sore. e.g. Ive got a terribleMin in my leg/back. Ive got a � throat. Elicit/check them infeedback. Answers: 1 hurts 2 cold 3 sick 4 broken 5 hurt 6 worry 7 give 8 problem Scanned for Agus Suwanto
  • 79. . . ·: . - �] .6.4 TEACHERS NOTES • • • �. I • .. I � A GAME O F SQUASH Ill. PHOTOBANK p157 Introduction 1 A Check the meaning of each sport by asking Ss to mime Ss watch an entertaining extract from an episode of the BBC it. If necessary, Ss could do the exercise at home, using comedy The Two Ronnies. They then do a sports survey and their dictionaries. I write about a sporting memory. SUPPLEMENTARY MATERIALS Anawera: 1 B: A 1 5 B 1 C 5 D 2 E 4 F 1 6 G 22 H 30 1 27 J 29 K 2S L 17 M 10 __j Resource bank p 165 2 Ss could do this exercise before Ex SA or Ex 7. Photo bank p I 57 2 Check what Ss know about The Two Ronnies. They then Ex I B: bring/download pictures of the sports. read the text to check. Elicit Ss answers to the question in the Ex I C: dictionaries should be available. rubric. They will find out the correct answer in Ex 3A. Ex SA: bring pictures of famous sports heroes, including Pele. i DVDVIEW 3A Ss watch the DVD and circle the answers. Warm up Introduce the topic of the lesson and revise sports vocabulary. Alternative approach Ss cover the text and look at the large photo on p64-65. Ask, In Ex 3A, Ss could watch the DVD without sound first. e.g. What do you know about this game? What equipment are They concentrate on the mens actions and expressions they using? Where are they playing? What are they wearing? Elicit and should be able to speculate about the answers. Play the Ss answers: squash; a racket and a hard ball; an a (squash) DVD again with the sound to confirm Ss answers. court; shorts, sports shirt, socks and trainers. Teach new words B Check Ss answers. Ask What did Ronnie Barker call cricket using the photo. in sentence JB? Cracket (a mixture of cricket/racket). Elicit other reasons why Ronnie Corbett got angry (or do this after DVD PREVIEW Ex 4). 1 A Give Ss 2-3 mins to answer the question. In feedback, Answers: 1 a) 2 b) 3 b) find out which sports Ss most enjoy watching/playing. B Teach/check the sports words using mime or pictures. Ss 4 Check the sentences and the meaning of work (meaning then make two lists of sports that collocate with play/go and (uncrion), captain (v). love (in tennis}. In feedback. play the compare answers. After checking the answers. elicit/tell Ss DVD to check Ss answers. Pause the DVD after each answer that we use play with sports played with a ball, and go with and ask further comprehension questions to highlight the sports words that are made with verb +-ing. Elicit other sports humour of the sketch, e.g. question I : Whats Corbetts Ss know to add to the play/go lists. reacrion to this sentence? Question 2: Why does Barker say thingies and whatevers? Answers: play: basketball, badminton. rugby, cricket, volleyball, squash, Anawera: 2 B 3 C 4 C 5 B 6 C 7 B 8 C football, tennis go: surfing, running, horse racing. jogging. cycling. swimming. DVD 6 The Two Ronnies rollerblading. skiing. windsurfing B=Ronnie Barker C=Ronnic Corbett C Teach/check new words, e.g. bat, try. Alternatively, Ss can B: I say. that was. that was really. jolly good that was. I must say I really enjoyed that. Thanks very much. use dictionaries. C: Thats fine. Fine. Answers: 1 a) ball: basketball, rugby. cricket, volleyball. B: I say. its a super game. isnt it? I cant understand why Ive never squash, football, tennis b) racket: badminton, squash, tennis tried it before. Absolutely lovely. I loved iL But thanks to you. old c) bat: cricket 2 a) score a tty: rugby b) score points: boy. of course. from now on. I shall be a dedicated squish player. basketball, badminton. volleyball, squash, tennis c) score C: Squash. goals: football 3 a) boots: horse racing. rugby, rollerblading, B: Pardon? football, skiing b) trainers: basketball, running, badminton, C: The game is called squash. jogging. volleyball. squash, tennis c) a swimsuit: swimming, B: Oh squash. yes. thats righL Im sorry. Who actually won? I mean (surfing) 4 a) W imbledon: tennis b) Lords: cricket I couldn t quite grasp the scoring-mechanism. I mean. did I, did I c) Wembley: football d) Ascot: horse ra n -- -- � -- cig -- � -- -- � win! C: Yes. you . . . yes, you won. you won. B: Oh thats good. How many goals did I get? C: Goals?! B: Well. you know. er . . . . thingies, er .... whatevers, runs . . . C: Points! B: . .. runs . . . ah. points! C: Points! B: Points. yes. C: Points! B: How many points did I get? C: Well the score was. if you want to know, game-love, game-love. game-love, game-love. You see. You won four games to love. B: Oh, I see. So, I got four and you got love. Scanned for Agus Suwanto
  • 80. C: Yes. Answers: B: I see. How many is love? order of questions: b) 4 c) 3 d) 2C: Love is nothing. key phrases: ./ its difficult to find time to exercise. but ...• B: Oh no, no. Thats not right Im sure. Because Im sure you got a (I go to the gym once or twice ... ) . I think he is one of thegoal earlier on, right at the beginning. greatest footba ll Ia ers everC: A point.B: A point, I mean. I Optional extra activityC: A point. yes, well of course I did. That was when you . . .B: Oh, I know. I was holding the thing b y the wrong end. I must Stronger Ss read the audio script and write questions to askremember. hold the bat by the thin end. other Ss.C: The racket!B: Racket, I mean. Unit 6 Recording 7C: The racket! A: Does exercise make you feel relaxed?B: Yes. B: Yes. I think it really does. Sometimes its difficult to find time C: This is . . . this is a ball. to exercise, but I play f ootball after work on a Monday, and I play tennis at the weekend, and I feel so much better. If I dont play oneB: Yes. week, I feel terrible. So. yes, doing sport makes you feel really good.C: The game is called squash. You feel much better, and more relaxed.B: Yes. A: How much exercise do you do in a week?C: Lets start from basic principles. C: In a week. well I probably do about two or three hours ofB: Yes. exercise. maybe more. I go to the gym once or twice, if I haveC: The whole thing is called squash. time. and I sometimes go swimming. Oh, and I ride my bike at theB: Squash.. weekend. so actually. probably three or four hours a week. MoreC: This is a ball. than I thought. Yeah, four hours. thats OK.B: Yes. A: Do you have a sporting hero?C: This is a . . . racket when you do that. Thats what that is. that is a D: Oh yes. Pele. Hes a hero. not just for me, but probably for allracket. Brazilians. I think he is one of the greatest football players ever. HeB: I see. Will it work now youve done that? was such a good athlete, and he had so much talent. He was King of Football. and scored more goals for Brazil than anyone else.C: Ah . . . I dont much care. to be honest. I mean . . . Im not going And he was born very poor. You know he didnt have money for a football so he used to practise kicking a grapefruit. or a sock stuffedto be playing squash anymore ever!B: Oh. I say. Thats a pity, because I was hoping we could have with paper.another game next week. I mean, I thought, well you know, Ithought I might get a bit better. A: How much do you walk a day? E: Oh my goodness. Well. I suppose. I dont walk very muchC: A bit better/ A bit better? Look matey, Im the secretary of this actually. I . . . urn . . . I drive, the car everywhere. Thats terrible,squash club. You know. I mean, I captain the A-team. You know. Im isnt it? Um. Yes. I probably only walk about. about maybe five minsone of the best players round here, as a matter of fact. You know, every day.I won the area finals last year. and all that sort of thing. you know.You know. Im good. You know, good. And you come along here.if I may say so, youve never played the game before, youre vastly C Ss write their answers and compare them in groups. Inoverweight. if I may say so, youre very slow on the court. youve feedback. ask How similar were your answers?gone out on that court, and youve thrashed me, youve pounded 6A Elicit questio ns Ss could ask about the ideas on the page.me into the ground, you pulverised me, in front of my friends, four Ss then work in pairs and write their questions. Monitor togames to love. Well, how do you do it? ensure the questio ns are accurate.B: Beginners luck? B Depending on your teaching situation, Ss can walk aroundC: Its a fluke. Thats what it is, a fluke, mate. It wont happen again. the class asking/answering the questions, or do it in groups.Ill tell you what . . . It wont happen the next time.B: No, well there wont be a next time, will there? Because youve C Give Ss time to prepare the results of their survey bef re obroken your rocket. reporting back to the class. T hey should use the key phrases,C: My racket! Ill get a new one. I dont care. Ill get a new one. e.g. Most people/Nobody in the class wants to try a new sport.Look mate. Ill get a new one, and tomorrow morning. he re, 10oclock, things will be different! writeback a sporting memoryB: Oh no. no. Sorry. old boy. No, noc tomorrow. No can do. 7 Ask Do you remember the World Cup in 2006? Ss then readC: What do you mean, No can do? the text and answer the questions Elicit/ check answers and .B: Well, Ive got to go up to a place called Lords tomorrow. Ive teach sounding their car horns.got to play a game called cracket or something.ll·ti·IMI...I..Iill IIIUtiiiiiMI llii..IIII UUII.III I U ..MIIUI U!MIIJIIUiai IIIIMIUih!I.IIII;.JIII **IlliWIIIIftiii..IIII{!IIJ*I.IIIlllllllll!I.IMIUII•U•I•IIIIfll•••l I!i t .. � lll l Answers: 1 No. 2 When Italy won the World Cup. 3 In Florence. She was having a meal with friends when suddenlyspeakout a sports survey they heard a lot of noise. They realised that Italy had wonSA If you have pictures of famous sports heroes. use them the World Cup. There was a huge party in the streets allas examples here. Ss then listen and order the questions. They nig . htcompare answers but dont check them until after Ex B. 8 Give Ss 8-1 0 mins to write their text. Provide supportB Ss read and check the key phrases. Play t h e recording again where needed .for Ss to check their answers and tick the key phrases. In :Homeworkideas Ifeedback. play the recording again, pausing at each key phrase(in bold in the audio scri pt). Elicit/drill the complete sentences. Ex 6: write the results of your survey.Ask further co mprehensio n questions, e.g. question I : How Ex 8: write a final draft of your sporting memory.does sport make him (eel? II Scanned for Agus Suwanto
  • 81. 6.5 TEACHERS NOTES LOOKBACK li•I•l•l 3 Give Ss thirty seconds to find the words. Elicit the words. Introduction but dont check meaning/pronunciation until after Ex 4A. Lookback act ivities are designed to provide revision and communicat practice in a motivating way. This helps the Ss ive Answers: onion. cream, pineapple, lemon, carrot. wheat. and gives you the opportunity to assess their ability to use the chicken, cake. oats. jelly. cheese. mussels language theyve learnt in the unit. Its a good idea to monitor and assess individual Ss while they do the act ivities, and Ss write another word snake using �ood and drink words. I Optional extra activity compare their performance with their results in more formal tests. and give it to a partner/another pa1r to find the words. / lilt�·��· 4A Give Ss 3-4 mins to put the words in the correct 1 A Elicit a question for question I , e.g. Do you get lots category. Weaker Ss could look at p60 or p 156 if necessary. of sleep? Ss then work alone/in pairs to write the other Elicit, check and drill the words in feedback. questions. Monitor to assess how well Ss are using question Answers: desserts: cake, jelly; dairy: cream, cheese; forms and check/drill the questions in feedback as preparation fruit: pineapple, lemon; vegetables: onion, carrot: for Ex B. . grains: wheat. oats; mea s ao d c ck n , mussels tle fo : hi e Possible answers: 1 Do you get lots of sleep? 2 How B Ss add words they remember and then check their answers much exercise do you do in a week? /Do you do much on p60 or p I 56. Alternatively. make this into a race between exercise? 3 Do you eat junk food? 4 Do you work with pairs/teams. Give Ss 3 mins to add as many words as possible. computers? Would you prefer/like not to work with The pair/team with the most words wins. computers? 5 Do you miss breakfast? 6 Do you take vitamins every day? 7 Do you drink caffeine? 8 Do you like MAY, MIGHT. WILL oil fish? SA Ss do the exercise alone/in pairs. Elicit and check B Tell Ss that this is a survey and give clear instructions. Ask answers. and do remedial teaching as required. a question from Ex I A and elicit answers from several Ss. ---�----, Summarise or ask Ss to summarise the answers. e.g. Three • Answers: 1 f) 2 e) 3 a) 4 c) 5 b) 6 d) people in my group dont need much sleep. The others sleep for at B Check the example and elicit two more responses. e.g. least eight hours every nighL Ss then work in groups and note You ll love it! You may find it boring. Monitor while Ss do the down other group members answers. They then prepare task and make notes of the appropriacy of their responses. a summary of each answer for Ex C. Monitor and prompt In feedback. check Ss answers in open pairs across the class. Ss to correct any mistakes in their sentences. Make notes of Invite other Ss to make corrections and/or suggest other persistent problems for remedial feedback after Ex C. and/or answers. Write the most relevant problems you noted on the for assessment. board in feedback. Ss correct them in pairs. C Ss from each group take turns to give a summary of each 6 Elicit some example answers: encourage Ss to use may. answer to the questions to the class. The other groups should might, will, wont, e.g. I think there will be more jobs for young note down how similar/different their own findings are in people in a f years time. Give Ss I 0 mins to ask/answer ew preparation for feedback. Ss could then prepare a summary of the questions. Monitor their use of the modal verbs and do the similarities and differences, in the class e.g. Most of the Ss in remedial teaching if necessary, after discussing Ss answers as our class need eight hours sleep every night but some of them only a class. sleep for 6-7 hours. SEEING THE DOCTOR PRESENT PERFECT + FOR/SINCE 7A Ss complete the questions and compare their answers. 2A Elicit examples for question I to show Ss what to do. e.g. I havent been to the USA since I was a child. Give Ss 4-5 mins Answers: 1 broken 2 catch 3 have 4 can 5 ve 6 feel to write their sentences. Monitor and note down problems B While Ss ask/answer the questions, monitor and note how theyre having in terms of the present perfect and the use well they are using language to talk about health problems. of for/since. Give feedback on this before Ss do Ex B. Ss can Give feedback and/or use your notes for assessment as correct their sentences if necessary before they do Ex B. required. Possible answers: 1 I havent been to the zoo since I I Homework ideas was a • child. 2 Ive only had this bike for a few months. Workbook Review and Check 2. p38-39 3 Ive known my friend Nicola since I was a teenager. • Workbook Test 2. p40 4 1 havent sung in a concert since I left school. 5 Ive wanted to leam karate for a long time. 6 Ive played rugby for ei ht ears. B Check/ drill the example dialogue and encourage Ss to respond and expand their answers in a similar way when they work in pairs. Monitor and assess how well they do this, and give feedback afterwards. Scanned for Agus Suwanto
  • 82. --7 CHANGES TEACHERS NOTES 7. 1 . � . _,� - - -:-- � · - OVERVIEW STUCK IN A RUT7.1 STUCK I N A RUT Introduction GRAMMAR I used to Ss learn/ practise used w and verbs with prepositions in the context of listening to and talking about life changes. VOCABULARY I verbs + prepositions HOW TO I talk about a life change COMMON EUROPEAN FRAMEWORK Resource bank p 1 69 and p 170 Ss can ask and answer questions about pastimes Warm up: bring/download pictures of famous people as and past activities. e.g. life changes: can write very they look now and as they looked in the past. straightforward connected texts on a range of familiar subjects within his field of interest by linking Warm up a series of shorter discrete elements into a linear Show Ss recent pictures of two famous people. e.g. J.K. sequence. Rowling or David Beckham. Ask What are they f amous f or? What are they like? What hove they done recently? Then show7.2 THE GREAT IMPOSTOR pictures of the same people in the past. Ask What were they GRAMMAR I purpose. cause and result /ike then? Who! did they do? How have they changed? Elicit statements, e.g.J.K. Rowling didnt have any money in 1995. VOCABULARY I collocations Now she s one of the richest women in the world. Show/ HOW TO I use phrases to connect ideas distribute more pictures. Ss work in pairs and describe how COMMON EUROPEAN FRAMEWORK the people have changed. Elicit/discuss their answers_ N.B. If Ss can use the most frequendy occumng you havent got pictures. Ss could talk about their counuy/ connectors to link simple sentences in order to tell town as it was ten years ago and as it is now. Give them prompts. e.g. entertainmem and leisure, rransport. housing, health, shopping. education employment/salaries/ cost of living. a story or describe something as a simple list of , points. politics.7.3 CANYOU TELL ME . 1 . . VOCABULARY verbs + prepositions FUNCTION I finding out information 1 A Check the title of the lesson and ask Are you stuck in a VOCABULARY I facilities rut? Do you know anyone who is? In what way? Elicit and discuss Ss answers. Then give them 3-4 mins to discuss the questions LEARN TO I check information here and report back to the class. COMMON EUROPEAN FRAMEWORK B Give Ss 2-3 mins to read the text and answer the Ss can deal with practical everyday demands: questions. Check the answers and ask What do people think finding out and passing on straightforward factual about doing when they re stuck in a rut? Elicit answers about information: can ask for clarification about key the text. Then ask Have you ever wanted to do or thought about words or phrases not understood using stock doing any of these things? phrases: can say that they did not understand. Answers: 1 a) 2 b) 3 a) IIBTBICIDVD7.4 MY FAMILY AND OTHER ANIMALS 2A Check the example. Ss then do the exercise alone and speakout ,.....,;.. ·-J· compare answers. ·l!H:16 Answers: 2 move to 3 give up. go back 4 look for. dream wrlteback . • • :...... _ about 5 wait for 6 travel around COMMON EUROPEAN FRAMEWORK B After checking the first sentence with Ss. they tick Ss can describe past activities and personal sentences they agree with. Give them 3-4 mins to discuss experiences: can give short basic descriptions of and compare their ideas. Ss report back to the class about events and activities. themselves and their partner, e.g. I wouldn t like to move to another country, butjulia dreams about living by the beach in the Caribbean.7.5 LOOKBACK Communicative revis1on activities� W hasVIDEO PODCAST� � life How your changed in the last ten years� In th1s video podcast. people describe the best things about their lives. if there is anything theyd like to change and how their lives have changed in the last ten years. This video podcast would work well at the end of lesson 7. 1 , or at the start or end of unit 7. Scanned for Agus Suwanto
  • 83. I - � . -7. 1 TEACHE RS NOTES .. -_- - . . l _ - .. . ..... . __..... __ __ .. ___JI, _ _ _______ speakout TIP Unit 7 Recording I After checking Ss answers, read the speakout tip below P=Presenter A=Anita J=Jasmin with Ss. They copy the verb + preposition phrases into P: Have you ever felt stuck in a rut? Well, this morning we talk to their notebooks, preferably with an example sentence. Take two women who have made big life changes and they are here to this opportunity to check how well Ss are organising new tell us about it. Jasmin Wells used to work as a doctor in York. In vocabulary. Ideally, they should create a separate section in her thirties she gave up her job and became a professional musician. Anita Jacobs used to work in advertising. But she sold her house, their notebooks to make it easier to access and review new gave up her job, and decided to travel around the world. Anita first. words/phrases. what made you decide to change? Optional extra activity A Well, I was nearly forty. I was in a job that I wasnt really : Check verb + preposition phrases from the text. Read out interested in. I used to work long hours and I didnt enjoy the job much any more. So I decided to follow an ambition Ive had for a the text. pausing at each verb. Ss tell you what the correct long time. I always wanted to travel, but I never had the chance. preposition is. e.g. its time to look __ (for) something