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English result intermediate teacher book tb pdf

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English Result - overview
English Result Teacher's Books
Each level of English Result is accompanied by a Teacher’s Book which provides full and detailed teaching notes. The procedural notes for each lesson, are ‘book-ended’ by a complete summary of what’s in the lesson, and information for teacher and student self-assessment. There are photocopiable tests and easy-to-follow answer keys for every Student's Book unit. You can find additional speaking and listening unit test materials, along with extra teacher support, at www.oup.com/elt/teacher/result (link is external). The Teacher's Book also contains a Teacher's DVD, so you can watch some class material in action and listen to some comments by ourselves.



Features:
The Teacher's Book for each level contains a full introduction in which we explain the main features of English Result and our approach and rationale to materials design, motivation and language. We also include a section detailing the comprehensive set of assessment materials relating directly to the Common European Framework of Reference (CEFR) levels, and where these materials can be located in the various English Result components. See Resources below.

The notes for each lesson contain:

an Orientation section to help you see, at a glance, what’s involved in the lesson and what the final task involves
a table summarising the main language for focus, for recognition purposes only, recycled language and relevant pronunciation points
where appropriate, we’ve included Language and Culture notes
Preparation offers suggestions on what you could do in advance of the lesson
a Warmer, which is just that!
extra activities, including those which have been specifically written for students who might need extra help or an extra challenge
a Put it al together section for the final lesson task, which includes checklists for monitoring and assessing students’ performance
descriptions of performances which you could use if you want to help your students self-assess
The notes for each Unit Review section include

an optional warmer which draws on common threads from the lessons in the unit
shorter optional warm-up activities for each warmer exercise
advice on how to set-up the activities so students can work on their own, in pairs or in small groups
answer keys
optional follow-up activities which involve students in devising short tasks so they work together more autonomously
optional early finishers suggestion focussing on reflection or self-assessment
- See more at: http://hancockmcdonald.com/books/titles/english-result-teachers-books#sthash.UAyV668B.dpuf

Published in: Education

English result intermediate teacher book tb pdf

  1. 1. $t"*h ..tt c English sultIntermediate Teacher'sBook
  2. 2. English sult Annie McDonald& Mark Hancock wi*r RachelGodfrey
  3. 3. Contents Introduction Student'sBookcontents Teacher'snotes Unit I Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit I Unit 9 Unit 10 Unit U Unit U SBPairwork SBGrammarBank SBIregular verbs SBPronunciation SBAudio scripts GrammarBankkey Unit tests Testskey >>p.iii >>P.2 >>p.6 >>pr6 >>P-26 >>p36 >>P46 >>P55 >>p.66 >>P76 >>P.86 >>P.96 >>p.ro6 >>p.u6 >>p.rz6 )> pr35 >>p.48 >>P.149 >>P.150 >>p.r6o >>p.r6z >>p.r86
  4. 4. How to talk aboutthe peoplein your life Orientation Context -r this lesson,studentspractisetalking abouttherr family. f rrer.:; =nd neiohhnr rvc -re DVD box illustration, Wanda'sWorld,showsvarious pec:-e -:. -,'ulanda's Iife. '.:.Thepeoplein my life,the phonetic transcriptions sh:-,..'-:.= :lonunciation of words which is not always ob'iic;. ::::-.::= .:elling. -anguage -anguage note ' . lessonrncludesvocabularyfor family members.Students ' 'ip nit irrc l:norr:op merk< opnder drciinrtrnn t/lilre (n:nrch '' I feelthar Enplisl^isn't as rtch as Lherrown Iarptrape On rhr -'o"-' 'hand it mipl' sccrr slranpethat one Enpltshword descnbes - ::a1different relations.In Italian,for example,nipoteis nephcw grandsonand granddaughrer lrd product : ->utit all together,students ask and answer questions about :.:ple in their life.Their conversationis basedon mind maps ::.-larto the one in exerciseq. ?reparation -.::: some mono or bilingual dictionaries to classto show ::rnind students how transcriptions can help them with : --:.unciation for exercisez. Look at the mind map in exercise5 - ',-:u can monitor and help students understand how it works. ',rrtarmer :,:: the following words at random on the board: what, how, ':.- n1any,where,why, name,Iive,Jrom, old, brothers.Studentsuse -. '.'.'crdsto make questionsfor you to answer. Put students into : ,: :l ask and answer similar questions and to make a note of - =.: :artner's answers.WrlIe His/ Her name is ...on the board and ' -:: s:udents to introduce their partner using their notes.Ask - : .: :'.vofollow-up questions,using the people and reiationships -,: ^-ary above (seeRecycledlanguage).Encouragestudents to : r__:iv-upquestions. : ,:.'.i' to talk about the peoplein your lfe on the board. Focusgrammarsubjectandobjectquesticr^sa'.:='-..'. :.:.,',.: :... Wanda?,WhodoesWanaa:."-:,',": . : ::-i,',t.tt' :,": didWarrenvisit? Preview language addressforms:Mr ,ii Focuswords peopleandreiat:-;- :>.:c:"a,ntonce,cousin,colleague. (brother)in icv,,ex-ccyfriend),ntece,nephew,step-(father), wtaow.wt00wer Recognition vocabulary words:bolcony,baggage,complicoted,remarried,secretly, secretary,trumpet Dhrases:relatedto....Whatamess! Recycled ianguage words:ount,boss,boyfriend,complarn,divorced,Jlotmate, friend,married,netghbour,porents,teenoge,uncle grammat:presentsimple,personolpronouns,possessive's fl Vocabulary the peoplein my life Seta short time iimit for students, in pairs, to add family rvordsto the list. Elicit suggestionsaround the ciass. lrect students to Thepeoplein my IiJeon >>p.6.Do one or two :,r:::.:.es as a classbefore students continue individually. Elicit a:.:-...':::a.::::.C the classand checkvocabulary as necessary. i:::.: : -. --:.:::.::-ettc :ranscriptions and model and drill ::::.-:.:-a:-:: -: :.:::"a:i'. ShOwhOw the wOrdSin braCketS a:a :::.::::.'.': = : --:::':a::.:: :: -<lep-mOther. fe::.a-e:-:::,::: - :':'.'::-end).widower Directstudentsto thepiiciss-:- ',','1,-.1.:',';:..1.: >>p.5.?c:nt outthat photoh, in the mrdd-e:-<,-a:.:a i::: ::.: -..!::-j:::cns andcheckstudentsunderstanci:l^.ea:--;-:-.-i:',' :--.:-::--:: of oneortwo picturesandelicitguesses=:. -r .:... ::::::. ; relationshipto Wanda.Studentsconi:r.'je::. :a-:s .'.'.::.-:::::r correctpronunciationofpeoplewordsanc -.::: ::-.;:s-.:::. -].sk for suggestions,but donot giveanswersat:it:s i:.:: Readthe instructionsanddirectstudentsto Wanaa:,i:'.: ::. >>p.6.Dothe exampleasa classto demonstratethe a-:-;:.' Encouragestudentsto look quicklythrough the texr tc ir.: Fatimaand any information abouther which will helpt-;,e::. identify her (she'sWanda'sflatmate and shelooksLebanese,. Monitor and help asnecessaryasthey continuethe activity Askfor volunteersto name eachof the peoplein the photos andto explainwhy. Checknew vocabulary. b Mrs Mirren c Stan d Tom e Ray f Grace g Sandra h Wanda i Tina j Costas k Danny I Harry m Roxette n Tracey o Warren Direct studentsto the mind map.Pointto mein the centreand askWho?(Wanda.)SayHarry and elicit Harry is Wanda'sfather. Repeatwith Roxetfeand point out the wordfamily. Explainthat the words.,Ttamily,friends,work,acquaintanceshavethe names of peoplein that categoryaroundthem. Pointout that the categorywordsin the mind map arethe sameasthe subtitles inWanda'sWorld. If necessary,do oneor two moreexampleswith the class, beforestudentscontinuein pairs.Asyou gooverthe answers, seewhat studentsrememberaboutthe differentpeopie. Tina:mother Costas:step-father Sandra:sister Ray:brother-in{aw Grace:niece TomandTracey:colleagues Extrahelp Studentstaketurns to pointto a personin Wanda'sWorld.Their partnersaysthe reiationshipbetweenthe personandWanda, Monitorandgivepronunciationpracticeasnecessary. lxtra activity Introducestrateglesfor rememberingvocabulary.Givestudents two minutesto studythe wordsin Thepeoplein my life. Booksclosed.Studentswrite the wordsthey canremember. Askstudentshow they studiedthe words,e.g.by drawinga mind map,groupingwordsin topics.Encouragestudentsto experimentwith a differentstrategyfor the lessonvocabulary for homework. T6
  5. 5. ! tisten for specifi.cinformation ln this section, students listen to short recorded voice-mail messagesand focus on key words. 6 1A.l Ask students why listening to phone messagesis diffcult. (Becausethere are no visual clues./Elicit the type of information people usually include in a voice-mail message(name of person speaking,the time, the main points of the message,when the person will phone again). Ask How do you listen to a voice-mail message?Toevery word or to key words?(Keywords.)Readthe instructions and play the audio. Students compare answers in pairs. PIay the audio a secondtime if necessary,pausing after each messageto eiicit the answer. l Mrs Mirren (Margaret) 2 Mr Robbins(Tom) 3 Warren 4 Sandra 5 Fatima'smum 6 Wanda'sdad (Harry) 7 Fatima 8 Wanda'smum (Tina) Extra help Saythe following sentencesfor studentsto saytrue or false. 1 Mrs Mirren was angry becauseWanda'svisitor was noisy.(T) 2 Mr Robbrnswants Wanda to arrive later tomorrow. (F) 3 Warren met the woman in the next flat for coffee.(F) 4 Sandraand Rayare invitrng Wanda to a concert.(F) 5 Fatima'smum called Fatima but she didn't answer. (T) 6 Wanda'sdad wants Wanda to meet Roxetteat the airport. (T) 7 F:fime he<n't ont her lrerr< fn fhc flat fT 8 Wanda'smum wantsto havedinnerat Wanda'sflat.(F) 7 Askstudentsto readquestionsr-9 and checkvocabulary. Directstudentsto audioscript1A.1on >>p.rso.Students compareanswersin pairs,beforeyou checkasa class.Monitor andnotehow well studentsunderstandthe differencebetween subjectandobjectquestions.Donot gointo detailsat this point sincethis isthe grammarfocusof the next section. 2work later 3Wanda 4 Sandra 5Fatima'smum 6 Roxette 7Fatima 8 Tina 9 Mr Robbins,Warren,Sandra,Roxette,Fatima,Tina 8 Gothrough the instructionsand checkstudentsunderstand the activity.Seta shorttime limit for studentsto write their list and decidewhat Wandashoulddotomorrow.Put students into groupsto discusstheir ideas.Monitor,makea noteof somesuggestionsandcontributeto the discussions.Nominate studentsto makea suggestionanda reasonwhy.Takea class voteonwhat Wandashoulddotomorrow. Grammar subjectquestionsandobject questions Write Tomloves...from the grammar box on the board and elicit the answer for the blank (Wanda).Ask students which word is the verb and label it. Ask about the subject and object of the verb and labei them. Direct students to the grammar box. Point out the column headingsfor eachpart ofthe sentence. Go through items z-6 as a class. 2 Ray 3 Wanda 4 Wanda 5 Fatima 6 Tina Circle the verb in Tom lovesWanda on the board. To illustrate why we ask questions about the subject or object of a verb, say the sentencetwice. First. mumble the word Tom and,elicit the question Who lovesWanda?.Saythe sentence again, this time mumbling the word Wanda to elicit Who doesTom love?Write both questions on the board and highlight the difference in form. Go through items r-6 as a class.Elicit the rule. 2 marry 3 Warren visit 5 her key 6 divorcedHarry Rule: Usedo,does,did in object questlons. 1l Go through the instructions and do one or two items from exercise7 as a class.Monitor and help as necessaryas students continue individually. Check answers as a class. 1subject 2 object 3 object 4 subject 5 subject 6 object 7 subject 8 subject 9 subject 12 Readthe instructions and do one or two exampleswith the class.Put students into pairs to take turns to ask and answer questions using the mind map. Monitor and give positive feedback for accurate question formation. Make a note of any problem areasto 80 over as a class at the end of the activity. Extra help Transformationdrill: Ob.lectquestions.Saysentencesaboutthe peoplein WandasWorld,mumb.rngthe objectof the verb.e g T Wanda liveswith mmm. SSWho ioes Fatlma llvewifh? etc. Extra plus In pairs,studentstake turns to n',akestatementsaboutthe peoplein Wanda'sWorldon >>p.6,r.n',imblingthe sub.;ector the oLrieetPertnersaskabout tnformatior,ti',atwasn't clear. BC Putit aIItogether 13 Gothrough the instruction and direct studentsto Thepeoplein my lifeon >>p.6for ideas.Monitor andhelpstudentsasthey draw their own mind maps. 14 Studentsaskand answerabouteachother'sfamily in pairs. Ask studentsto notewho the peopleare. 15 Readthe instructionsandgothroughthe examples.Remind studentsto useboth subjectandobjectquestionsasin exercisero. Studentperformance Studentsshouldbeableto askandansweraboutfactualpersonal information. Youcanusethis checklistto monitorandeivefeedbackorto asses students'performance. I can talk about the people in my life. Direct studentsto the self-assessmentbar. Ask them to flnd more examplesin their book (at the end of eachlesson).Explain that marking the bar after each lesson will help them seehow they are making progress and to decide ifthey need extra practice. Copythe bar onto the board, and guide students towards a general idea of what the different positions mean here,e.g.students tick very easilylf they askedthree questions about eachperson without Iooking at their notes; on my own if they looked at their notes occasionaily;with somehelpif they looked at their notes before asking every question; with a lot of helpif they read the example questions in exercise15,Monitor and help students mark their position. Encouragethem to think about what they can rather than can't do. Early finishers Studentstick vocabulary in Thepeoplein my 1fethey plan to study for homework. Additionalmaterial www.oup.com/elt/resultfor extra practiceactivities www.oup.com/ell/teacher/resultfor extrateacherresofirces c 10 Dostudentsusethreeormorefamilvwords?exercise5 Dostudentspronouncefamilywordsclearlyenoughtobe understood?exercise5 T7 1A
  6. 6. Howto talk aboutgreetingcustoms Crientation l:ntext - :ris lesson,students talk about different ways of greeting and . :::essing other people. -.-: photos decorating the quiz show various ways of greeting -.- : quiz questions,in How doyou meet and greet?invite readers:: '- -:.k about greeting customs in their own country. -'=:ttngsgivesphrasesto describedifferentways of gree:-:.i l.llture note -'- :rp m2n/ differcni mppf ino ;nd ore-' . -..:-ling'bodylanguage',e.g.touching,r'.,1:',: -- r :. r: .,-.:r:: --: in he:were of nnssrbledifferences.it-.t :': r: .: i- :'t,,:.t' ::3 II fleCCSS?If. gguage l"nguage notes .'-:cnunciation of Ms can be nrrz or iri./ rn Britain.In the . - -t ls always nrrz. ': rntransitiveverbsin Englishare reflexivein other languages. - ..-Spanishrelaxis relajarse(se= reflexrvemorpheme);in Italian ,.eepis addormentarsi(st= reflexivemorpheme).Students - ::.rnestransferthis to Enplish. ::.C product - .r:it it all together,students find out about greeting customs in :::: countries using their notes.In Pairworkon >>p.rz6 and p.r33 -.-:',':raveinformation about customs in two countries. ?reparation :..: ihe Teachingtip for exercise4. Look atPairwork 18to heip - - ients with exerciser3 'ivarmer -:r: s::rdentsabout placesthey have visited and how peoplegreet ::::. :ther. Encouragestudents to tell storiesabout meeting people --:::. a different culture for the first time, and how they felt and ..=::el. Directstudentsto the photoson >>p.8.In small groups, ,:rients guessthe nationality or regional origin of the people ' ='i,opean b Frenchc Tfkish d Pakistani/ Afghani . =..',:can-Americanf lapaneseg lapanese). ',':.:e.!bw to talk about greettngcustomson the board. fl Vocabulary waysof greeting I Direc-istudentsto the phrasesin Greetingsandphotosa-g. Matci^.:r.e cr tr,votogetherasa class.Studentscontinue ind:v:;:a---,'ar';icomparein pairs.Nominatestudentsto give arsir-e:sa:.: :.e.prv:thvocabularyandpronunciation. .::. eachother Extra help l_e n:.t ) r'r ^'^ llrootinn< Jr1nnr'_':* _ '- :"- studentstolinkr,'c::s::::::.: ,.''.., - natural rhythm. Studenls:::-:-: -.: . - . Gothroughthe instructionsandexar.-.:-esi--::: :: -,'.-:::: examplesof peopleonthe board,e.g.rte;i.Lct,: -:t*..., members,colleaguesat work.Put studentsi:-.:::a::s :: ::..:-:.ie the activityandmonitorandjoin in with cc:-.ie:ia::::.:--si volunteersto tell the classand review vocabu.aa;=: :.:::ssa:-,' :ocusgrammar reflexivepronouns:myself,yourselJ,himI herself,ourselves, yourselves,themseIves:each other >review Srammar presentsimpleandpresentcontinuous :ocuswords waysof greeting:bow,hug,introduce,kiss,shakehands, wove :ocusphrases greetings:Pleasedtomeetyou.,Hi.I'm...,Hello. lecognition .ocabulary bodylanguage,getsomeone'slttention,greet,meet,rude lecycled anguage words:acquaintance,cheek,colleague,frstname,hand, head,lips,modom,Miss,Mr,Mrs,Ms,neighbour,nephew, nickname,niece,shoulder,sir,surname grammar:subject,possessive,andobjectpronouns >lonunciation Miss rnrs Ms ntz Mfs rttr:tz Mr rrti'I.'it ) Miss : or Ms z 18.2 ! Readandrespond In this section,studentsreadfor gist and detailto do a questionnaire. 3 Readthe instructionsandcheckstudentsunderstandmeetand greet.Askstudentsto readtitles a-g and checkvocabularyas necessary.Dothe first item asa class.Ask studentsquestions abouthow they read,e.g.Didyou needto understandevery word?(No)Didyou readslowly?(No)Whichwordsandphrases helpedyou?(hands,shoulder,hug,etc.)Tellstudentsto ignore any new vocabularyfor the moment. Monitor andhelp asnecessaryasstudentscontinue individually. Gooveranswersasa class,eliciting or pointing out keywords. 2 e (same/oppositesex) 3 c (address,Sir,Madam) 4 a (cafd,friends,sayhi) 5d (colleague,work) 6 g (teacher) 7b (attention,Excuseme!) 4 Gothrough the instructionsand explainthat studentsanswer aboutwhat peopledo in theircountry.Monitor and explain any new vocabularyasstudentscontinueindividually. Put studentsinto small groupsto comparesimilarities and differences.Monitor andlisten for interestinganswers, especiallyfor differencesbetweenstudentswith the same cultural background.Encouragestudentsto justify answers. Gothrougheachquestionasa classandaskfor volunteerst: shareinformation or any interestingfacts.Do not overcorrec for accuracy,but help studentsgettheir ideasacross. Teachingtip After youhaveflnishedexercises3and4, as( :. . . - . theyreadin theirown language.AskWhe,:i- : :' - :': ageneralideaofwhatatextisabout?/T: ,'- ": .: andWhendoyou readcarefully?(T: '' : : ' '' Advisestudentstousethesatt'.!., : : ., i ::.:-=: languageto helpthembeccn--::- ' . ': T8
  7. 7. le-- :: ::=:.:r ::.e-,",',-:---:s:::.:: 1 i-a-::.: 3::::s:.s:;ieL:. G:eg. a:-s-.,,-::-:.i:a.3:-l-: ;::s:::a.s. G: lilough eachques::.ot-.l:. : : __ i_::;t(-__r- ^j"'__+ :^ -..) -- vrraL rrs rLtrSrLL >d). --.-- ---c- s:'.::::.:s:: ex:larnrvhy,basedonthelr own experiencestn 3::::-:. rr.ee:LngBritishpeoplein differentplacesor watching i-:r,s.Jo not commenton answersat this stage. ': ' Readthe instructions.Tellstudentsthat thereis morethan oneanswerto someof the questionsandplaythe audio.PIay it a secondtime, pausingto givestudentstime to makea note of the answersbeforethey comparein pairs.Gooveranswers asa class,encouragingstudentsto commenton anything they found surprising. 1a,b,d,e,f, g 2 a kissesawoman onthe cheek,shakesa man'shand;b,c,d sayhello,or goodmorning;ehugsfather, kissesmother;f hugsor toucheshead 3 c 4 a 5b,c (butonlyto a child),e 6 c 7 a (alIthe othersarerude) Copythe titles ontothe board.Reviewmeaningby asking maleorfemale,marriedor singlefor eachone.Gothrough the examplewith the classandput studentsin pairsto continue. Checkanswers,driliing pronunciationof eachword asnecessary. rrrz = Ms 1r)rr./= Mrs nrrt,r(r')=Mr 1B.2Gothroughthe instructionswith the class.Playand pausethe audiofor studentsto follow the example.Continue with the audio,pausingafter eachsentence.Nominate severalstudentsto giveeachanswerandmonitor for correct pronunciation.Giveextra pronunciationpracticeasnecessary. lMrs 2Mr 3Miss 4Ms 5Mr 6Ms TMrs 8Miss Extrahelp TohelpstudentsdistinguishbetweenMissandMs,pointout the ' and.2''differenceanddoa mrnrrnalpairdrill.Students testeachother. Tn nprn s-rrdcnts d .';"prtish between Mrs and Mr. ooint out'b*-" """ the differencebetweenthe final syllableand do a minimai pair drill. Studentstest eachother. Extra activity Write the following scenarioson the board:bestfriends meetinBalter six months:colleaguesarriving at work: a shop assistantand customer;new neighbours;teacherand student reelinp nrilcidcschnnl teenaperriendsmeetinpat the cinema."*b_ "'_"*" " -_""b' Studentscomparewhat they would sayin thesesituations. G Grammar reflexive pronounsrb 9 Directstudentsto photosa-c and dothe activity asa class. a huggingeachother b huggingherself c huggingsomeoneelse lO Directstudentsto the grammarbox.Gothrough the column headingsand identify the differenttypes of pronounsin the examplesentences.Completethe box asa class. subject:I, he possessive:your,our object:him, her reflexive:herself Directstudentsto readthe rulesandthe exampies.Check vocabularyasnecessary.Monitor and helpasstudentsmatch the sentencesandthe rules.Gooveranswersasa class. Rules:1c (Thesubjectof isandlookafteristhe same). 2 a (Peopleusuallyor oftengetpaintersto painttheir houses. Herethe speakerwantsto emphasizethat they,not somebody else,paintedthe house) 3b Se: a short tirr,e Iimit of about three minutes for students to i:'.d anC ,rnderiine exam.plesin How do you meet and qreet? i:.ed< ans',ve:sas a ciass j. vourself,themselves Go through :he r:s:r'.ic-!ior'.sand ask studentsto read sentences r-7. Checkvocabu,an' )c ti^.eexarnple as a class,pointing out that eachother car-be usec :3r tlvo peopleor many. Monitor and make a note of any drffcu.itiesas students continue individually. Ask for volunleers tc give answers and elicit or expiain why the reflexive pronou:. rs used.referring to the rules in exercise10as appropriate. 2 myself 3 yourself 4 each oth.er i :a::. :ther 6 himself 7 myself Extra help Crrercqnonqpdrril Srv a counleof re ' - -.. .it'ts to- '" *r'_ continuewith the appropriatereflexivepr '. T i.C.n'tgo to the hairdresser's.I cut it ... SS.. myselfT l:. . i '' ::i, :c the garage.I couldn'trepairit... SS myselfT LVi.; .;-- . -;..ti'tispte. We made it ...SSourselves.etc. BC Putit all together 13 Gothrough the instructionsandput studentsinto A/B pairs.Asturn to >>p.r26andBsto >>p.133.Checkstudents understandthe activity.Monitor andhelpthem f,nd the answersto the three questions,checkingstudentsaremaking shortnotesto answerthe questionsfor both countries. 14 Readthe instructionsbeforestudentsdothe activity.At the end,askaroundthe classaboutany new information students havelearnt aboutgreetingcustomsin the four countries.Ask further generalquestions,e.g.Do theysaythisto everyone?Do theydo thiswith menandwomen? Studentperformance Studentsshouldbe ableto exchangefactual information. Youcanusethis checklistto monitor andgivefeedbackor to assess students'oerformance. I cantalk aboutgreetingcustoms. Studentstick on my ownif they haveansweredthe questions usingtheir notes.Theytick with somehelpif they havereada coupleof sentencesfrom Pairwork,Twocountries. Earlyfinishers Studentsrepeattf . '---.,,itywithoutusingtheirnotes. Additionalmaterial www.oup.com/elt/resultfor extra practiceactivities www.oup.com/elt/teacher/resultfor extrateacherresources Content Dostudentsanswerthe0uestions?exercise4 Grammar Dostudentsusesubjectandobjectpronounsaccurately? exercise10 Vocabulary Dostudentsuseavarietyofgreetingsphrases?exercise4 T9 TB
  8. 8. How to explainwho peopleare Orientation Context -r this lesson,students will practise using the presentsimple and :cntinuous to talk about what is happening in a picture -,asMeninas (TheMaids of Honour),is a painting by Diea: '.'el6zquezand was painted in 1656.At first sight.r: -::r; := .: ::. ;ainter is painting the viewer.However.in th.e:r.::::: :: ::.: -::: :f the painter,we seethe King and Queen l:.:; s;E:::::::.:::::-,' ire standingwhere the viewer is and Vela:c_ue:.s pa::.:::.:::.:r--. ?ositionillustrates the meaninq of absoluteand reiative :repositional phrases. Culture note -,rnlc send d {crcl qler^r- +^ ^-^L ^+L^- r.'*i-- conversations... r,6rtar) LU cdllL utttcr uul rlr6 'ex.rmnle thov rndicatc'hev are listcnrnp thev understand a 'rerker lheri A/)nl fn rpcnnnd fn: nrrcqiinn nr:rc ctrrnriced hrr!v u YULJ!rvrr, , :mething. Studentsoften 'import' words and phrasesfrom their :rrt lanpuasewhen thev haveconversationsrn Enslrsh.Thevcan.,".'*"b"*b' .' -"b"-" _"-J __^' :und more fluent and ppir time tn think r'l^err 159 COnVefSatiOn6-"'"'"' ' arkersin English(seeDiscoursebelow). Language Languagenote -. placein which art is drsplayedis calieda galleryin English, -:Ltmight be calleda museumin other languages.In English, . t,)rt<pnmrc rallrrrpfersto is a nlacewherehistortcalartefacts ,:e displayed End product -n Put it all together,students ask and answer questionsto identify :eople in a photo. They have the same photo, but the names of lifferent peopleare given. Preparation lcllect extra pictures or photos which contain severalpeopleif you -.'.'ouldlike to do the Extraplus activity after exercise6. Familiarize ,'ourselfwith the photos in PairworklC for exerciser5. Warmer )sk When did you lastgo to an art gallery?Who with? What did you :ee?Did you talk about thepaintings?Wereyou gtvena catalogue? -,:Iasit useJul?Why? Why not? -rirect students to the picture on >>p.ro and give them two :r.inutesto look at it. Booksclosed.Ask What canyou remember tbout thepicture?Elicit ideas.Write notes on the board before 'tudents look at the picture again to seewhat they remembered. ',','rite How to explain who people are on the board. fl Readan art cataloguedescription In this sec'i:cr..students skim a cataloguebefore reading carefully fcr detari I Rea::l-.e :-jes:-::.s and put students into pairs to discussthe :a::.:-:-i .:-s-<::: ;:-:r.teers to teil the class.Help them express :i.e:: -::a; i:: :: :.:: :','::--::rectfor accuracv. art:5': l Readthe instl.;c::::-: ::.: --:.a:.1': :--::::::.s. checking vocabulary.Ask ,.:c* t.a ) : ). t: .- t :: -:;: :;-e:?xt to answer thequestions?Quickii ':, :;.'-;:-.:': jlJ t t .+., :r.i understand everyword,or quickiytc l..i ::-.: i:-, .:-:: -': :..2.,s:owly for detail?(Quicklythen sio't.1 5..:-=:---.::::.: -: .:::-.':::allv Remind them not to worry a-:::: :.:;.; -,-:,:i: -- 1---.'1: ::..! :::i:. l Margarita 2ThepainterisVeldzquez. -=::"-::.-: --=; -i .'- --::- (thepeopleinthemirror) ortj'.::=:,:: '..: .' . -'-:". gallerywhoislookingatthe sce..: :.::::. i:: : Readthe instructions and direct students :: --..::: *: -; - - one or two examples as a classto demonstra:e --:.a:----.-=.' Students continue individually and compare :n :a-:s -:j{ volunteers for answers and checkthe classagrees:r:::: :--,-.; feedback. Students write the numbers in the text. 1DiegoVel6zquez 2 Jos6Nieto 3 Marcela 4 princess'sbodyguard 5 Maria (Maid of honour 7 Isabel (Maid of honour) 8 Maribarbola 9 Nicolas Not mentioned: the peoplein the mirror. ! Vocabulary position 4 Directstudentsto Positionon >>p.lo.Usethe namesof differentstudentsin your classto showthe differencebetween the phrasesin the two illustrations,e.g.Pabloisat theback of the room.Pabloisinfront of Maria.Studentscomplete the activity in pairs.Monitor andcheckstudentsusethe prepositiono/ wherenecessary. absoluteposition(theroom),i onthe left of 2 a::':.=-...i -: 3at the front of 4 onthe right of 5in the mr::-= :: relativeposition(thegirl):6 to the left of 7be:.:: 8 in front of 9 to the rieht of Extra help Call the number of a dot for students tc :.... a class.Make surestudentssaythe Crr-.' : Ieft oJthe room.DrIII pronunciation as :: -: i them to run the words toeether.St,:--.::-:.., 5 Gothrough the instructionsand dc lie::.: '-a:.-,2::Ee:her asa class.For item r, draw a simpie dragra:*-:: a .::s ::. :he board to illustrate the difference betweer. a: :;.:,4:".: zr-i infront, and at the back and behind. For :'ter. 2 x:ai^,'a roaciwith two lanes on the board and a cross,L :re .e::-hand lane. Usethe diagram to show the differe:.re r:. Ir.eanr.ngbetween on the right and to the right. Explain that the phrasesin ltems i and z are followed by of ,'av.Direct students to Positionand ask Whichphraseis the odd one out? (behindbecauseit isn't followedby of) Focusgrammarpresentsimpleandcontinuous:I'mstudyingarthistoryso lspend... Focusphrases prepositionsof position:(absolute)at theback,inthe middle,at thefront, ontheleft/ righl (relative)behind,in front, to theleft/ right Recognition vocabulary bodyguard,directly,kneeling,maids-of-honour,notice,on eitherside.shines.wide Recycled language verbs:believe,lookat,stand,study,want,watch,work Discourse conversationmarkers:oh,ok,riqht,uhhuh?,Well T10
  9. 9. c7 Direct students to las Meninas and go through the example as a class.Do a couple more examples if necessary,before students continue in pairs. Monitor and give positive feedback for correct sentencesand fluent use ofPosifion phrases. Extra help Studentsdraw a plan of their classroom,and put themselvestn the middle. They placeother students in ciifferentpositions.In pairs,studentsdescribewhele peopl. aiE ;c:.c.i. l:.e:: partnet makesa new seatingplan.At the er,i :::i: a::;'.':li' stidents compareplans. Extra plus Put studentsrnto s:r.a,i:r,:i;r-->ai.a ;:.1:ii,.,r:.''rt.rr.a','.rl pictures(seePr-g,rnrrii.rr,The]''!rliretl-,rees€r:tefL.estc decrrihe lhp n-srr:-:r.-ir'r- neonle Prrt t4/n orn:rn( lnoeth-' to swap picturesand wrrte three sentencesabouttheir new nirtrrrc (irnrrn< rnm.rrF <enlenrpc end <cc if lhprr -. ...-r a8ree. Grammar present simple and continuous Readthe instructions and direct students to LasMeninas on >>p.lo to answer the question (IosENieto).Ask students to explain why, and elicit some examples of sentencesin the present simple and continuous from the text. Write them in two columns on the board. Check that students understand the difference between the verbs see,watch, notice, and look. Monitor and review the form of both tenses if necessary. Direct students to the grammar box and rules.Readstatements a-e and check understanding. Do one or two examplesas a classbefore students continue individually. Monitor and help as necessary.Checkanswers as a class. 1e 2b 3b 4c 5c 6d 7d 8a 9a Readthe instructions. Tell students to look at the picture and do the first item together as a class.Put students into pairs to continue and monitor and help as necessary.Nominate students to give answers. Ask the classto say which rule each answer illustrates. 1 'stouching (ald) 2 'sholding/think (d/a) 3 'spainting/paints (d/b) 4 spend/'re helping (b/d) 5 are talking/work (d/c) 6 like/'m writing (a/e) Extra help Booksclosed-Saysometrue or false sentencesabout peoplein the plcture. Studentsrepeatthe sentenceas a classonly if rt is factually correct.Studentscontinue the activity in pairs. Go through the instructions. Ask for volunteers to give one example for rules a-e before students continue individually. Monitor and heip as necessary. Put students into pairs to tell their partner. Make a note of any language problemsto go over at the end ofthe section.Ask for volunteers to tell the ciass about their partner. Put students into different pairs. Explain the activity and direct studentsto the example.Remind studentsto pronouncethe third person s and to use to be for the present continuous. Ask for volunteers to teli the class about their partner. Extra plus Studentswork in small groups.They take turns to say true/false sentencesabout themselvesr-rsingthe presentsimple and continuous.The others guesswhich sentencesare true. ! tistenfor detail In this section, students listen for specific information and to conversation markers in context. 12 tC.l Explain that students will hear two peoplein the Prado Museum, Madrid, talking aboutLasMenfnas.Readthe instructions and give or elicit general ideas about what people looking at the picture might talk about. Play the audio for students to identify the two parts ofthe painting they talk about.Ask studentsto Iocatethe parts ofthe picture asyou checkanswers. the King and Queen;the painter's red cross 13 Students read questlons r-5 before listening again. Remind students to listen very carefully for detail. Play the audio. Ask students to compare answers in pairs and give them the option of listenlng again before going over the answers. 1rn the room (standingwhere the speakersare) 2 the nrincessand rhe otherncnnlein the nietr:re 3 on the painter'sjacket 4 the krng 5 the king (somepeoplesay) 14 Readthe instructions and information with the class.Check vocabulary.Direct studentsto audio script 1C.1on >>p.r5oand do the first item together. Explain that students should f,nd the word and then look at what people say afterwards to heip them flnd the answers. Put students into pairs to compare answers before going through the activity as a class. 2c 3a Extra help Divlde the classin half to read the conversatj6nelnrrd Therr then crrren rnlo< ffiCD Put it a1ltogether 15 Put students into pairs and direct them to Pairwork pholos on >>p.rz5 and >>p.r33.Go through the instructions and teli students they have the same photos, but different people are named. Nominate or ask for volunteers to read the example dialogue to demonstrate the activity. At the end of the activity ask students to show each other their photos. Student performance Students should be able to give short descriptions of people and actions. You can use this checklist to monitor and give feedback or to assess students' performance. I can explain who people are. Students tick on my own if they have given enough information for their partner to identify most ofthe people in the photo. They tick with some help if their partner has had to ask another question about one or two ofthe people. Early finishers In pairs, studentslook again at LasMeninason >>p.ro.They imagine they are in an art galiery and have a conversationabout it. 10 1l Additionalmaterial www.oup.com/elt/result for extra practiceactivities www.oup.com/elt/teacher/resultfor extrateacherresources Interaction Dostudentsuseconversationmarkers?exercisel4 Grammar Dostudentsusethepresentsimpleandcontinuous appropriately?exercisell Vocabulary Dostudentsusedifferentexpressionsforposition?exercise6 T11 lC
  10. 10. How to correcta misunderstanding Orientation lontext .:. this lesson,students will practise using phrasesto resolve .-:sunderstandings. :. :he cartoon strip,Medical Examination, a doctor is taking the :::sonal detailsof an army recruit.A misunderstandingarises ''.'ren the recruit interprets weight as wait. .:. Fuzzletime there are four different situations in whlch ::rnmunication breaks down. There are some useful phrasesfor ::aling with such situations tn Misunderstandings. Culturenote l,;understandingscan occurwhen similar words exist in -:rent languages,especiallywhen a word in one language .. r f,alscfrrerd {,r<,irnilarword wrth a differentnearinp} ir rher language When misunderstandingsdo occur.po)rteness ' .'prlion. ir Fnplishrenrrireth.:t thc nprcnnwho doesnt ' .:erstand(ratherthan the personwho has perhapsbeen ':.ear or made a mistake)apologrzesand so indirectly asksfor ..-:,fication. -anguage !rd product .: ?ut it all together,studentswrite two conversationsusing :.-.:informationin Pairwork>>p. tz5 andbasedon exercisero. i.:dents practisethe roleplayin smallgroups. Preparation ,:.:nk of examplesof cognatesandfalsefriendsin English .:.1 the language(s)of your studentsfor exercise3.Check ','-.sunderstandingsin Pairwork>>p.tz6soyou canhelpstudents '.'.:hexerciser4.Takea few monolingualdictionariesto class. Warmer ^';-.'.temisunderstandingon the boardandelicitor explainthe :-:aning.Askstudentsif they haveeverhada cross-cultural :- -sunderstandingwhich happenedbecauseof language :.ierences(eitherin their own countryor in a countrywherea :.ierent languageis spoken).Askvolunteersto tell their stories .: : helpthem gettheir ideasacross.Ask What'sthebestthingyou -,-. doin thesesituations?Put studentsinto smallgroupsto discuss -..<a spokespersonfrom eachgroupto tell the classandtakea '::e onthe bestsuggestions. ';:'-teHowto correcta misunderstandinqon the board. fl Vocabulary cognatesand false Readthe instructions and deflnitions r-3 with the class. Gothrough examplesa-c and askWhichdefnition?Eliclt otherexamplesfrom your students'firstlanguage,or other languagesthey know. tD tc 3a Readthe instructionsand checkstudentsunderstandthe activity.Distributemonolinguaidictionariesif you havethem. Dooneor two examplesasa class,askingvolunteersto say 7,2,or 3.Monitorand commenton students'answersasthey continuethe activity individually.Askfor volunteersto tell the classaboutthe similaritiesanddifferencesbetweenwordsin their languageandEngiish. Students'answerswill dependon:he::i-:s:-a:.s;aae background.Someexamplesfor Spanrsh.s:ea-<:::-::--i--= smoking7,2(smokingis usedasa gerun6.'o;:i; a:.3i.. -i meanssmokingjacketin English);large2 (largo',r.5par.rs:. meanslongin English). Gothrough the instructions and give examplesfor your students'language(s)if you can.Put studentsinto small groups to discusstheir ideas.Monitorandhelpasnecessary,anddraw the discussionto a closewhen studentshaverun out of ideas. Askfor a volunteerfrom eachgroupto summarizetheir ideas. ! Readand identify misunderstandings In this section,studentsreadshort narrativesfor detail. 4 Readthe instructionsandcheckvocabularyasnecessary. Direct studentsto the picturesin MedicalExaminationon >>p.rzand askaboutthe people,placeand situationto setthe context.Put studentsinto pairsto continuethe activity. Ask for volunteersto give answers.Wrlte weightandwait ucrt on the boardto showthat both words arepronouncedthe same. Studentscanlook up both words in the dictionary. Weightsoundsthe sameaswait.Thedoctormeantweight. Theyoungman understoodwait. 5 Gothroughthe instructionsandcheckvocabularyin the titles. Direct studentsto Puzzletime and askhow they are goingto readthe stories.Wordfor wordor quicklyfor thegeneralidea? (auickly)Explainthat you will dealwith any new vocabulary Iater.Seta shorttime limit beforestudentscontinue individually. Takea classvote for the besttitle for eachstory and nominate individual studentsto justify their answers. 1EnglishClass 2 Chattingat Work 3 Crossword 4 BuyingFruit 6 Gothroughthe instructionsanddemonstratethe activity usingthe first story.Tellstudentsto readEnglishC/assagain and decidewhich word causedthe problem.(right,it soundsthe sameeswrite.) Askwhy the othersin the classlaughed(the student gavethe wrong answer).Studentscontinuein pairs. Encouragethem to usedictionariesto help.Monitor and help asnecessary.Askfor volunteersto give answers. 1Theteacheraskedaboutthe oppositeofthe word right and expectedthe answerleft.Thestudentthoughtaboutthe word writeandgavethe answerread. Focusphrases misunderstandings:Idon'tunderstand.,I meant...,lthought yousaid...,Oh,Isee!,Pordon?,Sorry,Imisunderstood. Preview grammar pastsimpleandpastcontinuous Recognition vocabulary actually,bunch,carpet,chatttng,cognates,confused, falsefriends,fle,flulJlew,height,pearI pair,rhyme,recruit, strangely,weight Recycled .anguage words:ask,colleague,girlfriend,greengrocer,say phrases:soundsthesameas,theoppositeof Pronunciation lettersofthealphabet1D.l T12
  11. 11. 2The man's colleaguewanted to know if Anita had/u but, because/u soundsthe same asJIew,(the past tense of toly) the man thought his colleaguewas asking about how Anita had travelled. 3The mother thought the child was asking the question Why2 rather than telling her that the letter Y is the flrst letter of the word. 4 Maria Teresaused the word pair meaning 'two of somethlng'but the greengrocerthought shehad changed her mind and wanted some pedrs. ? Pronunciation the alphabetrb 7 Go through the instructions and the example to check students understand the activity. Ask students to read words r-r3 and check vocabulary. Monitor and help with pronunciation as necessary,while students continue individually. Nominate students to give the answers. Monitor for correct pronunciation, 2A 3Q 41 5F 6L 7M 8N 9S 10X 11O 12R 132 Extra help Studentschoosethe namesof three peoplefrom the unit and spellthem for a partner.The partner writes the namesand sayswhat they can rememberaboutthe people. Go through the instructions and point out that, for this exercise,students work with the full alphabet. Do one or two examples to check students understand the activity before they continue in pairs.Ask for answers around the classand give extra pronunciation practice as necessary. 1c,d,e,g,p,t,v 2j,k 3u,w 4y 5h 1D.lReadthe instructions and check students understand the meaning and pronunciation of the words. Drill pronunciation as necessary.Readthe example and play the audio for students to follow. Continue with the audio, pausing after each item for students to respond as a class.Monitor for accurate pronunciation ofthe letters ofthe alphabet. Repeatthe activity if necessary and nominate individual students to spell the words. 2 peace 3 guessed 4 through 5 rode 6 meat 7 new 8 bored Extra help Studentsuse audlo script lD.1on >>p.15oand repeatthe activitv in oalrs. ! tisten and follow a conve$ation In this section, students listen for detail to follow the order of a conversation in which a misunderstanding occurs. Tellstudentsthat the conversationis what Maria Teresaand the greengroceractuallysaidinBuyingFruiton >>p.rz.Tell studentsto lookat the things both A andB say.AskIMo misunderstands?(8.)Whoexplainsthemisunderstanding?(A.) Directstudentsto the exampleto showwherethe conversation starts.Studentssequencethe conversationindividually and comparein pairs.Donot giveanswersat this stage. 1D.2Remindstudentsthat they will Iistenfor keywordsto checktheir answers.PIaythe audio.Directstudentsto audio script1D.2on >>p.r5oto checktheir answers. t2 13 lD.3Direct studentsIo Misunderstandingson >>p.rz again. Go through each one in turn. Point out how both speakersin audio script 1D.2apologizefor their misunderstanding, repeat what they thought the speaker had said, and spell words to help clarify. Play the audio, pausing for students to repeat after each one.Monitor and encouragestudentsto mimic intonation to sound sincere.Give positive feedback. In pairs, students practise reading the dialogue.Encourage students to smile as they speakas it will help them sound friendlier. Monitor and encourage them to look less and less at their book sothey becomemore confldent and independent. Rememberto praise students when they produceaccurate sentences.Check students swap roles.Nominate or ask for two volunteers to read the conversationto the class.Ask the classif they sounded friendly. Extra activity In parrs,studentswrrte one or two conversatronsfor two of the mrsunderstandrngsn Puzzletime.They continuethe conversatronsotlre mrsunderstandingls resolved.Pairs rehearsetheir conversationsand chooseoneto act out for anotherpair. ffiCD Put it all together 14 Put studentsinto pairs anddirect eachpair to Misunderstandingson >>p.tz6.Gothrough the instructions andpoint outthat pairsshouldchoosetwo ofthe situations. Encouragestudentsto useMisunderstandingson >>p.12andthe dialoguein exercisero andto spellwordsif necessaryto help. Monitorandhelpasnecessary.Checkstudentsswaprolesas theypractisesayingthe conversations. 15 Put studentsinto groupsof four to dothe roleplay.Askfor volunteersto tell the classabouttheir misunderstandinssat the endofthe activitv. Studentperformance Studentsshouldbe ableto giveshortexplanationsor reformulations. Youcanusethis checklistto monitorandgivefeedbackorto assess students'performance. I cancorrecta misunderstanding. Studentslick on my ownif they haveroleplayedoneof the conversationswithout lookingat their notes.Theylick with some helpif they havelookedat their notesoccasionallywhen role playingboth conversations. Earlyfinishers Pairswrite a conversatronforanothermlsunderstandinsin exerciset5andrepeatthe activity. Additionalmaterial www.oup.com/elt/resultfor extrapracticeactivities www.oup.com/elt/teacher/resultfor extrateacherresources lo 1t lnteraction Dostudentsrepeatbackwhattheirpartnersaystoconfirm understanding?exercisel3 Dostudentsapologizebeforeaskingforrepetitionor clarification?exercise13 PronunciationDostudentspronouncethelettersofthealphabetclearly? exercise9 T13 lD
  12. 12. wotd, attachment,boss,flltmote,grcndfather, photography,personality,secretary,single,yoga phrases:Bestwishes,DearMr...,'mlookingforwordto... Stammarpronouns;presentsimpleondpresentcontinuous wordscapture,contribute,possion phrases:discussiongroup,listmembers,generalbackground Orientation Context ald Language -:r this lesson, students write a self-introduction to list members on an email discussion group. This is usually written in a formal style. Endproduct -:i Put it all together,studentswrite a seif-introductionemail of arout8o-9o wordsbasedon examplesin the lesson.Theypeer ::view andedit their writing, beforeproducinga seconddraft. Warmer --sk students what types of things people write and why. Write -:eas on the board and add a self-introduction email if necessary. :licit ideas on the differences between the types oftexts and their : "lrposes.Do not overcorrect for accuracy at this stage. ,',iriteHow to write a self-introduction on the board. I Getideasto write about -:: this section, students think about the audience and purpose of a ::xt. They analyse the organization of an email introduction. 1 Direct students to the photo and ask what they can see.Ask them to read sentencesr-3 and check vocabulary. Students continue the activity. Check answers. 1peopleshe doesn'tknow 2 learn new things 3 attaching a photo with the email Teaching tip When you checkvocabulary,encouragestudents to guessthe neaning of the word flrst and elicit ideas.Ask them how they 3uessed,for example,by thinking about the topic of the text rnd sentence,the position ofthe word in the sentence,etc. Extra activity Ask sometrue/false guestionsto checkstudents understand the text e.g.Wanda works at SafeguardHome Insurance.(T) '.^/anda'sworking in lapan. (F) 2 Ask students to read items r-6 and check vocabulary. Readthe instructions and go through the activity with the whole class. Ask about Wanda's email at the end of the activity, e.g.Does it contain the inJormation you would expect tofnd? (Yes) 2 my name and how ... 3 my generalbackground ... 4 my interest in ... 5 my hopesfor ... 6 goodbye 3 Go through the instructions and check students understand the activity. Draw a table on the board, with rows numbered r-6 to represent the points in exercise z. Ask students to read the items, and point out that they are written in note form, e.g. initials for names of people. Chooseone or two items from the words and phrases and write them in the appropriate rows on the board. Ask students to copy the table and put them into tairs to complete the activity. Monitor and help as necessary. 2 Wanda J,invited by Tony G 3 24,Notting Hill, secretary, Japan,yoga 4 photos of people,capture personality,sending photo 5 want learn more, contribute 6 Bestwishes Readthrough the instructions.Askstudentsto draw another tablewith rowsnumberedr-6. Encouragethem to write their ideasasthey cometo mind.Monitorandhelp,checking studentsarewriting in note-formand givepositivefeedback whereappropriate. Put studentsinto small groupsto taketurns to explainwhat theywill write about.Encouragethemto usethe languageof suggestionsandresponses,e.g.Whydon'tyou...?,That'sa good idealCheckstudentsamendtheir notesasthey goalong. In this section,students proofread a firsi dtan of an email. 5 Direct students to email B and ask tnerr. :c read it quickly. Ask Was it easytofollow? Does it say what yo:i excectedto read?Is it formal or informal? Is it accurate?Poini :'u: :l'.a: ar. emall to join a discussion group would be quite fcr:r'.a- Go through the instructions and do cne :: :',,,'::xan",ples. Remind studentsto look at organizatior. a:l:::s :::rr.s. grammar, and vocabulary. Students cot'!:i:-i: -:.:-',-:;; a-ly. 7 Studentscompare answers in pairs or sr,a-- :::::rs -,:is<for volunteers to explain the changesthey u-::-: ::.i<: a:-.J'.vhy. names:Mr Tony- Mr Garcia;Mr Wa:::: - ,'.'::::: Wanda - Wanda Jones Srammar:I'm lookforward to - I'm ic:,:,:.: :::-.. .--- :: vocabulary:communicatemyself be:::: - : : :' :- -: ..::: : :::e: organization:changethe paragraphl:::: - ',',:--:: : ::. -:.: paragraphshouldcomebeforethe clos::.; , :- -- .: : ::.:;-d start paragraph 3 &B Put it all together 8 Readthe instructions and direct students t: :1: ::::: -'-.:',- made in exercise4. Remind them to thir.k ai::: .',-:: --:.:','are writing to and why. Monitor and help as r'.eceisr:-.- 9 Studentsedit their work in pairs. Monitc: a:.1 ::.:::rai€ a collaborative working atmosphere. 1O Ask students to write a final draft. anci:: ::;-:;.,- :: :,ef::e handing it in. Student performance Studentsshould be ableto write a short -.',-:-,-::=a:::eCseif- introduction email. You can use this checklist to monitc: a:.: a:;: :eeacackor to assess students'oerformance. Content Havestudentscc,,:':: :': :.: -:s areaderwouldexpect? Otganization Havestudents.s:: ; :'::: :i a'icsaidgoodbye? Havestudenis..a.' =?.:'e r,ceaslogically? I can write a self-introduction email. Students tick on my own rf rb.evhave produced a second draft which has few mistakes. Tr.ey can tick with some help if their seconddraft needsfunher revlslon. ! Drafting andediting Early finishers (irrdpnlc r,l:- member tc '.'.'.. :-r'.-::-.'-:'!'a first draft reply from a list Additionalmaterial www.oup.com/elt/resultfor extra practiceactivities wwwoup.com/elt/teacher/resultfor extrateacherresources m T14
  13. 13. Warmer Rememberwho Readout or write sentencesr-ro below on the boardfrom Unit r. In small groups,studentswrite down who saidor wrote them. Studentslookthrough the unit to checktheir answersat the end. 1lm 24andsingle. 2 I calledat yourflat todaybutyou wereout. 3 Couldyou worka bit latertomorrowevening? 4 In Britain,shaking handsisquitecommon. 5 Whoarethosetwo people? 6 Whichonesdoyou want? 7Whydon'tyou comeroundfor dinnertomorrownight? I I neverintroducemyselJwith Mr and my surname. 9 That'sthekingandqueen. l,aI thoughtyou askedme to wait. l Wanda 2 Warren 3Mr Robbins 4 Greg(Brown) 5Barbara 6 the greengrocer 7Tina 8 GregBrown 9 the museumguide 10the recruit I Grammar I Subjectquestionsan<iobjectquestions1rrexercisei3 Warm-up:Sayoneor two sentencesfrom the exercise,mumbling the missingword to elicit a questionfrom the students.Reviewthe grammarbox on >>p:7if necessary. Set-up:Direct studentsto the example.Ask l,4/haf'sthetenseof the frst sentencein?(Presentsimple.)And thesecond?(Presentsimple.) 2Who lovesWanda? 3Who left a messagefor Fatima? 4 Who did Roxettekisson the cheeks? 5Who doesTracythink is nlce? 6 Who wantsto seeWandatomorrow? 7Who calledWanda(toinvite herto dinner)? 8 Who did Warrenvisit yesterday? 9 Who sawWarrenoutsideWanda'sflat? 10Who doesMrs Mirren live with? Follow-up:Put studentsinto pairsto askquestionsaboutthe peoplein their answersto the Warmer.Givethem time to write questionsand monitorand checkfor accuracy. 2 Ref,exiv:pror'-cuns18ere:cise12 Warm-up:Sayoneor two reflexivepronounsfrom the grammar box on >>p.9and elicitothersaroundthe class. Set-up:Gothroughthe instructionsand exampleasa class. 2themselves 3yourself 4 eachother 5himself 6 eachother 7 ourselves Follow-up:Studentswrite three similar sentencesand swapwith a partner. 3 Presentsimpleand continuous1Cexerci;e9 Warm-up:Direct studentsto the painting and elicit f,ve words they think might appearin the text. Write them on the boardand ask studentsto readthe text to seeif they were right. Set-up:Checkvocabularyin the text asnecessary. 2 like 3 shows 4 'swearing 5'splaying 6 seems 7feel 8 know 9 see 10'm learning il has Follow-up:Studentsusethe photosin Pairworkon >>p.rz6and >>p.r33.In pairs,they describea personfor a partnerto guesswho it is. ! Vocabulary 4 Thepeoplein rny life 1Aexercrses2,3 Warm-up:Draw three columnson the board:male,Jemale,or either. Add oneexamplefor each.Booksclosed.Seta time limit of about 9o secondsfor students,in pairs,to suggestwordsfor eachcolumn. Writethem onthe board.Checkunderstanding. Set-up:Readthe instruction.Dothe exampieasa classto check studentsunderstand. 2widow 3 aunt 4 colleague 5brother-in-law 6 cousin 7 neighbour 8 acquaintance Follow-up:Studentswrite the namesof six peoplein their lives. Theywork with a partner and askeachother aboutthe people. Monitor and give extra pronunciationpracticeif necessary. 5 Wayscf greetirig18exercise1 Warm-up:Booksclosed.Write the title for the exerciseon the board and elicit different ways of greeting. Set-up:Checkstudentsrememberthe words in the word pool.Do the exampleasa class. 2 shake 3 hug 4 kiss,cheeks 5put,shouider 6 wave Follow-up:Put studentsinto groupsof four. Askeachpair to mime waysof greeting,for the othersto guessthe phrases. 5 Position ,Cexercise4 Warm-up:Write the name of a student on the boardand askl4lhere is he/she?Elicit answersaroundthe class.Monitor for accuracy and correctif necessary. Set-up:Gothroughthe instructionswith the class. 2 in front of 3to the right of 4 at the backof 5at the front of 6 in the middleof Follow-up:In pairs,studentscopythe diagramfrom Posifionon >>p.ro and write nine numbersin different places.Theyexchange diagramswith anotherpair who write phrasesdescribingthe positionof the number.Pairscheckeachother'sanswers. 7 ldisunderstanCingslD exe:cise,0 Warm-up: Write thesewords on the board:understand,I, don't, meant,thought,you, sorry,said,see,pardon,misunderstood,oh. StudentsmakeMisunderstandingsphrasesand checkon >>p. 12. Set-up:Ask studentsto readthe sentencesquickly and to explain the misunderstanding.(Awantsa pot of tea,B thoughtA wanteda pot oJcheese.) 3A Pardon?... 4 BWe don'tsell 6 B Ah,I misunderstood... 5AOh,Isee Foilow-up:Studentswrite ajumbled conversationfor a situation in Misunderstandingson >>p.rz6.Theyswapexercisesand then correcteachother'sanswersat the end. Early finishers StuCentsrevre',.'lLe unit anCchcoseten rvordsihel' want to rernernberfcr tr..erex: :iass.Theydra.v,'three:oiumnsandw:ite ihe rvc:dsln rheirsi columrL.Theywrite a translaticn:n th.e secondanCar.exa.rr,.plesenteir:ein th.ethild, T15 nl
  14. 14. How to talk aboutyour background f,rientation l: rtext .- ::.rs lesson,students will practisetalking about themselves, ' -=-: ethnic background and placesthey are from, :.::le and placesdescribesthe person in photo 3 and gives a iist of - ::s of information about people. - . :aptioned photos show indigenous peoplefrom different parts : ::.e world. rrguage '-: product - .;l if all together,students work in small groups and use their ' -::; to grve a short factuai presentation about themselves and '=.: rackground.Their presentationis basedon audio script 2A.3 - )> P.151. ?:eparation - --: :: cf three famous peopleyour students will know if you plan . :: :he Warmer.Usethe categoriesrn Peopleand placeson >>p.r6 - - : :--akea note of their details. Takedictionaries to class. il'armer ' ,- ..:dents into small groups.Readyour descriptionsof famous .: -r.: f,rrdask students to guesswho they are.Tell students '.: .a:h group can askyou questionsor to repeatparts ofthe - -::::.atron. Seeif students can tell you anything more about the :': , :. cr placethey are from. - -. --ow to talk aboutyour backgroundon the board. fl Vocabulary peopleand places Go through the instructions and ask students for one example for the first two columns to check they understand the titles. Studentscontinue in pairs. Monitor and help as necessary, checking students are using capital letters. religious groups: Christian, Musiim, Jewish regions/parts of continents: Central America, the Middle East, the South Pacific,EastAfrica countries: Guatemala,Tanzania Set a time limit of about three minutes for students to add more examples to each column. Encourage students to use their dictionaries to check any spelling they are unsure of. Ask around the classfor suggestions. Direct studentslo Peopleand placeson >>p.r6 and tell them to read the text to answer the question (photoE).Ask students to compietethe information in the box.Monitor and help. e:lcc:raEr:.qs':uder.tst: use:he :all:cis u:.de: tl^.ephclo. 3; :-.;e:aa.s',,,-e:s:,sa :^:ss :a.::.<-:.:-::-::::.:s ::.:ers:ard ihe aa:e;c:1''.';:::s. I ::.- ::.:'..,':::s a:.: : :.:as3: -^l i -: ^-rcrrE,rulr: _,_*:.--: (part of) continent: ::.: country: Morocco region Extra activity Booksclosed.Usethe captionsto reviewindefir.:::ar-:-:s : an.Describethe peoplefor studentsasa classto cailour a cl an,e.g.TAymarawomanSSan TBerbermanSSa etc. 4 Gothrough the instructionsandthe example.Pointout that maybeis usedto indicatethat the speakeris guessing.Do one or two photostogetherasa classandput studentsinto pairsto continue.Seta shorttime limit to keepthe paceand monitor and help asnecessary.Askfor suggestionsaroundthe class andtell studentsto makebrief notesby the photos.Donot commenton suggestionsat this stageasthe activity prepares studentsfor the listening sectionthat follows. ! tisten for key words In this section,studentslistenfor keywordsin shortdescription texts. 5 2A.1Readthe title of the sectionand askstudentswhen they would listen for keywords and phrasesin reallife. (Tofind out specificinformation,e.g.listeningto a voice-mailmessage)"fell studentsthat keywordsandphrasesareusuallystressedand soareeasierto understand. Gothroughthe instructionsandplaythe audiofor studentsto underlinekeywordsasthey iistenandto answerthe question (photoz).Remindthem not to worry aboutcorrectspeliing, especiallyof placenames.After the listening,point out that, by understandinga few keywords,studentswereableto understandwho wasbeingdescribed. key words:woman,LakeTiticaca,Bolivia,(black)hat,(cloth) L^^ A,.- ^ -^udE,, Ay r t tdr d thebeforegeographicalnames peopleandplaces:environment,ethnicbackground,gender, group,nationality,(partof)continent,region,religion spellingandpronunciation:candg ', r,, .lz, .r 2A.3 ethnicbackgrounds:Aymara,Bedouin,Berber,lnuit,eIc. countries,regions,continenls:Bolivia,CentralAmerica,the MiddleEast,etc. religions:Christian,Muslim,eIc. people:beads,cloth,decorated,fur coat.headsco,,r.re:' mud,spear,tattoos,tribe places:mountatnrcnges.ocesrt3.:, other:a workingclass,ian'; tnird,< roromanrt r'l:, rt.r'rt mountains,traditional capitallettersforcountriesandplaces Stammar:presentsimpleandcontinuous T16
  15. 15. Teaching tip Drawing students'attention to using the same strategiesth:i they would use in their Lt helps build confldenceand increase motivatron. ]t will alsohelp students to becomemore self- reliant eventually. 2A.2Tell students they will listen for key words in nine short descriptions.Go through the instructions and play the audio. Pauseafter each description and elicit the photo number. Ask students to put a tick by their guessesin exercise4, but do not comment on this at the moment. a3 b4 c10 d5 e6 f7 g8 h1 i9 PIay the audio again for students to find one piece of extra information for each photo. Direct students to audio scdpt 2A.2 on >>p.151to checktheir answers and the notes they made in exercise 4. Extra help Ask students to underline two new words in each description in the audio script. In pairs,they look at photos r-ro to seeif they can guessthe meaning before checking in a dictionary. ? Grammar fhe before geographical names L 8 Direct students to the headings of the two columns in the grammar box. Check vocabulary. In pairs, students write the names of the places in the box. Ask for volunteers to give answers and point out the exceptions below the box. use the before: mountain ranges- the Alps; rivers - the Nile; oceansand seas- the Atlantic; island groups- the Canary islands;deserts- the Arabian Desert;some countries - the United States;some regions- the FarEast don't use the before: single mountains - Mount Everest; countries - India; continents - Asia; single islands - North Island; cities - London;lakes- LakeVictoria 9 Go through the instructions. Use the example to demonstrate that students should use 'environment'words like lcke or mountain and the information in the grammar box to help them work out the answer. Monitor and heip as students continue individually. Nominate students to give answers. 2 The/the 3 -/- 4-/- 5 -/the 6 -/the 7 -/the Extra help Booksclosed.Chooseflve geographicalnames from exercise 8 and make anagrams-Put students into pairs and set a time limit for them to write the names on a pieceof paper.Pairs swap piecesof paper and correct each other's answers. Extra plus Give students time to study the vocabulary in exercise 8. In pairs, students take turns to test a partner. Student A saysa category. Student B says a place. p Spelling and pronunciation c anrdg 1O Readthe title of the section.Ask students if spelling in English always represents pronunciation. (No./Tell students that the pronunciation of the two letters changes,depending on which letters it comes before. Go through the information in the box and point out the exceptions. Do the activity as a class. the letter c beforee,i,y: city, place beforeany other letter: country, Africa the letterg usually,gender,religion before any other letter: background,group n7 2A 1l Readthe instructions. Ask studentsto readthe text and check any vocabulary. Point out the use of the present simple tense for states and repeated habits. Put students into pairs to decide how the letters in green are pronounced. Monitor and help as necessary. 12 2A.3PIaythe audio,pausing as necessaryfor students to check their answers. Extra activity Studentstake turns readingthe text and checkingeach other s pronunciation. Monitor and give positive feedbackfor rntelligrblepronunciation. 13 Go through the instructions. Booksclosed.Put students into pairs to take turns to make statementsabout Gerry.Elicit suggestionsaround the classand monitor pronunciation and accurateuse of the present simple tense.Give extra practice as necessary. Extra plus Ask students to finci the words and and becausein the text. In pairs,studentsseehcw many sentencesthey can make about Gerry using the conjunctions. 8CD Put it all together 14 Readthe instructions and checkstudents understand the categories.If your students come from the same piace, encouragethem to add more personal details.For example, for interests, students could add placesthey have visited and peoplethey have met. Monitor and help as necessary,directing studentsto the text in exerclserr for ideas.Give students time to rehearse,mumbling presentationsto themselvesbefore doing exerciser5. 15 Put students into small groups.Tell them to make a note of similarities between themselvesand others asthey listen to the presentations. At the end of the activity, ask for volunteers to report any similarities to the class. Student performance Students should be able to give a short, factual presentation. You can use this checklist to monitor and sive feedbackor to assess students'performance. Content DostudentstalkaboutmostofthetopicsinPeopleand Dlaces?exercise4 Grammar Dostudentsusethepresentsimpletenseappropriately? exercise13 Pronunciation DostudentsmostlvDronouncecandaclearlv?exercise13 I can talk about my background. Studentstick on my own ifthey have given their presentation using their notes.They tick with somehelpif they have looked at the text in exerciseu occasionallvfor ideas. Early finishers Studentschoosei''r'i repeatexercrser5 :ategoriesfrom exerciser4 and Additionalmaterial www.oup.com/elt/result':' ...t'a gracticeactivities www.oup.com/elt/teacher/resultfor extrateacherresources
  16. 16. Howto talk abouttourism l:ientation --:.:ext - -: -' lesson,studentspractisetalkingaboutaspectsof tourismin ' - ' -.ttntrr nY rFoinn -' - :.:adline in the article on >>p.r8 describeswhat Chinese .'.=:stend to buy in Britain (shoes),what they expectthe ..::.er to be like (foggy,basedon Britain at the time of Charles , .,:rs) and mentions'the big stupid clock'(which comesfrom '. -:inese for Big Ben,Da BenZhong). - -: rccompanyingphotosshow Chinesetourists and tourist sights -.'.' :end to visit. - . ::try explains somekey vocabulary. lJture note -- ::types are often basedon perceivedrather than real : - :'.'ioursof groupsof people.Theseideastend to be applied .':ronalitiesor groupsas a whole,whether they are true or ' - Lesearchhas shown there is often no correlationbetween :'-:,V€d cultural characteristicsand indivtdual identtties. ::.guage ."arguage note -..':rbsof frequencycanbepl.rteJ ir-.: - ,. : :....- - .. sentence,dependingon the t'"::' i:' :: .. :., -l- ::-:-.'---- .r .:- - -:'position,beforethe verb :::'i-rri ,t:l-='.'=::- '. r:.:.:---t. ,.... : - -..redlater in the cour-se i:.C product ?Lt it all together,studentsdescnbetyprcal or famous things , - :'lt their country or a region of therr country.They rehearsethe ,::>entation beforegiving it from memory.The presentationis :.,:C on audio script 2B.2. ?reparation -.- -:.kaboutclassroomorganizationfor exerciser5. Warmer : -: students into teams and ask for the name of the following :,':es in London.t Thehome of the royalfamily? (Buckingham -: ;:e) z An old palaceand prison wherethe CrownJewelsare ,.::' (TheTowerof London) j WhereCharlesand Di weremarried? ,: .-tul's Cathedral)4INhere the government sits?(theHousesof -,':ament) 5 A famous clock?(BigBen) 6 Wherepeopleparty on '. ...'iear'sEve?(Trafalgar Square) 7A ferris wheel with a view of - .' tcn? (TheLondonEye) 8 Whereyou can seemodelsoffamous .. : :.e?(MadameTussauds) ,-.--.eHow to talk about tourism on the board. fl Reada newspaperarticle In this section,studentsscana newspaperarticlebeforereading for detailandinterpretinginformation. I Gothroughthe instructionsandcheckvocabulary.Monitor andhelpasstudentscontinuethe activity individually.Put studentsinto pairsto compareideas.Elicitsuggestionsaround the classandwrite suggestionson the board.Studentscan referto theseif they needhelpfor exerciset7. 2 In pairs,studentsmakea similarlist for Britain.Put pairs of studentstogetherto comparelistsand askvolunteersto give suggestions.Encouragestudentsto addcommentsand exchangeopinionsasyoutalk abouteachtopic. 3 DirectstudentsIo Chinesetourists...on >>p.r8.Askthem to look at the picture and headlineand guesswhat the article is about.Elicit ideas,but do not commentat this stage.Readthe instructions and askstudentshow they aregoingto read. (Lookquicklytofnd examplesof the wordsin exerciser.)Set a time limit of aboutthree minutes to encouragestudents to scanthe text, ignoring new vocabularyat this point. Ask volunteersfor examples. books:OliverTWist clothes:raincoats,shoes famouspeople:WinstonChurchill,KarlMarx food:Chinesefood geography:the southeast,abroad placesthat touristsvisit: BuckinghamPalace,the Housesof Parliament,BigBen souvenirs:not mentroned weather:fog 4 Gothroughthe instructionsandaskrvhotheyrc'ttemI refers to (Chinesetourists)Pointoutthe glcssa:vat the endof the article.Dothe exar.p-e',.,-::r-.:1^.::.asslc cemonstratethe actr.,'1tv..Asks::ie:,is:o :eacl:err.sz-6 andcheckvocabularyas recessa:r,'.-"'r3n::cranoi",elpasstudentscontinueindividually, naki:'g a ncie of anyproblemswith word order.Donot correct r..istakesat this point asthis is the focusof the next section. Gooveranswersasa classandcheckany new vocabulary. 2usually 3 always 4 quiteoften 5always 6 rarely Teachingtip Reviewthe differentreadingstrategiesstudentshaveused. Pointout that beforewe readnewspaperarticles,we normally usepicturesandskim and scanto getthe generalideaof content,beforereadingin detail.Reflecton how thesestages haveheipedstudentsgain an understandingof the newspaper articleandcommentontheir success. 5 Readquestions1-5asa classandcheckvocabulary.Ask studentsto readthe text againandanswerthe questions. Monitor and help asnecessary.Nominate studentsto give answersandusethe line numbersto helpthe classlocate relevantinformation. Do not overcorrectfor accuracy,but help studentsgettheir ideasacross. 1 Shoessizesareoftendifferentin differentcountries. 2 Visaruleshavechanged;the Chineseeconomyis strong; therearemoredirectflights. 3 Theythink Englandis the still the sameasit was when CharlesDickenswaswriting. 4 Thetext mentions'lesswell-knownsights'. 5 Theyliketo buyfamousmakes,e.g.Burberryraincoatsin +ho nnrrn+rrr nf nrir -, -.'gln. 'r(usSrammaradverbsoffrequency ::<uswords adverbsoffrequency:always,usually,often,quiteoften, sometimes,rarely,hardlyever,never ie<ognition €(abulary wards:crowds,old-fashioned,papercut-out,stereotypes, tourism.well-known.visa phrases:countryoforigin,hurryup ?:<ycled E'rguage words:abroad,attraction,expect,foggy,sight,sightseeing, souvenirs,tourguide,tradition phrases:Ithink...,Idon'tthink...,maybe... gammat:presentsimple T18
  17. 17. Extra activity Putstudentsinto groupsto talk aboutstereotyping.AskDoyou thinkthat all Chinesetouristsbuyexactlythesamethings?What dopeoplefrom your countrydowhentheygo on holiday? Dotheyallgoto thesameplace?Do theyalldo thesame things?(SeeCulturenofe.)Askstudentsto dectdeif the article stereotypesChinesetourists.(Notreally,it useswordsand phraseslike:someof them,hardlyever,sometimes,often, usually,quiteoften,rarely.) 5 Putstudentsinto pairsto answerthe question.Ifthey have beento Britainor arestudyingin Britain,they cantalk about what theyhavedoneor did.Monitorandhelpasnecessaryas studentsdiscussthe topic.Askfor volunteersto tell the class, and encouragestudentsto commenton eachother'sideas. ! Grammar adverbsof frequency Go through the instructions and direct studentsto the Iast column in the box. Ask them to read the phrases.Check understanding and elicit or explain that the final words in each line rhyme and that the completed text is a poem about tourists in Britain in generai(not the Chinesetourists in the article). Students do the activity individually before comparing in pairs. Do not go over answers at this point asthey will listen to checkin exercise8. 2B.1Play the audio for students to listen and checkanswers. usually often sometimes never PIaythe audio a secondtime for students to mumble along with the recording. Tap out the rhythm if necessary to encouragestudents to keeptime. Extra help Studentsread alternate lines, in pairs or smaI1groups. Go through the instructions and do the activity as a class. 1before 2 after 3 after Readthe instructions and sentencesr-6 as a classand check vocabulary. Monitor and help as necessary before students comparetheir ideasin pairs. Go through each item as a class, asking for volunteers to explain their sentences. Extra plus Studentswrite a short verse about visitors to their country uslng exercrse7 as a model. F Listen for detailtL -n this section,students listen intensively to short descriptionsof :c'.rrcountries. 12 28.2Go through the instructions and ask students to read and -:stento the flrst clue.Play the audio and pauseat the end of :::e f.rst clue.Ask students which words give them cluesabout -.: :ountry (mountains,famous, Eiger,Matterhorn). 1-: :i-,:ough the example conversation as a class,pointing : :: --l'.e.;seof I think, maybe, and I don't think as phrases to -:::: j:. cpinion. Continue with the audio,pausing after --': : :r: :-,,"-:clues for the first country. Give students time :: :-.r::-r:,:: -:eas and elicit suggestionsafter each one.Piay --:: :-:-: -.: ::r.tinue with the activity. Elicit and confirm L-j4-:--: :: --:: ::.: :f eachset of three clues. t3 Teaching tip At the end of the activity, point out that sometimesthe main topic is not clear at the beginning of spokenor recordedtexts. Explain that it's a good idea to ihink about the general idea flrst, and to continue listening to confirm an idea. Direct studentsto the topic words in exerciser. Tell students to listen again and write the topic words for each country. Go over answers as a classor direct students to audio script 28.2 on >>p.15rto check answers in pairs. 1 geography,food, souvenirs 2 food, placestourists visit, famous people 3 geography,famous people,placestourists visit 4 food, placestourists visit, famous people Readthe instructions and example to demonstrate the activity. Monitor and help as students continue in pairs, checking they are using note-making strategiesfrom Unit r. 15 Put students into groups of four and remind them to use frequency adverbswhen they describetheir countries. Encouragestudents to repeatwords and phrasesto checkthey have understood correctly.Monitor and make a note of any problemswith usesof frequency adverbsto go over as a class at the end. Grvepraise when students give interesting clues. Extra activity Studentsrepeat::.t activity with a differentpair. BC Put it all together 16 Go through the instructions. If you have a monolingual class, ask studentsto choosea region of their country. Tell students to think of three or more cluesand monitor and help as necessary, checking students are writing notes rather than full sentences. 17 Put students intc pairs to do the activity. Tellthe students who are listening to make a note of the topics in exerciser as their partner gives information. Studentstell eachother which topics they ta.xed about at the end and seeif they were correct. Student performaace Studentsshcuri be arie tc elve a short factual presentationfrom memory. You can use thrs checklist to monitor and give feedbackor to assess students performance. I can talk about tourism. Students tick on my own if they have given two or more clues without using their notes. They tick with some help if they have looked at the board onceor twice for ideas. Early finishers In parrs,students repeat exerciser7 without their notes.Partners make a note of how many frequency adverbsthey used. As a follow-up project,students could do some Internet research to find out more about another place. Additionalmaterial www.oup.com/elt/resultforextrapracticeactivities wwwoup.com/elt/teacher/resultforextrateacherresources t4 10 ll Content Dostudentstalkaboutthreeormoredifferenttopics? exercise15 Interaction Dostudentsaskforrepetitionorclarificationifnecessary? exercisel5 Grammar Dostudentsmostlyuseadverbsoffrequencyinthecorrect position?exercise1l -19 !l
  18. 18. Howto describeobjects Srientation I ::.text - ---:slesson,students will practise describing objectsthey don't .---,'.'thewords for. - -: rruseum cataloguedescribesflve artefacts from different , -:.lries. The names of the atticles have been removed. : -::cs a-l show different obiectsfrom around the world. ..anguage note ' :: grammar words (artlcles,conjunctions,and prepositions)like :. and,or,to,of areusually unstressed.This lessonfocuseson - ;nstressedforms offor, of,from, an-daswhen thev :c:-:r .i ::'.. : :f a sentence. i.i product - :'.tt it aIItogether,students,,vork:r. 8r3u9s.-ls-l-.l::.. :i::: s ::. :: 'lork on >>p.r27to ask questionsand icienttiyar, c-:.e::.i:le,; ' .'.': rehearseda similar conversationin exercisers. ?reparation ; ..: the Teachingtip afler exercise5.Familiarize yourself with the - ,:mation inPairwork, ObjectA >>p.rz6 and ObjectB on >>p.r33 ",: =xerciser4. Takedictionaries to class. ,Varmer -- - : sean item from photos a-l on >>p.2o.Tell students that you . .: :ne of these objectswhen you were moving house recently : - - :rey have to guesswhich one it was. Put them into two or -::: teams to preparefive yes/no questionsto ask you about the : =:: Give students these categoriesto think about beforethey -.- material,shapeand size,parts ofthe object.Tell them they can - , iuess after they have askedall their questions.Teamstake -r:: to askquestionsand guessthe object. : -.=llow to describeobiectson the board. I Readfor detail In this section,studentsreadshortdescriptionsfor gistanddetail. 1 Readthroughthe instructionsandexamplesandcheck vocabularyasnecessary.Put studentsinto pairsandseta two- or three-minutetime limit for them to continue.Drawthree columnson the boardand elicit suggestions.Write the words onthe boardandcheckanynew vocabularyasnecessary. Suggestedanswers material: cloth, plastic,glass,cardboard,china shape and size:squarethin, round parts of an object:leg,top, bottom Go through the instructions with the class and direct students to photos a-l on >>p.zo. Elicit or give the following phrases lt's madeof ...,It'sgot ...,It's usedfor ...and write them on the board. Do one or two examples together to demonstrate the activity. Go through each item in turn, eliciting suggestions and helping students to get their ideasacross.Do not expect students to name the objects in the same way they are given in the answer key. Help students get the general idea across. a fishing net b drinking gourd with straw c boxing glove d antique potato masher e leather wine drinking pouch f wooden African three{egged stool g glassfishing floats h ceramicvase i glassperfume bottles I wooden African headrest k wooden African d:lr. I baseballglove Readthe instructionsand titles r,viththe classir.:cu:ase students to use words or Dar:s c: ',.,-:r:s:i^.er--<:.:.,'.'::-.:ie titles and texts to Cc::.e a:::-,'::','l::::::::::..:::::ex: r r:. P'.eces'.ri tr.'-i.2Jn'.::.>>p.2oa:.: :: ::.::.:-.: -::-. as a:-ass:: ae::.: l s:ra:e :i.e a:::','::'.' S:::e:.:s a::r:::.;e :.n:';duaiiy anci ::::.:e:e ::.:ails ^sk:::',':.::.:e:ls:: e-1'eansyersancito exp-a::','.-h:chrrlrds 3: pa:ls helped:her, find the answers. - ','.-:::e:.:ea::es: I 3ase'ca..C-:ve 3 ?oiatc Nlasher * Frqhrno Fln:r< ( lere frrn :nd (irerar Tellstudentsto find onephoto(a-l)to matchwith eachtext on >>p.2o.Nominatestudentsto giveanswers.Referto the information in the texts to help studentsunderstandany mistakes. lj 21 3d 4g sb Todemonstratethe activity,write the word tubeson the board askstudentsto find it in text z on >>p. zo.Askstudentsto readthe first two sentencescarefullyto underlineclueswhich would givethem an ideaof the meaningof the word. (Clues: kindof glove,Ieather,Jourfngers andthumb)Askstudentsto repeatthe activity with a differentword beforecheckingthe meaningin a dictionary. Teachingtip Putstudentsinto pairsor smallgroupsto tell a partnerabout the wordthey chose,how they guessedthe meaningandrf theywere(moreor less)correct.Studentsmaybeawareof somestrategiesfor guessingthe meaningof words Bygi'.'.r; studentsthe opportunityto exchangeideas,they might ler:: otherwaysof guessingthat aresuitablefor wordsin cirfe:::.: contexts,e.g.usingpartsof words,lookingat Ianguageer::.t: sideof an unknownwordfor cluesor to seeif the ',..'crc;s :;:: of a phrase. rguage axuswords material:leather,rope shapeandsize:curved,Jlat,long,narrow,round,wide partsof anobject:handle,side,top(part) :xusphrases statements:a kindof,coveredwith,lt's...usedas,lookslike, madeof,usedfor questions:Whatdoesit looklike?,What'sit usedfor?, Where'sitfroml, etc. iecognition '.(abulary words:animolskin,baseballglove,dish,driedgourd,drum, fshingJloats,hollow,matdcupandstraw,metalplates, potatomosher,silver,surface,tube,woodenheadrest phrases:insteadof iecycled anguage words:cordboard,china,cloth,container,glass,metal,plastic. square,thin,wood phrases:it'smadeof...,it'sgot...,it'susedfor ... Srammar:wh-questionforms 'onunclauon stressof prepositions:What'sit usedfor?h: lt'susedfor cuttingfruit./fal2C.1 T20
  19. 19. ! Vocabulary phrasesfor describingobjects 12 13Gothroughthe instructionsandthe exampleasa class.Ask studentsto readsentencesz-6 andcheckvocabulary.Tell studentsthat they might flnd morethan onepossibleanswer (especiallyif they usetheir imaginations!).Monitorandhelp asnecessaryasstudentscontinueindividually.Nominate studentsto give answers Suggestedanswers 2b,e 3e,h,i 4k 5c,1 5f: Tellstudentsthey will find the phrasesin greenin morethan onetext.Monitorandhelpasnecessary,showingstudentsthat sometimesthey will haveic lo:k acrossa coupleof wordsto flnd the phrase,e.g.in text : userhisglovefor). 1 made of: :3x: - - :' 3 usedas,:::i: - i = 5 kino :: :.i.: : : : Readthroug:. ::.: ::.s::-i:::::.s a:.: ::.e :xa::-:.e as a c-asst: demonstla'ie ::-e a:::-,-::'.'i:.::.< s:::::-:: i:.;ers:aa.1 :i.e ',r'crd nrlinrr. a''.-'_'_ i:-__ __ _:r _ricrtrfrr r...-,,.-----. -, ::.:::-i a-_:_-_i::::::.ev _-...-*-....-r the o':'ec: ; Ask s:;::r.:s :3 :eaa ::en^s2-4 and checkvocabularybefore ther' :::.:::.'-i: -r. pairs.ilonitor and heip as necessary.Ask f:r '.'oj::.:eers tc explain the difference between the pairs of serite.,ces.Point out or eiicit that the phrases usedas, Iookslike, m.adecj, and usedfor are very useful when you can't think of or don t know the exact words or name of something. I b lr rsnt a glove,but it lookssimilar. 3 a Onlythe outsideis rnade of leather. 3 b The whole object is made of leather. 4 a It isn't a water carrier but it can contain water. 2C.1Draw two columns on the board. Write the title and copy the first example from each column. Readthe instructions. Play the audio and underline the stressedprepositions in each column as students listen. Play the audio a secondtime, pausing after each sentencefor students to repeat.Monitor and nominate individuai students to say sentences,giving extra practice as necessary. Extra help Choosesomeitems in the ciassroomand ask studentsto ask you questions using the questions in the flrst coiumn in the box in exercise9. Students repeat the activity in pairs. lO Put studentsinto pairsandnominateonepairto readthe example.Directstudentsto the photoson >>p.2oandthe phrasesin exercise9.Remindthem to pronouncethe preposition appropriately.Givepositivefeedbackon pronunciation. Extra activity In pairs,studentstaketurns to sayflve sentencesaboutthe itemson >>p.2o.Theirpartnerguessesthe item.Theylookat the sentencesin exercise6 to helpwith ideas. C Listento a descriptionof an objectrb In this section,studentspredictwordsthey expectto hearin a conversationbeforelistening to checkpredictionsand noting detail. 11 Readthe instructionsanddirectstudentsto photob on >>p.zo. In pairs,studentswrite sixwordsthey expectto hear. Extra help !--,.: s.:ggestlonsaroundthe class.Writethem on the board ::: r.r: ::.e classto voteon the bestSixwords. -:' 2C 2C.2Gothrough the instructions and play the audio.Playthe audioa secondtime if necessary. Ask studentsto readquestionsr-5 and checkvocabulary.Ask studentsto answerthe questionsfrom memory and compare answersin pairs.Playthe audioagainif necessary. Nominate studentsto give answers.At the end, askIn which othercountrydopeopleusethesecups?(Brazil.)Doyou think the;, havethesameproblems?lMhy?Whynot? 1the southof Brazil 2 mixing sugar 3you getthe (tea)leavesin your mouth 4 it will fal1over(soyou don'tput it down) 5put morehot water in the cup. 14 Gothrough the instructions and direct Asto ObjectA on >>p.126andBsto ObjectB on >>p.r33.Monitorandhelp studentsmakenotesto answerthe questionsasnecessary. 15 Gothroughthe instructionsandput studentsin pairsto take turns anddothe activity.Remindthem they canrepeatwhat th.eythink their partnersaidto checkthey haveunderstood correct^y.Askstudentsto point out the objectat the endof eachturn. Extraplus Studerrrswn:e f pa:.::l:i'.;::r:lar to ObjectA on >>p.126and ObjectB on >>p.133to iescr.L,eor.eof the objectson >>p.2o. Therr reed thc de<crir- ^* t-' -L -"^lc the nhieei ----J ----' -..- _-----/LIUjl :Ul .ILtr Lld>> LU BUtr)J (rLL VUJLL(. BC Put it all together 15 Direct studentsto GuesstheObjectson >>p.122.Gothrough the instructionsandput studentsinto smallgroups.Givethem a shortperiodof time to choosethreeor four objectsandthink aboutthe answersto the questionsin exercise14.Students continue,guessingthe objectfrom the labelledphotos. Studentperformance Studentsshouldbe ableto giveshortfactualdescriptions. Youcanusethis checklistto monitorand givefeedbackor to assess students'performance. I can describeobjects. Studentstick on my own if they haveansweredquestionsto describetheir objectusingtheir notes.Theytick with somehelp if they haveiookedat the phrasesin the box in exercise9 a few timesfor help. Early finishers Studentsthink of objectswhich aretypicalof a placethey know (eithertheir countryor a regionof their country,or another countrythey know).Theymakenotesanddescribeand explain what they areusedfor.Othersin the groupdecidewhich objects arethe strangest,mostuseful,or mostinteresting. Additionalmaterial www.oup.com/elt/resultforextrapracticeactivities www.oup.com/elt/teacher/resultforextrateacherresources Dostudentsanswertheirpartner'squestionsappropriately exercise14 Dostudentsmostlyanswerquestionswithoutalotof hesitation?exercise10 Dostudentsusedifferentsizeandshapewordstoanswer questions?exercise2
  20. 20. to tell an anecdote **F?- AYl - .- -::::; '.'.'rllpractisetelling anecdotesusing the :-: ::!: ::r.tinuous. -:: . ---:s:ratethe main eventsin the story Culture :=: j:r.3n Kerrigan,describescultural mistakeshe .::.^r::.: ',vith his friends in Japan. : . : .: l:me expressionsare grouped according to three -=:=:::r^.gto periodsof time, reiating two eventsor ' ' -: - : tn time and scnrrencinq errents--....: fl Readan anecdote In this section,studentsskim the first part of a text for specific information.Theypredictthe contentofthe secondpart,before readingto confirm. Gothroughthe instructionsandthe example.Put students into pairsand monitorandjoin in with the conversations. Nominateindividualsto tell the classabouttheir experiences and help studentsget their ideasacross. Readthe instructions.Ask studentshow they aregoingto read the text to find the answers.Quicklyor slowly?(Quicklyand then slowlywhentheyfind wordsconnectedwith the idea.)Go over answersasa classand help studentswith any new vocabulary. badthing: had a cold goodthing: learntto usechopsticks quickly Direct studentsto the photosand tell them to coverpart z of the story.Askthem what they canseein eachphoto and write usefulvocabularyon the board,e.g.chopsticks,bowl. In pairs,studentsguesshow they think the storywill continue. Monitor and encouragethem to justify their ideasasthey discussin pairs.Askvolunteersto explainhow they think the storywill continueand why. Takea vote on the bestidea. Direct studentsto part z of.CultureShockon >>p.z2.Readthe questionsand checkstudentsunderstand.Givestudentsa few minutes to talk aboutthe first questionbeforenominating a few studentsto sharetheir answerswith the class. Direct studentsto the photosoneat a time and elicit the events. a drinking tea b somethingfunny c a personblowing their nose d leavingchopsticksin bowl of rice e a finger- rinsingbowl Readquestionsr-z and checkvocabulary.Monitor and help as necessaryasstudentsdiscussthe questionsin pairs. Askfor volunteersto givetheir opinions.Monitor for the use of the past simpleand past continuousand make a note of any problems.Do not correctfor accuracyat this point asthe grammaris studiedin the next section. Grammar past simple and past continuous Directstudentsto the first boxandwrite the sente:.::-.:: -.:: board.Underlinethe verbsandaskstudentsto ice:.: '-,':: = pastsimpleandpastcontinuous.Labelboth ter.s=' Askquestionsto focuson the different mea:',: tenses,e.g.Whichverbtensetellsusaboutt'..e: beginningofthe story?(Pastcontinuous)!-:::: :: =, : dotsindicatethe contextof the storyr',rir: ','; at the beginning)andthe arrowsi:::::.:: ::: story(whicharetoldin the pasls.:::.= :.:.' of eventsinthe storyandmcr.::::::: ::::::: -j: :- -- simple,e.g.he blew hisnosei::;.= ::: : -: ,i-- ----': l : ;"- f- : Eenotes ' -::su/f Pre-intermediate,students were introduced to the :-: and past continuouswhen a shorteraction interrupts -:.:. Here,the past continuousis also usedto setthe scene : :f a story. :: some languages use durlng to expresshow long = took, rather than when it happened, e.g.they might say :) Franceduring two weeks. : ,- : tll together,students te1la partner an anecCoteusing their - , . :: -ldentsuse conversation markers in audio script 2D.1.both :..,::rs and listeners. i:eparation : . :ve countriesyour studentsknow about if you plan to ' '-: ,Varmer(seebelow).Takerecordersto classif you want to - ..: :.:,efinal activity. Take dictionaries to class. /r aJmel - := :he names of flve countries on the board, e.g.Alaska, France, - ::-: Barbadosand Australia. Pair the countries at random and .::lents for similarities and differencesbetween them. -' .:;lents to imagine a personfrom one country went on ' ::',' to one of the other places.Seeif they can think of any - : ::;:1ng storiesthe tourists might have to tell when they get ' :,i' a.Cme. -.--:-iow to tell an anecdoteon the board. :;stsimpleandpastcontinuous : mephrases:abitlater,acoupleofyearsago,aftersome c,actice,beforeitgotcold,duringthefrst week,fora noment/while,intheevening,whenIreturned ,,'tords:chopsticks,cultureshock,tissue phrases:blowmy/yournose,bowlofrice,feelingpleased withmyself,inpublic,mynosewasrunning,Japanese-style words:shoulders,beard Srammar:pastcontinuoustodescribealongeractionin progress,regularanduregulorpastparticrples(asked,invited, started,went,knew,etc.) timesequencers:firsttime,then,nexttime,in theend, conversationmarkers:well,oh,uhhuh,anyway,youknow, mmm T22
  21. 21. - -:r-::- i nltrrl ininothtr.,....o.'.. :s .n the board. ---::: ::-:::.:= :: i:- '-:: CultureShockon >>p.zzandask :j::- :: -:: . a:-: ;:.:er.ine examplesof the pastsimpleand :::: ::::-:.-::: i^:crtanswersasa classandmonitorfor , ---r =,-.'--r:-,:i-,'.'regularandirregularpastparticiplesand .:::: :; :.:.:ssarv Askstudentsto continuewith Partz of the :: ,.:-:.:--.--l-:a--v.studentscompareanswersin pairs. l: :::::::r-. ::.e tnstructionsand do itemst-3 in the first :::::..:: :. ier,onstratethe activity.Askstudentsto read ::-=::):: a:.1:heckvocabularyasnecessary.Remindstudents ::.': :.:t- :an find and checkthe pasttenseandparticiplesof :=::-:: a:.i irregularverbsin their dictionaries.Put students -::: :a-:s to continueandmonitorandhelpasnecessary.To ::.::l< arsrvers,readthe text aloudandpauseat the verbpart ::: '::cents to calloutthe answersasa class. . ..,i ':::ing 2 wasreading 3 got 4 waswearing 5stood : ,:.: 7 noticed 8 had 9 saw 10said 11had i2 sot 'I . --< onino 14 rzme 1S rnrac rrrnnino Extra help ',',-:i:e 1was coming to classwhen ...on the board. Ask each -: -ldent to make a sentenceabout something that happened to ::.ern one day. C Vocabularytime expressions Directstudentsto Timeexpressionson >>p.22to flnd and underlinethe expressionsin CultureShock.lf necessary,write the title of eachgroupof expressionsand copythe diagrams onthe board.Checkstudentsunderstandthe meaningofthe phrasesusingsentencesin the text, e.g.a coupleofyearsago links now(whenthe writer wrote the text)to an unspecified time in the past. Extra help Substitutiondrill. Saythe followingtime phrasesfor students Io sayduringorfor:fve years,thesummer,December,thenight, sixweeks,threehours,a moment. Gothroughthe instructionsand checkstudentsunderstand the activity.Askstudentsto readthe sentencesand check any vocabulary.Readthe first few sentencesto the classand eiicit suitabletime phrases(thereis morethan onepossibility). Studentscompietethe activity in pairs.Monitor and help as necessary.Tellstudentsto taketurns readingtheir story. Extra activity Studentscanreadtheir storiesin sma]lgroupsandvoteon the mostinteresting. Extra plus In groups,studentstell storiesfrom memory.Listenerscount rhenumberof time expressions. Elicitor point out that the extrafactshelpthe listenerbecause they makeit easierto understandand moreinlsrectino Extra activity Studentsusethe notesin exercisero andtaketurns to reteil the storyaddingthe extra detail. Readthe instructionsandthe wordsbeforethe box. AskWhat dotheymean?andelicitor explainthat thesearewordsand phrasespeopieusein conversation.Askstudentsto guesswhc saidthem and comparein pairs. Directstudentsto audioscript2D.1on >>p.151to checktheir answers. storyteller:well, anyway (threetimes),you know (twice) Iistener:oh (Ohyeah?- twice,Ohno - once),uh huh,mmm Dothe activity asa class.Readthe instructionsandoptions a-c.Askstudentsto saywhich optionis best.Elicitor explain why the otheroptionsarewrong. b I n',ir.reres:ed Extraactivity Readthe siorytelierrcleandaskthe classto readthe listener role.Studentscorr.r.-:-:.:a::s. BCD Put it all together 15 Gothroughthe instructionsand explainto studentsthat their storiescanbe abouteverydayevents,e.g.problemswith an umbrellaon a rainy dayor bumpinginto somebodythey haven'tseenfor a longtime. Incouragestudentsto checkthat their noteshaveansweredthe questionsandremindthem to usephrasesfromTime expressionson >>p.22.Givestudents time to rehearsetelling their storiesfrom their notes. 16 Put studentsinto pairsto tell their anecdoteandto showthey areinterestedlisteners.Checkstudentsswaproles. Teachingtip Youcouldrecordyour studentstelling their storiesand usethe recordlngsto discussaspectsof students'spokenproduction. Studentperformance Studentsshouldbe ableto tell a short narrative. Youcanusethis checklistto monitorand givefeedbackor to assess students'performance. I cantell an anecdote. Studentstick on my ownif they havetoldthe storyusingtheir notes.Theytick with somehelpif they havelookedaI Time expressionsonceor twrce. Earlyfinishers Studentstel,their storiesfrom memory. Additionalmaterial www.oup.com/elt/resultfor extrapracticeactivities www.oup.com/elt/teacher/result for extra teacherresources i--r:e-p t2 13 14 10 f,) tisten to an anecdote .:r.this section,studentslistento a shortnarrativefor specific :r.formationandto identify conversationmarkersusedby both the speakerandlistener. U 2D.1Gothroughthe instructions.Readthe exampleandcheck -;ients understandthe activity.Askstudentsto readthe story :ia-:. :n exercisero andto make notesasthey listen. Playthe : r-r: S::rdentscomparein pairsandlistena secondtime if ":s=s-:--; )irect studentsto audio script 2D.1on >>p.r5rto :flI _ir,_::S. Dostudentsincludeextradetails?exercise1l Dostudentsshowtheyareinterestedlisteners?exercise14
  22. 22. rlr-p-rtation 11rdrmr: a-:; LangUage .rx:-* 3i:.::. s:udents write a story to describe an intercultural 1r:ti':b(: ::--:.:r personai or about someone else. llimr 3;g-;91 'r i.- : ,.. tcAether,students write a narrative of about 90 words ur-:- -----:. raragraphs.They foilow the organization in exercise6. -------; :eview each other's writing for organization and detail. ffiarmer ,r^":: -':z,culturalexperienceandBritain andBrazil.Put students -- : ':-:': groupsto discusswhat peoplefrom both countries * u-: :-:.i strangeor differentif theywent to the othercountry. ---' = '::kespersonfrom eachgroupto tell the classtheir ideas. , -': l-l:.t to writea descriptionof an interculturalexperienceonthe -1.-!-: f, Vocabularyreview . l:a'.r' three columns on the board: people,places,things. Eliclt -. example for each. Set a short time limit for students to copy -:: tabie and classify the words. Checkanswers. :eople:Christian,colleagues,ethnic background,Muslim, .=:.Cer places:EastAfrica, region,The Middle East,tour . -:de, tourist attraction things: container,fork, glove, : ::.dle, leather.weather I i::dents add three more words to each column. Monitor and --:ect students to earlier lessonsfor ideas.Ask each student to ::-3osea word and to say which column it belongs in. E Readand understand a nauativev : :--,:ssection,students read a narrative for gist and detail. ! i.eadthe instructions, stressingthat students should choose :ie besttitle. Seta short time limit of about three minutes. lake a vote on eachtitle and nominate a student to explain :heir answer. Help students get their ideas across. - A Different Way of Doing Things. Option 1doesn'tcoverthe =vent itself, and option 3 only refersto part of the story. { 3o through the instructions and example.Ask students to :ead sentencesr-7 and checkvocabulary.Monitor and help as students continue individually. Checkanswers,asking students :c explain why a statement is false. 2 False.(Thestory is about her flrst visit abroad.) 3 Doesn'tsay. -i True. 5 Doesn't say. 6 False.(He pointed to the table in the ;orner of the room.) 7 True. C Organizeyour writing: paragraphs -- :his section,studentsanalyseparagraphstructurein a narrative _-3xerclse?. Go through the exercisewith the class,referring back to Monica's story in exercise3 to check students understand. l three (Draw students'attention to what a paragraphlookslike.) 2 more than one 3 the context (Askstudentsfor examplesof information that Monica mentions:the time and piace.) 4 the main event (Askfor a volunteer to tell th.."story.) 5the result of the main event (Askfor a voluntee: t: say what the result was: Monica learned what to do in th.efuture. Direct students to the three sectionsand checkvocabulary.Ask studentsto read the story again and identify the information Monica included. Para 1:the place,what I knew about the placebefore I r,,,-er.: Para 2: what I didlsaid, what other people didlsaid Para 3: what happened ln the end, what I iearned f,) Getideasto write about Putstudentsinto smallgroupsto exchangestories.Directthem to the topicsin exerciser, andsuggestthey lookagainat the objectsin lessonzCto helpwith ideas.Oncestudentshave chosenthe beststory they usetheir ideasto makenotesnext to the headingsin exercise6.Theycanwrite their ideasasa mind map. Pairstudentssothey areworking with a studentfrom another group.Theytell their storiesand,asthey listen,makea noteof any detailsthey want to know moreabout.Studentsanswer their partner'squestionsandmakenotesto includemore information abouta topic. BCD Putit all together 9 Studentswrite their story of about 9o ..v:r:s i.::--::.r ir.€rri io usethe past simple,past contini.is a:.: :--.. ex::ess:3is. lO Ask studentsto revreiv tl-.e::','.':-:-:.a::: :::a:- ar.: :rganization. Sussestthev n:;k: ; :.::= :: ::.','::.::.;:i a::-a.::i.e:ext.-_oo_-".'_, .' .."_ -. 11 Studer,.tss',1,'a:s:::-:s ::.: ::.-:.t:,i::: a:.','enra ietail they ',y:a.::: <:.:-,'.'l:.:: ::::: : ::-.a:::a:-','e a:rncsphereand ask >:j.13:.:s:: ::.::.-<e::: ::i.:: f-::::.ey havegiven feedback. Student performance 5ir-icenissr.cu-ci'leab.e:o prcduce a short, logically paragraphed You can use this checkiist to monitor and eive feedbackor to assess students' performance. I canwrite a descriptionof an intercultural experience. Studentstick on my ownif their partnerhasanswere:).: -..-.:. questionsin exercisett. Theytick withsomehelpt! ::.e'::.::: :: changethe organizationor addmoreinformaticr. Eady finishers Studentswritea seconddraftof theirsi::'.'::: ...,-,.. Additionalmaterial www.oup.com/elt/result-' .' - www.oup.com/elt/teache.'es-: hrqtnF',words:barman,beer,pub i Dhrases:tableservice words:abroad,Christian,colleagues,container,corner,ethnic bockground,fork,gender,glove,handle,leather,pointed,pot, : region,teabag,traditionol,troy phrases:home-madefood,pickup timeexpressions:lastyear,suddenly,then,while Stammar:p1stsimpleandcontinuous Havestudentsincludedenoughdetail? Havestudentsfollowedtheparagraphstructureinexerc,se5l 2t T24
  23. 23. Warmer Rememberwhere Ask studentsto write the name of the placefrom lessonsA-D. Readsentences1-1obelow,for studentsto answerin pairsor small Sroups. t Chinesetouristsgo there.z Peoplefrom thiscountrycallBigBen'the bigstupidclock'.3Peoplewholivein thiscountryusea driedgourd with a strawto drinkfrom. 4 Peoplefrom thiscountry sitandsleep on the samethings. 5 TheMaasaipeoplelivein thiscountry. 6 In this country,peopledon'tblowtheir nosesin public. 7 TheAymarapeople livein thiscountry. 8 Youcanfind theLouvrein thiscity. 9 Thereare lotsof canalsin thiscity. to Theyhave'tapas'in thiscountry. l London 2 China 3 Brazil AZambia 5Kenya 6lapa:. 7 Bolivia 8 Paris 9 Amsterdam 10Spain 1[ Grammar I thebeforegeographicalnames2A ex:::..: S Warm-up:Drawtwo columnsonthe boardanc -a:e-::.:::- countriesandrivers.Put studentsinio sr'.all :ea:T.sa:.: ::: : :.'.':- minute time limit for them to thir.k c: as::.:.:.'.--.'.'--:::as:i-:"' canfor eachcolumn.Goovers''.ia;esl:::.s -.: a--<1.-: :: '.::c:,::) (thefor rivers,Jor mostcouai..s Asi a: : :: :::..: i:: i::::i: :' names,e.g.mountainrar.g:ss-:.:.: :--:-:.:a::-; ::::::: :-:::s ::: Studentsreviseti'.eE:a::.::.::l:r --:.>>P.17::i:::.-r: ! -::.:::-.;::-_. Spt_trn. l-)r r;F:.-- <.--=:.:: :: : :-::-.JsL sP. vv Foilc.,v-'::, S::::::.:; -,'.-:-:::: - knc','.""'-e---1-.:',-s-,'.-a:'.',--::.l t:::: :-a:es :iev 2 Adv::':: ::::e:.;e:.cvl: ...::-.. - fa:r:.-';:,3::<s c'csei.Wrrtethewordsfrom the flrstitem onthe b:ar::;: siudentsto makethe sentence. Ser-;p:Askstudentsto underlinethe verbsin itemsz-7. : .'.'-',-:arents nevergoto the cinema. : l: *:-=:shardlyevervisitmy town. = - ;s:ally readthe newson the Internet. : :.'.:p:omptimessoto the mountainsat the weekend. 5 -1yfatherquiteoften singsin the shower. 7 It rareiyralnsin the AtacamaDesert. Follow-up:Studentsmingle to seeif they canf,nd a personwho haswritten the sameinformation for two or more items. 3 Pastsimpleand pastcontinuous2Dexercise6 Warm-up:Write the following words on the boardfor students to maketwo sentences;started,myselJI, then,problems,with, the quite,was,pleased,feelinq.Tellstudentsto checktheir answeron >>P.23,exercise6. Set-up:Direct studentsto the picturesand askstudentsto saytwo verbsin the pasttensefor eachone. 2 Someoneknockedon the doorwhiie we werehavins dinner. 3 TheIightbrokewhile I wasreading. 4 A fish bit my toe while I was swimming. 5 WewerewatchingTVwhen a thief camein throughthe rvindow. 6 i was drlving when a dogran acrossthe road. - i rvasstandingat the busstopwhen somebodystolemy i':-crv-up: In pairs,studentswrite three pairs of verbsfor another :a-: :3 r..akesentencesusingthe past simpleand past continuous. R2 ! Vocabulary 4 Peopleand places2Aexercise1 Warm-up:Saythe placenameson >>p.r7,exercise8 for students:: classify. Set-up:Readthe instructions and point out that there aretwo of eachof the things in the list. nationalities:French,Moroccan religions:Christian,Muslim continents:Europe,Asia countries:Argentina,Bolivia regions:TheMiddleEast,North Africa typesof environment:mountain,desert Follow-up:In pairs,studentswrite the anagramsof threeplaces they know.They swapwith anotherpair,who flnd the namesanc saywhat type of piacesthey are. 5 Wordsand phrasesfor describingobjects2Cexercise6 ',!a::r-up: Write sporranandsamovaron the board.Ask studentstc :se ihe phrasesin the exerciseto describeeachone. Se:jp: Askstudentsto readsentencesr-7 andcheckvocabulary. Srgges:s:udentsunderlinethe nounsto makeit easierfor them tc ::':--< a'cci: lvhich phraseto use. for 4 usedas 5lookslike ::--:',.'='*: S::.l;er.tsrvcrkin groupsof four.Eachonechoosesan ::-e:: -:::. >>p.2ofor ihe cthersto askquestionsto flnd out what :: :: 6 l:.::',eexp:essionsll :r.::--se,i ,r,-ar:r.-.rD:)rarv ihree cclurnnson the board.Labelthem time perioci,relatvtgtwc times,andputtingeventsin order.In pairs, studentsthink of phrasesto write in eachcolumn.Directstudents lo Timeexpressionson >>p.22to checktheir answers. Set-up:Ask studentsto readthe story and saywhat happened on the holiday.Gothrough the flrst item togetherand remind studentsto look at the words beforeand after the blank to heln them flnd the answer. 2while 3first 4 after 5later 6 evening 7then 8 when 9 finally 10end Follow-up:In small groups,studentstake turns to tell eachother abouttheir week.They count and seewho canusemost time expressions. Early finishers Studentswrite sentencesaboutpersonalpossessions,usingeach ofthe phrasesin exercise5.Theyunderhnethe prepositionswhich areunstressedat the endof the sentence(see>>p.zr,exercise9).

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