Intermediate Teacher's Bookee l rr el ns NAMPSIWOU Intermediate Teacher’s Book Fran Linley Brian Abbs Ingrid Freebairn Chris BarkerPearson Education Limited, Edinburgh Gate, Haron, Essex CM20 206, England and Associated Comparies thoughout the Worl. ‘wowlongman-elecom {© Bran Abs nid Frebaim, Cstopher Barker and Peason Bdvcation Liited 2000 All ght 1esewed ro prt OF this publication may be repraduce, ‘stored in a retrieval system, or transmitted in ny form or by any means, electrons, mechaniol, photocopying, eeconting a otherwise, without the rior written permission of the copyright holders Fist publshed 2000 Designed by Andrew Jones ‘rated by Chis Foely Sein 1.5/4 Spt Rots Seri Prine in tay ty. Canale ® C5. pA. Bowgaro Tse - Turin ISBN 0 5a2 269222 Photocorying| ‘Te publsher grams permission fr the photocopying of those pages marked photocpiable' according to the flowing condltions Indvdu purchasers may make copies for thei own we oF For use by clases they teach. Schoo! purchases may make copies for use by ‘el staff and students, but this permission doesnot extend to ‘tional schols or branches, ‘Under no ceumstances may any part ofthis book be photocopied for roleContents Background to the course vi The students The teaching situation | Principles behind the course viii 1 Capturing students’ attention | 2 Hotsing stucens attention 3 Giving all students the opportunity to | achieve success at ther own level 4 Encouraging learner independence | Course components ix Students’ Book {Language Booster Teacher's Book * Class Cassettes/CDs Test Book Video Teaching techniques x 1. Repetition and choral practice 2. Pronunciation 3 Questioning patterns 4 Prirwork 5 Groupwork 8 Oral correction 7 Homework and homework conection 8 Classroom language 9 Sequencing ‘Students’ Book Suggested procedures xi 1. Photographs 2 Leamning goals 3 Zlisten and read dialogues = 4 22) Useful phrases 5 = )Soundbite 6 Grammar snapshot 7 Grammar flash Communication Vocabulary 10 Practice 11 Interaction 12 & ister 13 Read 14 Literature texts 15 Write 16 Writing skills pages 17 Fast rewind 18 The Big Picture 19 Final photostory 20 (3) Songs 21 Study skills 22 Grammar reference Abbreviations used in the Teacher's Book wil Test 1 (Units 1-5) mat Test 2 (Units 6-10) Tas Test 3 (Units 11-15) T1493 lest 4 (Units 16-20) 1153 Photocopiable Tests key 187 Language Booster key T159 Test Book key m8Contents |= Informal letters ‘Ask, give or refuse permission “The Thirty-Nine Steps’ by John Buchan The Big Picture 1: Time off Description ofa place Give, accept and question ‘or refuse advice Revision ‘Agree and disagree 4: Semi-formal letters ‘Ask for and give postive and negative opinions vr wr wrvrwenw” oe “The Horse Whisperer’ by Nicholas Evans ‘The Big Picture 2: Education for life (of p.63) Oe | DL / eesoaten sane sdPhrasal verbs with get — a Family members 030 a 5 [Relationships a w wucaion __breuse me. Intonation of polite — Yes, no problem, Revision Word building from verbs bo Intonation of © of emotion ‘significant events in their lives. ‘cxclamationsi Phrasal verbs with oive cn good or bad ncws was announced ‘Adjectives and prepositions statements: 'm meeting 2 friend in town. Special uncountable nouns Places in towns. her life as a student in Edinburgh. Clothes bout your home town or capital city. Wihet do you think? Don't you lke it? ey : Elion betwen Fea vats bot eos = aoe “@Personality adjectives ‘Shifting stress in words: | Jobs and occupations t ‘Bhatograph wants to borrow your camer pPhotagrpir about a job. Photographic like and one you wouldnt like to do. ‘Adjective formation with " ‘Weak form of ‘endings -y, ve, ful, ent, ‘heen [bun > ant, -iJous ~ie ; How long have you Phrasal verbs with tke been acting? Types of filmsReport faults and request action; respond CCriticise and make exeuses Apologise and accept apologies fs Units 11 and 12 Revision ‘Ask and talk about personality ‘and mood : Descriptive compositions ‘Make polite requests, agree fr refuse with reasons ‘Heat and Dust’ by Ruth Prawer Jhabvala ‘The Big Picture 3: Crime and punishment ‘Ask for and make suggestions, ‘agree and disagree 7: Letters of application Express regrets about the past Make helpful suggestions Units 16 and 17 _ Revision Speculate about the past, ‘agree and disagree Express and accept thanks Units 18 and 19 _ Revision ‘Hi Roser Timperl > ‘ary Remar Tnpey D> > cemiudinsitaga inal photostory ~ Keep in touchl: page 120 Song 1 ~ Vincent: pag Student B section (Interaction exercises): page 122 Song 2 ~ Every breath you toke: page 128 Soundbite exercises: page 123 Song 3 ~ Baby, can | hold you?: page 128 Phrasal verb exercises: page 124 Song 4 ~ You're so vain: page 129Renin aie le about teenagers and their possessions. Stress in compound fault in some equipment. = ut ‘sound system Physical appearance Personality and mood adjectives cs in a it's looks and personality. ‘Noun formation with endings about life in Japan. Intonation of polite ing, ion, -ment,-ance, Clearances’ in the Scottish Highlands, requests: Would you mind raking 1 photo of us please? ‘The environment ge: Word stress in Phrasal verbs and expressions abstract nouns:, with do pollution Phrasal verbs and expressions ‘the Rift Valley in East Africa. Intonation of regrets: with keep about his life since leaving school. 1 wish wor 2 Sports and sports locations Soar, Sports terms, verbs and people If only Fé brought my mobile. Sentence stress in reported speech: They sad they were gang by coach, Computer technology Intonation of short Phrasal vers with un ut t answers: Thope so. Study skills: page 130 Grammar reference: page 132 Vocabulary and expressions: page 141Introduction Snapshot Intermediate is a course for teenage students of English as a foreign language. It builds on the three previous levels of the course, Snapshot Starter, Snapshot Elementary and Snapshot Pre~ Intermediate. It has the following components: a Students’ Book * a set of two Class Cassettes or two Class CDs * a Language Booster which contains both a Workbook with two-level exercises, and a Grammar Builder with extra grammar reference pages and additional practice exe * this interleaved Teacher's Book a Test Book * a double video pack EET (The students ) The growing need for En Now that it has become the most widely-used language of international communication, a Knowledge of English has never been as important as it is today. Young people can see its relevance in their present lives, when they listen to pop music, watch cable or satellite TV, send e-mails or ‘communicate on the Internet. They can also see how valuable it will be in their future lives, whether they go on to further education or into a job, since English is often a requirement for both of these. ‘The appeal of the coursebook ‘There is sometimes a tendency for teenage students to view traditional book learning as old-fashioned and dull. In order to counteract this, the material which students use must reflect their world. It must also stimulate them to use English in ways that are uuseful and relevant. An intermediate-level coursebook not only has to provide students with the language skills for communication and further study, but it also has to be appealing and interactive enough to compete with teenage ‘magazines, TV, video games and, of course, the Intemet, Material for teenage learners has to present a true and up-to-date picture of the world today, and raise topical issues, both serious and ‘more light-hearted. Progression and revision fier several years of learning English, teenage students may often feel a sense of frustration and boredom. Although they have covered a large amount of grammar, they are not always confident about using the language and they still make mistakes. When starting a new coursebook, students need to feel that they are learning something new. The teaching material must therefore offer clear progression as well as continuous revision. Preparing for examinations Many students at intermediate level intend to take formal examinations in the future. They therefore need a gradual introduction to typical examination tasks, such as transformation and multiple-choice question exercises. They also need to expand their vocabulary, and to develop the four skills of listening, speaking, reading and writing through the ‘manipulation of a variety of text types. (The teaching situation ) Large classes In a significant number of schools, large classes are the norm rather than the exception, Large classes make it difficult for teachers to ensure that all students have adequate practice in English and can make significant progress. Multi-level and mixed ability classes Many English classes today are multi-level, Members of the class may have studied English for different lengths of time. Classes are invariably also mixed ability: within one class there will be students who acquire the language quite quickly and others who need much more time te achieve the same level. Not enough teaching hours Classes frequently have only two or three English lessons per week, and it is sometimes difficult for teachers to feel that they are achieving enough in the time available. They may feel unable to cover the work as thoroughly as they would wish, or to ensure that all students are making progress, Monitoring progress Detailed monitoring of students’ progress is increasingly a feature of teaching in schools today. This results in a heavier workload, as teachers have to prepare and mark tests, give assessments and write student profiles. In addition to this, teachers also need to encourage students to take responsibility for their own learning and progress. Principles behind the course ‘Taking into account the needs of the students and the characteristics of the teaching situation, four key principles need to be followed if language earning material is to be effective for teenagers. 1 Capturing students’ attention ‘The design of the course and the topics and issues that it presents must capture the students’ attention and overcome any initial problems with low motivation which they may have.Snapshot achieves this by: ‘ using authentic location photography and ‘magazine articles, + imtroducing a group of teenage characters with whom students can identify focussing on situations and emotions wl students will recognise and respond to presenting real language and expressions which young people use in conversation with each other including topics which interest students and expand their knowledge, without patronising them. 2, Holding students’ attention To sustain their interest and ensure that learning is effective, the learning tasks within the course must involve and challenge students both linguistically and intellectually. ‘Snapshot achieves this by: © involving students in the understanding and learning of grammar through problem-solving tasks * providing activities like questionnaires, quizzes and information-gap exercises, which stretch the students’ minds as well as their linguistic skills * featuring real-life communicative exchanges which students can put into practice immediately * personalising the language which students are learning through open-ended ‘Over to you' and “Discussion” tasks that allow the students to talk about themselves and give their own opinions. 3 Giving all students the opportunity to achieve success at their own level In classes where students are of mixed levels and mixed abilities, the course material should make it possible for every student to achieve success at own level of ability. Snapshot achieves this by: © providing two-level exercises in the Language Booster * including regular writing skills activities, roleplays and projects in the Students’ Book ‘which enable both weaker and stronger students to express themselves creatively © giving clear presentation of grammar in the Grammar snapshots and Grammar flashes in the Students’ Book, and in the Grammar Builder section of the Language Booster. 4, Encouraging learner independence The material should contain markers and milestones along the way to enable students to monitor their rogress, gain a sense of achievement, and develop independent learning strategies. Snapshot achieves this by: © providing clear learning goals so that students know what their leaming objectives are * offering opportunities for students to monitor their own progress through Fast rewind revision pages at two-unit intervals throughout the book * encouraging students to assess their own progress through Progress update activities * giving advice on how to study more effectively through a special Study skills section at the end. of the Students" Book. Ces Lu Ley (Students? Book >) The Students’ Book consists of twenty w into four sections of five units. Each section follows a pattern: divided mp — hes fast ‘enn = << tnt Paes ao Patna fost rewind Literpture = Unit pages: Presentation and pratey of new language Writing sits: Focus on writing a specifi text ype Fast rind: Controle revison/rogress check Literature: Skits development based on contemporary Trios exe The Bg Picture: Fueney practice trough dscson, roleplay an project work The following sections are positioned at the end of the Students’ Book: the Student B Interaction exercises, Soundbite tapescripts, Phrasal verb exercises, Songs, Study skills advice, an extensive Grammar reference section and a unit-by-unit. Vocabulary and expressions list. 1¢ Language Booster is divided into two parts: + a two-level Workbook + a 60-page Grammar Builder containing grammar reference pages and extra grammar practice exercises. ‘The Workbook section is divided into units which correspond to those in the Students’ Book. It gives practice in Grammar. Vocabulary. and Communication, as well as providing extensive additional practice in reading and writing. Ihas exercises at two levels: Stay coo! (easy) and Go for it (harder) and has been designed for mixed level/mixed ability classes with the aim that all students ~ whatever their level within the class ~ will bbe motivated by doing work in which they are successful, and be challenged to achieve higher goals.Most students will benefit from completing the first level of the Workbook exercises and many will wish to attempt the second. The Workbook section also contains Skills development sections which focus on reading and writing, What's wrong? error correction, spell-check exercises and study skills activities. The Grammar Builder section, provides extra grammar exercises. It also includes regular grammar reference pages called Grammar highlights. These give further examples of the grammatical structures which are presented in each unit of the Students’ Book, plus helpful additional notes. The units in the Grammar Builder can be used alongside the Workbook units, or at a later stage for extra revision. Teachers will find that the Language Booster is a flexible resource which offers self-access material for students in a wide range of teaching situations. It provides substantial remedial work for slower learners, whilst challenging the more able. It is not necessary for students to work through all the ‘material, although they can do so if they wish. ‘There is a key to the Language Booster exercises at the back of this Teacher's Book. ‘The Teacher's Book contains a general introduction to the principles behind the course and an outline of general teaching techniques. This is followed by unit-by-unit lesson notes, interleaved with the relevant Students’ Book pages. The notes include suggestions on how to handle the material, answer keys to the practice exercises and ideas for Extra activities such as games. Follow-up sections give suggestions for extra language practice linked to the exercises in the Students’ Book. At appropriate places in the lesson notes, an Alternative procedure is suggested for a different way of presenting language to students. ‘Tapescripts not appearing on the Students’ Book ages are provided at the back of the book. Also provided are Photocopiable Tests for use after every five units, a key to the Photocopiable Tests, a key to the Language Booster exercises and a key to the separate Test Book. In addition there is an alphabetical list of Vocabulary and expressions with phonetic transcriptions. CREED The Class Cassettes/CDs contain all the recorded material from the Students’ Book: the dialogues, the Useful phrases, the Soundbite speechwork exercises, the scripted and authentic listening passages, the Final photostory, and the songs. nai ‘Test Book ) ‘separate write-in est Book with eight Progress Testy a midway Review and an Bat lest, allows teachers to keep a thorough and regular check on their stents’ progres throughout the year ‘A double video pack accompanies the Intermediate level of the course. The pack contains The Challenge, a drama, and Real Lives, four documentary sequences. The Challenge follows the story of a group of young volunteers on an adventure weekend, whilst Real Lives features documentary interviews with people from the world of rock music, entertainment, sport and tourism. ‘There is a separate Workbook to accompany these videos. ur meen The suggestions for general teaching techniques that follow are for teachers to refer to as appropriate. The choice of techniques will depend fon individual classroom situations and the preferred teaching style. Experienced teachers may wish to go directly to the Suggested procedures on page xii for guidance on how to teach the specific features of the course, Alternatively, they may go directly to the unit-by-unit lesson notes starting on page T8. 1) Repetition and choral practice Repetition will help to reinforce a sound or structural pattern, and repeating chorally can help students gain confidence before they are asked to perform individually. Different patterns for choral ‘work are: * whole class half the class at a time individuals. 2> Pronunciation As well as doing the Soundbite exercises, students can benefit from extra practice in pronunciation, stress and intonation. A good way of doing this is to use the technique of backchaining, in which students repeat an utterance ~ usually a sentence in parts, starting from the end and building up to the complete utterance, e.g. Say after me everybody: sit here? ... mind ifT sit here? .. Do you mind if Tsit here? The key to effective backchaining is to keep the intonation consistent. 3> Questioning patterns In any teaching repertoire it is important to build up a sequence of question and answer patterns. One sequence might be: + Teacher to self (1-1) Treaties ty student (7-3) * Student to teacher (S-T) * Student to student (S-S) ‘© Student 1 to Student 2 to Student 3, ete. in a chain (S1-S2-S3). 4> Pairwork Many of the exercises in Snapshot are designed so that students can work in pairs, simultaneously.This means that students’ talking time is increased dramatically and extensive practice can be done by all students in a short space of time. Students can work in closed pairs (side-by-side, talking to each other) or open pairs (side-by-side, talking in front of the rest of the class). Some patterns are: + Ato B side-by-side * A-AB-B (pairs tum round and face the pair behind them) © A-B-B-A (pairs turn round and talk across to each other) + Random pairs across the class. 57 Groupwork For certain kinds of activities, e.g. roleplays, discussions, questionnaires, task-based activities,” and projects, students can work in groups. Groups ‘can provide an opportunity for shyer students to talk more informally and are valuable educationally as a way of encouraging cooperation and. confidence building. Brainstorming This technique is particularly useful for vocabulary or topic work. Students should think of ideas for vocabulary in groups, the groups can then pool their ideas and a class list can be put on the board. Forming groups Different ways of forming groups can be decided by: ‘+ position in the classroom (one pair can turn around and form a group with the pair sitting behind) * alphabetical order of names (all those with names beginning with the letters A to D in one sroup et.) © dates of birthday (all those with birthdays in e.g. January to March, in one group) * colour or type of clothes fall those wearing blue/black jeans in one group). Working in groups It is useful to follow these procedures when setting up groupwor * give clear instructions and make sure that students have understood them * ask students to appoint a group reporter if the activity requires it * ‘set a time limit for the task and warn students a minute or so before the time is up ‘+ when the groupwork is in progress, withdraw and monitor unobirusively * contribute only when necessary * take note of students’ errors for a later feedback session, ross-group reporting One way of maximising student participation in groupwork is to use cross-group reporting. Put students in pairs first to produce ideas/information, Then regroup the pairs so that each student is put with a mew partner to exchange information. This technique can also be used on a larger scale by Putting students into groups of three or more and then regrouping them so that the new groups consist of a representative from cach of the original Groups. Members of the new groups report what ‘was said in the original groups. 6» Oral correction There are no fixed rules for oral correction. At the controlled practice stage, where emphasis is on accuracy, correction can be immediate, but not in mid-speech, In conversations and group activities, where the emphasis is on successful communication, students should not be interrupted during their work. The teacher should monitor unobtrusively, making a note of mistakes to be ‘dealt with later, This Can be done in several ways: © by discussing general mistakes with the whole class ‘+ by highlighting mistakes from individual students, collating them on the board and then dealing with them systematically * by referring students to the relevant section in the Grammar Builder, 7 Homework and homework correction For homework, it is envisaged that teachers will set tasks from the Students’ Book, and exercises from the relevant unit in the Language Booster, There are also extra suggestions for homework in the Teacher's Book lesson notes. If open-ended writing tasks are set for homework, it is a good idea to prepare them in class beforehand by giving students help with any new vocabulary or cexpiessivis whi may ve needed, Homework can be corrected in the following ways: * exercises can be checked orally in class * students can correct their own or their partner's ‘work with the aid of a (photocopied) key ‘* written paragraphs and compositions can be corrected by the whole class. Ask a few students to read out their work to the class. The other students listen, note the mistakes, and help to correct them ‘* select an individual student's work and write it on the board for the class to correct together ‘+ mark compositions by using symbols which the students know and understand (see the Write section on page xvi). Students can then think about their mistakes and work out the correction for themselves. 8> Classroom language Classroom instructions Look at this. Listen and sayfrepeat after me. Say it agai Listen to this/the dialogue, Open/Close your books. Read this/the text silently. Read it aloud,Ask and answer in pairs. Fill in the chart. Puta tick in the right column, Write the answers in your notebooks. Come to the front. Act the conversation, Sit next to (Marco). Copy this into your notebooks. Lear this by heart, Do (Exercise 5) for homework. Spell it Make two teams. Work in pairs/groups of three. Change parts. Work on your own. Feedback and encouragement Good.|Very good, Well done! Excellent. ‘Tha’s right/not quite right ‘Try again, Disci Work quietly, please, ‘Speak English, please. Don't speak (Spanish) Don't look at the dialogue. Be quiet, please. down, please. 9> Sequencing ‘The teaching sequence suggested in the detailed lesson notes follows the order of presentation in the Students’ Book. However, many teachers will prefer to adapt the order to suit their own situation. For example, the dialogues can be presented after the main language work has been completed. Treas Grease is 1 Learning goals ‘The Learning goals highlight the main points of Grammar, Vocabulary and Communication in a unit. They are designed to make students aware of the language they are going to leam and thus to encourage learner independence. Discussion of the Learning goals may be conducted largely in Ll, if this is most appropriate. Suggested procedure © Highlight the grammar points, comparing them with the Ll if necessary. * Refer students to the word groups listed in the Vocabulary section, e.g. Family members (Unit 1) and ask which words they would expect to occur in the unit, Elicit or remind students of the words they already know. + Draw students’ attention to the items in the Communication section, e.g. Starting and ‘maintaining a conversation (Unit 1, Exercise 13), In Ll if necessary, ask what they would want to say in the same situations. ‘© When students have completed the unit, refer ‘them back to the Leaning goals, including the Grammar section, and ask them to give examples for each of the goals listed, 2> Photographs The photographs arc an important teaching resource. They can be used for scene-setting, revision, prediction, roleplay and games as well as for presenting new language. Suggested questions for exploiting the photographs occur throughout the lesson notes. As well as prompting oral work, the photographs allow students to make cultural comparisons between their own country snd Brita 3> (22) Listen and read dialogues The dialogues in Snapshot develop the storyline, and present new structures and functions in context. It is advisable to check general comprehension of the dialogue first, without requiring students to use the particular structures in focus. Later on in the lesson, once the students are familiar with the grammar, further comprehension questions which require specific use of the new grammar can be asked, ‘The following guidelines are for handling dialogues in general. Suggestions for using specific dialogues are given in the lesson notes. Suggested procedure Before you play the dialogue + Check the lesson notes for dialogue-specific notes, suggestions for exploiting the picture and Background notes. * Use the Picture exploitation suggestions in the lesson notes to ask about the photographs. After the first lesson, revise what the students know about the characters’ names, ages and roles in the story. You can also ask what the characters are doing, what they look like and what they are ‘wearing, In later units ask what has happened in the story so far. + Ask one or two focus questions of your own, eg. Unit 2, Ex 11: Where has Mart left his motorbike? Who is Tan? to prepare students and to encourage them to listen for gist when you play the dialogue for the first time * Present any vocabulary and expressions that you think the students may have problems with. While you play the dialogue * Ask students to close their books while you play or read the dialogue aloud. After you have Played it through once, check the answers to your focus questions, ‘+ Students open their books and look at the comprehension questions.+ Play the dialogue a second time without stopping * Check the answers to the comprehension ‘questions. * Play the dialogue a third time, stopping at intervals to clarify, if necessary, and to explain the meaning of any Useful phrases (see below). Explain in L1 any cultural points which may arise from the Background notes. * Ifyou wish, play the dialogue again, pausing the tape for students to listen and repeat chorally and individually. ‘© Ask students to read the dialogue aloud, in pairs or groups. One or two can be chosen to perform it in front of the class. © To help students memorise all or part of the dialogue, write it on the board with some gaps. See how much they can remember without looking at the dialogue in their books. Continue progressively, making more gaps, until students can recite the dialogue from memory. This is an especially useful technique for getting students to memorise the Useful phrases. 4> (22) Useful phrases The Useful phrases are a list of colloquial words and expressions selected from the dialogue for students to learn as fixed items. Suggested procedure © Check that students understand the meaning of the expressions, by eliciting a translation in their own language. * Play the tape and ask students to repeat the phrases chorally and individually, with special attention to pronunciation, stress and intonation. * Keep a list of the Useful phrases presented during the course so that you can use them ‘yourself and revise them at regular intervals. 5> +) Soundbite The Soundbite exercises isolate and practise certain features of spoken language like sound clision, ‘wordjsentence stress and intonation patterns. The items selected for each unit occur naturally in the Tanguage practice work in the unit. ‘Suggested procedure + Refer students back to the contexts in which the speech items occur. Isolate and highlight the sound pattem in focus, exaggerating slightly the stressed syllables to illustrate word and sentence stress, and drawing intonation curves as necessary to illustrate intonation patterns. * Play the relevant Soundbite section of the tape and ask students to repeat the words or sentences. Check to see if there are any special tips included in the lesson notes. * Make up similar examples of your own but avoid introducing too much new vocabulary. 6 Grammar snapshot The Grammar snapshots focus on the main grammar points of a unit and are presented in clear boxes for easy access and understanding by the student. They are used for the presentation of the major grammatical items, e.g. the passive forms. Most Grammar snapshots include a discovery activity in the form of questions or a Make a rule task, to encourage students to draw their own conclusions about the grammar. For more detailed notes on the usage of each grammatical poin students are referred to the Grammar reference section at the end of the book (sce Grammar reference below). At Intermediate level, the Grammar snapshots are always closely followed by Practice exercises. The basic verb tenses are recycled from previous levels and are presented in contrast, ef, present simple and present continuous in Unit 1. Some teachers may wish to start a unit with the ‘main grammar point and then move back to the dialogue. This may be suitable on some occasions, but as a general rule students may be demotivated if lessons always begin with grammar. It is suggested that Grammar snapshots are most effectively used after the presentation and contextualisation of the new grammar through a dialogue or text. On occasions, it is also possible to postpone detailed study of the Grammar snapshot Until the end of the u ‘Suggested procedure * Present the sentences and, if necessary, remind students of the context (dialogue or text) which they occurred. ‘Ask students to think about the grammar rule or rules involved, inviting comparison with 1 Point out any particular difficulties which you know your students will encounter. ‘© Ask students to answer any questions in the Grammar snapshot box and/or to complete the Make a rule task. ‘* Refer students back to the dialogue or presentation text to find more examples of the relevant structures, or produce more examples of your own, + Remind students that they can find detailed usage notes in the Grammar reference at the back of the Students’ Book. 7> Grammar flash ‘The Grammar flashes introduce other grammar Points in a concise way. They are usually contextualised in short sentences. Note that some Grammar flashes also refer to the detailed notes on usage In the Grammar reference section, ‘Suggested procedure ‘+ Remind students of the context (dialogue or text) in which the grammar was presented. ‘+ Ask students fo study the examnle. then elicit the rule, inviting comparison with their own language. * Give further practice, if appropriate, of the point in question using the students themselves and the classroom environment.‘* Move on to the practice material (the Practice exercise or the Communication activity) immediately. 8> 2) Communication There are three types of Communication section: the first type presents common situations like Starting and maintaining a conversation (Unit 1) or Shopping for clothes (Unit 6), which involve a mixed sequence of functions. The second type presents interpersonal functions like Asking permission (Unit 2) or Giving invitations (Unit 4). ‘The third type presents the grammar from the unit in a communicative context, e.g. Giving advice with should(n't)/ought (n't)to/had better (not) (Unit 7). Suggested procedure + Explain the communicative function or range of functions which are to be practised, comparing with L1 if necessary. * Play the tape of each section in tum, stopping the tape if necessary to comment on any points of usage (see lesson notes). * Practise the sentences in each section chorally. If necessary, stop the tape and use backchaining to help students with rhythm and intonation. ‘* Ask students to practise sets of exchanges so that they can practise the range of functions, making sure that the response is appropriate to the opening remark or question. ‘+ Ask students to perform the accompanying task. This activity is best done orally in pairs or roups, so that teachers can monitor the pronunciation and intonation. Some teachers may also like students to write the conversation afier the oral practice. 9> Vocabulary There are three different kinds of vocabulary sroups presented in this book: (i) lexical sets, e.g. Unit 2, Travel, (i) word building, e.g, Unit 3, Word building from verbs of emotion: amaze, amazing, amazed, ‘amazement (ii) phrasal verbs, e.g, Unit 2, Phrasal verbs with go. The vocabulary is always accompanied by an exercise of task to test comprehension. Classroom techniques for presenting new words at the intermediate level can include: ‘+ simple explanations and paraphrasing in English ‘+ explanations in the L1 or translation of certain words * use of dictionaries * liciting items from the students themselves. Tae choice of technique will depend on the type of word or expression. It is essential to keep a regular check on new vocabulary so that itis recycled as often as possible. Students may like to keep a small notebook to record and memorise new vocabulary, using the techniques suggested in the Study skills section in the Students’ Book. xiv 10> Practice The language focus sections (Grammar snapshots and Grammar flashes) are usually followed by Practice exercises. These are generally controlled and emphasise accuracy, 11> Interaction Interaction exercises are information-gap tasks which require students to work in pairs. The information for one half of the pair (Student A) is given at the appropriate place in the unit. The information for the other half of the pair (Student B) is in a special section on page 122 at the back of the Students’ Book. The page number is always referred to in each Interaction exercise. The aim of these exercises is to provide realistic practice of the language in focus, by giving incomplete information to each half of the pair of students. They have to complete the information by asking relevant questions, Practice of the language point in focus may occur in the question, the answer, or in both. The emphasis however should be on the outcome, i.e. the successful completion of the task by both halves of the pair. Suggested procedure * Divide students into pairs. Identify a Student A and a Student B in each pair. (Make sure these pairs are changed frequently during the year to avoid boredom or frustration.) * Tell Student As to look at the relevant exercise. Tell Student Bs to turn to the relevant page at the back of the Students’ Book. ‘+ Emphasise that students must not show their respective texts or charts to each other, or there will be no point to the exercise, To avoid this, Group Student As and Student Bs separately at this preparation stage, so that each group can collaborate on any problems or difficulties. * Students read the instructions and their part of the information. Go round and help quietly with any difficult words, © Show how the exercise works by taking the part of Student A yourself and selecting a good Student B to work with you. * Give an example of a couple of exchanges and demonstrate that students should note down the missing information. * Point out that it is essential the students ask a Question to obtain the required information They should not just pause and wait for their partner to supply the missing information unprompted. * Allow time in early unite for octting up an Interaction exercise. Once students are familiar with the routines, the exercise will take less time to conduct. * Teachers may like to go round monitoring the pairs and taking note of any special or recurring errors, to raise with the class afterwards.12) (22) Listen ‘There are two types of listening texts in Snapshot Intermediate, scripted and authentic. The scripted texts are spectally written to include the structures and functions in focus. They include the sort of listening contexts in which native speakers might be involved in the course of their daily lives. They might include, for example, a telephone conversation, a radio interview, a commercial or an extract from a radio panel discussion. The listening texts are accompanied by a simple task such as completing a char, answering comprehension questions or interpreting pictures. ‘The authentic listening texts are usually interviews or discussions. These are important as they challenge students with the flow and rhythm of natural speech and encourage them to listen for gist rather than to listen at word level. Authentic interviews and discussions occur in Units 2, 4, 6, 8, 9, 14, 16, 17 and 19. Tapescripts for all the listening material ‘which does not appear in full on the SB pages are printed at the back of this Teacher's Book. ‘Suggested procedure *# Refer to the lesson notes for any special suggestions for pre-listening, work. ‘Set the context of the listening text. Ask questions to generate interest. ‘* Refer to the task and make sure that the students understand what they have to do. ‘© Present selected key words and expressions as suggested in the lesson notes. * Set a few simple comprehension questions to focus the students’ listening and then play the tape for them to grasp the general meaning. * Play the tape again, stopping at key points for students to complete the task. * Check the answers to the task. Replay parts of the tape if necessary. 13> Read ‘The reading texts in Snapshot Intermediate are varied in type and length. They are adapted from a wide variety of authentic sources such as newspapers, magazine articles and works of fiction (Gee Literature texts below). They are accompanied by exercises to give students opportunities for prediction and discussion as well as comprehension. ‘The following general suggestions apply to all of the reading texts, Detailed pre- and post-reading ‘exercises are suggested in the individual lesson. notes for each unit. ‘Suggested procedure ‘+ Ask a few questions to set the context of the Teading text. Use any accompanying pictures to help you. © Present any new words that are essential to the understanding of the text but restrict these to two or three. © If the text is topic-based (€-. Unit 19, Exercise 12), an initial brainstorming activity can be helpful, in which students pool all the words they know which relate to the subject of a text. ‘Write some questions on the board to focus students’ attention while they are reading the text for the first time. ‘+ Ask students to read the text silently to themselves, encouraging them to ues the meaning of new words and expressions as they read. These words are sometimes listed after the reading text. I no Vocabulary exercise accompanies the reading, ask students to underline any new words and expressions for later discussion. © If the reading text is a Literature text from Units 5, 10, 15 or 20, play the tape while students follow the text in their books. * Check the answers to the questions which you have written on the board. * Ask students to do the vocabulary exercise and the comprehension task, either individually or in pals. © Check the answers. ‘+ Ask students to reread the text for homework, Literature texts Units 5, 10, 15 and 20 present adapted extracts from popular writers of different types of fiction. These include a classic ‘period’ adventure thriller set in Scotland, a romantic human interest story set in the rugged landscape of Montana, USA; a novel about the culture clash of two English women coming to terms with the people and landscape of Northern India; and a ghost story set in suburban England. The reading texts, which are all recorded, integrate and consolidate the language of the previous four units and provide additional skills practice in reading, listening, epoaking and writing, The lescrm notes provide detailed suggestions for teaching, Suggested procedure * Find out if the students have heard of either the author or the book. Ask if they have perhaps seen a TV or film version of it © Refer to any Before you read questions either on the page or in the individual lesson notes. * Read the paragraph About the author and the book aloud to the students, glossing words where necessary. ‘* Ask the students to describe the picture and ask them what they think the text is going to be about ‘+ Use any Background notes provided in the individual lesson notes to help set the context of the passage. * To help the students focus their first reading of the text as you play the tape, write one or two simple comprehension questions on the board. © Play the tape as the students follow it in their books. You may like to pause at suitable places to check the answers to your focus questions. Alternatively, play the whole tape without stopping and then deal with the questions. ‘+ Ask students to read the text silently again, noting down any difficult words. Encouragethem to guess the meaning from the context before they check the meaning of the words with you in their dictionaries. ‘+ Use the individual lesson notes for the remaining exercises. * Encourage students to read the complete story in abridged versions of the literature extracts, if they are available. 15> Write Writing tasks are provided in each of the main teaching units. They have a twofold purpose: to consolidate the language in focus (e.g. Unit 1, Ex 14) or to help students to produce specific writing text types (e.g. an e-mail in Unit 4, Ex 12). The writing tasks are frequently linked to reading and use the reading text as a model for writing (e.g. Unit 9, Ex 8). Suggested procedure ‘ If the topic is new (e.g. Unit 7, Ex 14}, set the context of the writing task using accompanying pictures or questions to help you. If the writing ‘task is the last stage of a sequence of exercises (eg. Unit 8, Ex 14), this stage should not be necessary. © Students work in groups to share ideas and any vocabulary and expressions that might be useful for the task. Go round and monitor, giving help where necessary. © Highlight any particular structures and expressions that you want the students to use. * Write a framework on the board to help the students with their writing, eg. opening and ‘losing words, introductory phrases or linking words for each paragraph, * Ifyou want to set the writing task for homework, plan your lesson so that you can start the task in lass in order to deal with any problems or questions that arise. * Ask students to read carefully through their work. ‘+ If students complete the task in class, ask them to exchange their work with their partner for a further, final check, ‘+ To correct written work, use symbols to indicate the nature of the error, eg sp = spelling gr = grammar Woo. = word order v= vocabulary P= punctuation. 16> Writing skills pages As well as the integrated writing tasks in the body of the book, there are eight pages devoted specifically to the development of writing skills. These occur after the first and third units in each block of five units, and cover a variety of different text types, such as formal and informal letters, narrative composition, reports and articles. These are carefully linked to the language syllabus, eg. informal letter writing follows Unit 1 where the present simple, present continuous and present perfect tenses are the main focus, whilst past narrative composition follows Unit 3 after the past simple, past continuous and past perfect tenses have been presented and practised. Most of the writing skills start with a model text unless there is a relevant text model in the preceding unit. The model text is usually accompanied by a task which focusses on one of three areas: (i) language, e.g. sentence linkers (Writing skills 5) Gi) content, eg. the development of detail (Writing skills 2, 6) (ii) layout, e.g. the layout of formal letters (Writing skills 7). Wherever appropriate, a list of useful phrases and expressions is included. The writing task itself is always accompanied by a guided paragraph layout. ‘Suggested procedure ‘+ Ask students to read the model text and complete the task. If there is a model text in the preceding unit, refer students back to this text for analysis. * Analyse the text to exemplify the language and to highlight the text structure or layout. * Check the answers to the task, Sometimes it involves extended writing (e.g. Writing skills 2, 6), in which case collect the students’ work to mark later, or spend the rest of the lesson checking the work in class with the students. You can continue with the remainder of the unit in a subsequent lesson. ‘Encourage students to use any sentence linkers and other useful expressions in sentences of their * To help form ideas, ask the students 10 diseuce the content of the writing task in pairs or small groups * Draw attention to the guided paragraph notes. If time, construct a joint text on the board with the students conuibuting different sentences. + Ask students to complete the task for homework. Encourage them to experiment with language and to note down any questions in the margin, e.g. Can I also write ... here? 17> Fast rewind The Fast rewind sections are positioned after the second and fourth unit of a block of five units. They give students a chance to measure their progress at regular intervals and enable them to identify areas of difficulty which need extra practice. Each rewind is divided into three parts: Grammar, Vocabulary and Communication. The Grammar and Vocabulary exercises concentrate ‘on accuracy and can be completed in class or for homework. The final Communication tasks are ‘more open-ended and should always be done in class so that the teacher can monitor students’ performance. As a follow-up to the Communication tasks, example sentences and conversational‘exchanges can be written for homework. Keys to all the exercises are in the relevant lesson notes. Progress updates The Progress updates, which are positioned at the end of the Fast rewind sections, give students an ‘opportunity to assess their own progress overall, based on their perception of their general performance and their answers to the Fast rewind exercises, Itis important to keep your own record of each students’ progress. If students have a weakness in a specific area, they should be referred back to the Grammar reference section at the end of the Students’ Book and the relevant section in the Grammar Builder. 18> The Big Picture ‘The Big Picture section, after every five units of the Students’ Book, gives practice in developing spoken fluency. The sections cover four different themes: leisure activities, education, crime and animal cruelty in sport. The theme of each section is presented by one or more arresting photographs. A Vocabulary bank of useful words and expressions to help with the tasks is provided. These tasks include questions which ask students to interpret the pictures, then to talk about themselves and to discuss the overall theme. Each section also includes a thematically-linked Roleplay. Roleplays are an excellent way of providing extended fluency practice and ‘encouraging students’ confidence. The roleplays provided in The Big Picture sections do not require students to act specific roles, but simply to be themselves in the particular situations. The sequence of activities culminates in a project, to give students an opportunity to produce a piece of creative work based on their own ideas. The projects can be done individually or in pairs or Sroups, either in class or as homework. Suggested procedure The photograph and the Vocabulary bank ‘* Use the photograph to introduce the theme and generate interest by asking questions. ‘+ Use brainstorming techniques to produce words to do with the theme, before looking at the Vocabulary bank. © Refer to the Vocabulary bank and explain the meaning of any new or difficult words and expressions. Roleplay. * Divide the students into pairs or groups as suggested in the rubric. * Read through the roleplay instructions and sct the context. * Distribute the roles. If the roleplay is a meeting (eg. Ex 4, The Big Picture 1), check that there is ‘a discussion leader (the Chair) and a reporter for each group. © Set a realistic time limit and tell the students that they should cover all the items or points of information suggested (e.g. the whole agenda in Ex 4, The Big Picture 1) and must come to a realistic conclusion, © If the roleplay is a meeting, leave time for all the group reporters to give a brief oral summary of their meetings and decisions that were made. © In order to keep all students" involved in the activity, suggest that they should keep notes of their discussions and decisions in order to write a brief summary of the discussion, interview, or meeting at a later stage. ‘+ Further suggestions for cach roleplay are given at the relevant section in the specific lesson notes. The project ‘* Show how to begin the project by giving an example of the sort of writing you expect. ‘* Discuss the kind of magazine pictures, photos and realia that students might want (0 include in their work ‘* Encourage students to make notes first and prepare a rough draft of their written work in their notebook ‘+ Dravr stuidents’ attention to any serious errors and any parts where the written work can usefully be edited, expanded or generally improved. The work does not have to be error- free, but it should be a piece of writing which students have completed to the best of their ability. © Students then produce finished drafts of their work. If students have produced their work individually, they can exchange their work with their partner for comments. * Students collate their written work and the relevant illustrative material * Collect and display the projects if possible. 19) Final photostory This features the main characters and encourages students’ prediction skills. Some of the speech bubbles are gapped for students to complete. ‘The photographs in the Final photostory, as with ‘most of the character photographs in the main units, have been taken in various authentic locations in Scotland. They can be used to discuss British life and culture and give students an opportunity to make comparisons with thelr own lives. Suggested procedure * Use the Before the photostory and Picture exploitation sections in the lesson notes to discuss the location and revise the story so far. + Follow the procedure outlined in the specific Jesouut mutes {UL Whe Fal PLOLUSLLY, UN Page T120.20> (++) Songs Students need to relax from time to time. Listening {o songs and noting down the words is something that teenagers frequently do in their own time. At the back of the Students’ Book there are four classic hit songs chosen for their timeless appeal and the thematic relevance of their lyrics. The songs, which are included in the recorded material, are exploited in different ways for detailed listening practice. A key is provided in the lesson notes. Each song page can be developed into a complete lesson by following the suggestions in the Songs notes on page T127. 21 Study skills The Study skills section at the end of the Students’ Book presents useful learning advice in a user- friendly format, and is designed to help students become better language learners. It focusses on such things as how to learn grammar, recording and learning new vocabulary, using dictionaries effectively, and all four skills. For example, it offers advice on how to improve fluency in speaking, how to guess the meaning of words in more difficult reading texts, how to tackle authentic listening and how to improve general writing skills. It also has a useful section on preparation for examinations. ‘There are two ways of approaching this section. Teachers can introduce it generally at the beginning of the course and then refer to it during the course when the need arises. Alternatively, teachers can deal with each study skill separately, waiting until the exercise occurs in the Language Booster and then dealing with the point in detail by referring to the Study skills section, 22> Grammar reference ‘There is a comprehensive Grammar reference section at the back of the Students’ Book. It is cross-referenced to the Grammar snapshots and Grammar flashes to give students a more detailed and thorough understanding of the grammar in nil ach unit. It provides an outline of the general uses of each structure with examples taken from the course, It also includes additional notes on form and usage. This section has the added advantage of encouraging independent leaming by giving students access to grammatical information, whenever they need it. It is essential to draw attention to this section at the start of the course and show students how to use it. They should learn how to cross-refer whenever there is a Grammar snapshot in a particular unit. For example, the Grammar snapshot in Unit | brings together the present simple, present continuous and present perfect tenses and refers the students to the Grammar reference section on pages 132 and 133 where the three tenses are presented and explained in more detail. As a matter of routine, students should refer to the appropriate Grammar reference section before they undertake the exercises in either the Workbook or Grammar Builder sections of the Language Booster. Abbreviations used in the Teacher's Book T Teacher s Student Ss Students TS Teacher to student S-S Student to student S1-S2 Student 1 to Student 2 Li Native language SB Students’ Book TB Teacher's Book OHP Overhead projector Ex Exercise eg. For example ie. That is ete, Etcetera Pronunciation symbols in the Teacher's Book follow those used in the Longman Dictionary of Contemporary English,Sa Sue Ce mA t uu tsls A LONGMAN Pe ead Pea NTO TANS 4 The eer rn Active Study DICT Log www.longman-elt.com/dictionaries See Units 5 and 10 for extracts from The Thirty-Nine Steps and The Horse Whisperer. www.penguinreaders.comPresent simple and continuou Present perfect simple with far Verbs not normally used in the continuous tenses imily members . Relationships 1> Before you listen 2> @) Listen Look at the picture and guess who says the Listen to Matt and Kelly and check your answers following, Matt or Kelly. to Exercise 1. Then listen again and answer a) Excuse me. Are you using all your sugar? (Kelly) the questions. b) Te got a Suzuki 1 Ate Matt and Kelly friends? c) 1'm going to Edinburgh to see my grandmother. 2 How does Kelly start @ conversation with Matt? I'm travelling by coach. 3. How are Matt and Kelly traveling? 4) 1 usually visit her once a year. 4 Where does Kelly live? What about Matt? 6) I'm ina student theatre group. 5 Where is Matt going? Why? What about Kelly? f) My father's Polish but 1 was bom in England. 6 What is Matt’s connection with Poland? g) We've lived in Birmingham since 1 was seven. 7 Does Matt want to keep in touch with Kelly? 1h) M'd better go. The coach is waiting to leave. How do you know?Families Picture exploitation © Ss look at the picture in the SB. Ask Ss to describe Matt and Kelly: How old are they? What do they look like? Where are they? What are they doing? What kind of people do vou think they are? Do you think they know each other? 1) Before you listen © Point out the example in Ex 1. ‘In pairs, Ss decide who says what. © Elicit some ideas from the whole class. ‘Answer key ‘b) Matt) Kelly ¢) Kelly e) Matt f} Matt} Matt) Kelly 2) 23) Listen * Play the tape for $s to check their answers to Ex 1. Ss compare their answers in pairs. Check the answers with the whole class. # 83 look at the questions for Ex 2 in the SB. Pre- teach keep in touch. + Play the tape again. Ss note thelr answers and ‘compare in groups of three. Go through the answers with the whole class. ‘Answer key 1 No they haven't met before 2 She asks him if she can use the sugat 3 Matt is travelling by motorbike and Kelly is travelling by ‘coach, 4 Kelly ives in London and Matt lives in Birmingham, 5 Matt is going to Edinburgh to take pat in a play. Kelly is to visit her grandmother. 6 Matt's father is Polis, 7 Yes he docs ~ he gives her his mobile plinie wwii, Follow-up * Ask if any Ss have a moped or motorbike, and why this means of transport is popular with teenagers.> 3.) (2+) Useful phrases * Play the tape for Ex 3, stopping after each item to explain and practise as necessary. © Play the tape for Ex 2 again, ‘+ In pairs Ss roleplay the dialogue from memory. It, is not important that they remember it exactly. Ask one or two pairs to repeat their dialogue for the whole class. Focus mainly on mistakes made with the Useful Phrases. Alternative procedure NREAESe le you tomemter ho said hee phrases? In pairs, Ss decide who said the phrases. © Play the tape for Ex 2 again. Ss check their answers in pairs. Check with the whole class. «Pay the tape for Ex 3, sopping ater each tem to ceplan and precise ap nese * In pairs Ss roleplay the dialogue from memory, as in the procedure above. Extra activity: Finding friends * Ask Ss: How did you meet your friends? What is the most unusual way in which you made a friend? Elicit ideas from the whole class. + In pairs Ss discuss your questions. * Ask a number of Ss to report back on their partner to the whole class. The class decide on ‘the most unusual event/circumstances. Grammar snapshot Present simple and continuous Present perfect simple with for and since ap * In pairs Ss answer the questions in the Grammar snapshot. * Cheek the answers with the whole class. ‘Answer key | present continuous 2 present simple 3 present perfect simple 4 present simple by * In groups of three, Ss look at the rules and the tenses in a) and match them. * Go through the answers with the whole class. ‘+ For initial practice, Ss, in pairs, make sentences about themselves, using each of the three tenses. Ask several Ss to repeat their sentences to the whole class and correct as necessary. Answer key 1 routines and habits = present simple 2 temporary current activities = present continuous '3 more permanent situations = present simple 4 events that started in the past and are still going on = present perfect Alternative presentation ‘© Write on the board They're living in London; They live in London; They've lived in London for fen years. Elicit the names of the tenses and write them on the board ‘+ In small groups, Ss decide the difference in meaning between the sentences. ‘© Elicit the answers from the whole class and check the Ss’ understanding of the meaning with the following questions, drawing diagrams on the board as shown below. They're living in London. Did they always lve in London? No) Are they living there fora short time or forever? {Fora short time ~ temporary current activity) past row future They live in London Where do they usually live? (in London ~ more permanent situation) oe past ow future ‘They've lived in London for ten years. When did they come to london? (Ten years ago.) Do they stl ive in London? (Yes) 10 years ago now future years * Follow the instuctions above again, using the ‘examples and questions in the SB. 4) Practice 2 * Show Ss the example in the SB and elicit the next answer from the whole class. + In pairs or groups of three, Ss complete the exercise, * Check the answers with the whole class. Answer key 2'mwriting 3 usualy visit 4 lives 5 haven't seen G always get on 7 ve never had 8 'm enjoying b» ‘* Point out the example in the SR. Remind Ss they: can look back at the Grammar snapshot if necessary. * In pairs, Ss complete the exercise, * Go through the answers with the whole class. Answer key 2 has been; since 3 hasn't eaten; since 44 Have you lived; for § hasn't spoken; since 6 ‘ve been married; forRe Grammar snapshot Present simple and continuous Present perfect simple with for and since a) Which tenses are used in these sentences? 1 I'm travelting by coacn, 2 | five in Birmingham, 3 [ve lived there for ten years/since I was seven. 4 | usually visit her once a year. b) Make rules. Which tense do we use for 1 routines and habits? 2 temporary current activities? 3 more permanent situations? 4 events that started in the past and are still going on? For notes on usage see nages 132 and 12 4y Practice 2) Complete Kelly's letter with the correct tense. Dear Michelle, Sorry | (not/be) ‘haven't been in touch for euch 4 long time. | (write) *... this on the coach to Scotland. I'm on my way to Edinburgh to stay with my grandmother. | (usually/visit)°... her once a year. She (live)*... in a village just outeide Edinburgh. | (not/see)°... her since last July 60 fel be fun. | (always/get-on) *... very well with her. | (have/never) ’... a holiday on my own without Mum or Dad before 60 | enjoy) *... the freedom! How are things with you? Give my love to your parents and wrive soon! Love from, Kelly ee ae ee a Sek er 3) ©) Useful phrases Listen and repeat. * Go ahead. Is it in your way? * It's OK. Don't wory. * {V'm going there too] as it happens. © Lucky you! * That's right. 17d better go. # Cheers. b> Complete the sentences with for or since and the correct form of the verb in brackets. 1 Matt has had a licence for six months. 1 Matt (have) a licence «. cix monthe, 2 This machine (be) out of order ... Monday. 3 Tom (not/eat) meat... he was thirteen. 4 (you/live) in Britain ... a long time? 5 Tina (not/speak) to Robin ... they had an arqument. 6 They (be/married) ... about three years.10 Grammar flash Verbs not normally used in the continuous tenses agree *be * believe * belong contain © cost © depend ‘sexpect * feel forget * hate ‘* have (= possess) * hear * hope imagine © know ® like ® look love © matter © mean © need notice gown * prefer * realise ‘seem smell ® suppose * taste © think (= believe) ‘understand ® want © wish For notes on usage see page 132. SE 5> Practice a> Complete the sentences with the correct tense of the verbs in brackets. 1 What kind of music do you like? 1 What kind of music (you/like) ... ? 2.1 (not/believe) ... a word they're saying. 3 Sally (think) .. of getting a new computer. 41 (hate)... sitting at the front in the cinema. 5 He (never/remember) ... people's names. 6 Where (they/live) ... now? 7 Jack's at the clinic. He (see) .. a specialist about his knee. 8 Kirsty (not/realise) ... how clever she is. 9 My brother (think) ... 1 don't like him. b> Write five sentences in a present tense using other verbs from the Grammar flash. 6) Phrasal verbs Phrasal verbs with get | always geton very well with her. Look at page 124 and complete the exercise. 7 Memory bank Family members ay What do these words mean? 1 A cousin is the son or daughter of an aunt or uncle. cousin 2 nephew 3 stepfather 4 stepbrother 5 twin sister 6 mother-in-law 7 an only child 8 foster parents 9 in-laws by List all the other family words tral you know. ©) How are the people below related? 2) 8) &) Listen Listen to an interview with Julie, who talks about her relationship with her stepsister and stepbrother. Find out: 1 her age and family situation. 2 the names and ages of her stepsister and stepbrother. 3. what she finds irritating about her new etepcicter. 4 how she gets on with her stepbrother. 5 what she feels about having a stepfamily.Grammar flash Verbs not normally used in the continuous tenses ‘* With books closed, write one or two example sentences on the board in the present simple, using verbs from the Grammar flash e.g. I hate loud music, Ske owns a fast car, They need a new video etc. Do not use verbs where the meaning changes in the continuous. © Ask Ss: Can you use these verbs in the continuous? (No,) * Ask the class to tell you other verbs which are not usually used in the continuous. Ss compare their ideas in pairs, Elicit some examples, then Ss check their ideas by reading the Grammar flash. * Point out the examples of the verbs (in the Note) which can change their meaning when used in the continuous tense. Alternative presentation ‘* Write the following sentences on the board: 1 am thinking summer isthe best time of year. 2 My parents have a hotel in Spain, 3 Carlo is reading a good book at the moment. 4 He is preferring football to tennis. '* Ask Ss to decide which sentences are correct (2 and 3) and why (Some verbs are not normally used in the present continuous.) Ss discuss in pairs. * Elicit the answers from the whole class and ask the Ss to correct sentences 1 and 4 (f think .../He refers ...). Check the tenses used in these. ‘© Continue from the third step in the procedure above. 5 > Practice ay '* Point out the example in the SB. Ss complete the exercise individually, then check answers in pairs. ‘+ Go through the answers with the whole class. Ask Ss which tense is used and why. Answer key 2 don't believe 1's thinking 4 hate 5S never remembers Gare they living 7'S seeing 8 doesnt realise 9 thinks by ‘© In pairs, Ss write their sentences. Each S should write the sentences. ‘* Change the pairs, so Ss work with somebody new. They check their sentences together. Monitor and help where necessary. ‘© Ask as many Ss as possible to read one of their sentences to the class. Correct as necessary. ‘Answer key sister and brother, 6 > Phrasal verbs Phrasal verbs with get + Show Ss the example in the SB and ask if they ‘know other phrasal verbs with get. Elicit ideas and examples from the whole class. * Ss find page 124 and do the exercise in pairs, Go through the answers with the whole class. ‘Answer key T get up 2 get together 3 get through 4 get on with 5 get away 6 get over 7 get on 7) Memory bank Family members ay ‘+ Show Ss the example in the SB. In small groups, Ss discuss the meanings of the words. Elicit the answers from the whole class and ask Ss if there are examples of these words in their own family. b ‘Ask the class; How many other family words do ‘you know? Elicit examples, then Ss write as many as they can, They compare their lists in pairs. Ask: Which pair has the most words? That pair reads ‘out their list, Cam the class add more words? 7) ‘+ Ss discuss the relationships in small groups. Elicit the anewers from the whale lacs ‘Answer key 1 Tom Cruise and Nicole Kidman are husband and wife. 2 Prince Philp is Prince Harry's grandfather. Prince Harry is. Prince Philip's grandson. 3 Jamie Lee Curtis is Janet Leigh's daughter. Janet Leigh is Jamie Lee Curtis! mather. 4 Queen Elizabeth Il and Sophie, Countess of Wessex, are in-laws. Sophie, Countess of Wessex, is Queen Elizabeth's daughter-in-law and Queen Elizabeth is Sophie's, ‘mother-in-law, 8 ) (2) Listen Ask: Is having a stepbrother/sister like having a real brother/sister? Can there be problems? * Ss read the questions in the SB and take notes while you play the tape, Tey clicck Uclr answers in pairs. © Play the tape again as a tinal check. Elicit the answers from the whole class. 1 She is 14. Her mother got married in the summer, so she has @ new stepfather. She stays with her rel father at ‘weekends. She has a stepsister and a stepbrother. 2 Rachel, 16, and Toby, 13. 4 She spends too long in the bathroom and on the phone. 4 She thinks he is OK but they have different interests. 5 She feels its allright but not the same as having a real» Before you read ‘+ Write identical twins on the board and explain the meaning if necessary. Ask the class: Do you know any twins/identical twins? If 50, what are they like? Do they have similar personalities? Do they like being twins? Would you like to be a ‘twin? Winy?/Why not? Discuss the questions with the whole class, or Ss discuss them in small groups and report back to the class. If there are twins in your class encourage them to comment! 9 > Read ay * Ask $s to read the vocabulary in a) and then to read the text and guess the meaning of the words. Ss then discuss the vocabulary in pairs or ‘groups of three * Check the vocabulary with the whole class, explaining the words and checking pronunciation as necessary. Language note identical Jadentikall = exactly the same miss someone = be sad and want to be with them when you are apart competitive kompetatr! = king to win always stubborn Isabon) = not wanting to change your mind = ever! embarrassing mbuerosin) = making you feel sil your face goes red freak Ieik = somethingisomeone very strange spooky Ispukif = ives you a strange Feeling, lke seeing 2 host: weied telepathy Intepooif = reading other people's thoughts appendicitis _fapendasaitiy’ = your appendix is swollen and you usually have to have ‘an operation b * Ss read the text again and answer the questions. They check their answers in pairs, * Go through the answers with the whole class, Answer key 1 They are studying at college, 2 Because they miss each other. 3 Because they both want to talk at the same time. 4 They are both very competitive and stubborn, 5 Because they were dressed in identical clothes 6 Tim had stomach pains at exactly the same time. 10) Vocabulary Relationships * Point out we ger on very well in the reading text and check that Ss understand it means Greg and im have a good relationship. ‘* With books closed ask the class: Do you know any other verb phrases connected with relationships? Elicit any that Ss know and write them on the board, explaining as necessary. * Tell Ss a story incorporating the verb phrases. Pause to elicit/teach each one and ask several Ss to repeat the sentence with the verb phrase for practice, eg. Todd and Sophie first started going out with each other last summer. They got together at her sister's birthday party. They've been together for sit months now. At frst they got on extremely well but soon some of Todd's habits started to get on Sophie's nerves ~ he played computer games all the time and it nearly drove her mad. In the end, every time they met they ended up arguing with each other, Now they've finally broken up and Todd is going out with Sophie's sister. * In pai, Ss retell the story for more practice. You can put some of the words on the board to help them remember e.g. last summer/birthday party/six months etc. ‘© Ask the class to tell you the story again and write it on the board. + Iu paits, 3s list the expressions In the SB under ‘the headings Positive/Neutral or Negative. Check the answers with the whole class. ‘Answer key Positive/Neutral: to be together, to get together, to go out with, to get on with someone, to get an Negative: to argue, to break up, to dive someone mad, to ‘get on Someone's nerves 11) Over to you + Teach/check to confide in (to tell your secrets to} * In groups, Ss discuss the questions. * Encourage further discussion with the whole class. Follow-up © For homework or in small groups. Ss chanse three of the verb phrases from Ex 10 and write sentences about themselves. Ask several $s to repeat one of their sentences to the whole class.Seeing Double. Being an identical twin can have its high and its low points. Greg and Tim, eighteen-year-old twins, talk about their relationship. Tim and | have always been close ~ closer than normal brothers. | suppose we do compete with each other but in general we get on very well. At the moment we're studying at colleges in diferent towns, so | haver't seen him for over six weeks. | miss him. He's my bestfriend. I's dificult being apart sometimes. ‘Tim: We often talk on the phone for houre and whon wo'te togother therc's a Constant fight because we want to talk at the same time. We often end Up shouting at each other. As well as having similar looks, we also have very similar Peenecscee anne neta. ‘Tim: Greg and | are very competitive and very stubborn, GROWING UP ‘Tim: When we were very small, our mother dressed us in identical clothes and We hated it. People used to point at us and laugh. It was embarrassing, Greg: It can be quite stresstul being a twin. Sometimes you feel like a freak. ‘SPOOKY TELEPATHY Greg: | once had appendicitis when | was at home and Tim was away. | had ‘stomach pains from 5 a.m. until | had my appendix out early in the afternoon, ‘That same day Tim woke up at 5 am, with stomach pains which lasted unt exactly the time that I had my appendix out. ‘Tim: We sometimes have telepathic thoughts but nothing very spooky has happened, except forthe appendix thing. eaten arte cian Before you read 10) Vocabulary Would you like to be a twin? Why?/Why not? Relationships © to be together * to get together © to argue * to break up * to drive someone mad * to go out with a) Read the article and guess the meaning of these words * t0 get on with someone _* to get on 9 Read ai pane: = 10 get on someone s nerves ‘identical relationship * compete with in general List each expression under the correct ‘* miss someone be apart be together * constant heading. ‘end up * similar looks © competitive © stubborn —_Pggitive/Neutral Saostine ‘s embarrassing ® stressful freak (n)) ® spooky to be together to argue telepathy * appendicitis © last (x) + have (something) out b> Answer the questions. 11) Over to you 1 What are Greg and Tim doing at the moment? Talk about these questions. 2. Why are they both a bit unhappy? 3 Why do they get angry when they're together? 4 How are they alike in personality? 5 Why did they attract attention when they were young? 6 What was strange about Greg’s appendicitis? How do you get on with your family? Do they do things which get on ‘your nerves? Who do you confide in, members of your family or your friends? "6 2 12 ©) Soundbite Intonation of polite phrases and questions —— Excuse me. (Look at page 123.) Communication 137 Listen and read. > Starting a conversation ‘A: Excuse me. Is this seat free? B: Yes, itis. C: Excuse me. Is anyone sitting here? D:No, it's free. E: Excuse me. Could you pass the sat, please? F: Yes, sure E: Thanks. > Maintaining a conversation ‘A:Are you going far? B:'m going to Edinburgh AA: Oh, are you? So am las it happens. B: Really? That's a coincidence! A: Where do you live? B:! live in London. What/How about you? A live in Birmingham, A: Have you got any brothers and sisters? B: Yes, I've got a twin sister and a younger brother. ‘A: Have you? That's interesting, ‘A: What do you do? Are you a student? B: Yes, | go to sixth form college. ‘A: Me too./Oh, really? What's it like? ‘A: What do you like doing in your spare time? B: | like listening to music. | don't like sports AA: Neither do | a> Read the conversations above in pairs and find ways of: * starting a conversation, * showing interest. * agreeing with people. * returning personal questions. b> Imagine you meet someone in a café for the first time. Roleplay similar conversations. 14> Write Write a short description of your partner in Exercise 19 based on this description of Matt. Matt Polansky is seventeen and comes from Birmingham, a big city m te Midlands. His tamuly has lived there since Matt was seven, Matt's father is Polish. Matt's gota younger sister and an older brother. At present he is doing A levels in English, History and Theatre Studies at {sixth form college In his spare tima he kibae letanings ta {| music and riding his motorbike, Suzuki. aR a ree a ee125) Soundbite Intonation of polite phrases and questions The tapescript is on SB page 123. * Practise the intonation of the example with the whole class ‘* Write one or two of the phrases on the board ‘and practise them in the same way, ensuring Ss stress the correct syllable (e.g. Hella? Sorry? Are ‘you there?) and that their voices rise a little at the end of each phrase. * Play the tape, pausing for Ss to practise cach phrase. 13 (5) Communication '* Ss look at the pictures in the SB. Ask Ss: Where are they? What are they doing? What are they asking about? Elicit answers, from the whole * Elicit/teach the three requests in the Starting a conversation section and practise requests and answers across the class, in open pails. * With books closed, ask the class: How can you ty 10 continue the conversation? Elicit ideas. * Play the tape while Ss follow the conversations in their books. ay ‘Ask Ss to find one example of a way of starting a conversation. Elicit the answer from the whole class. ‘ In groups of three, Ss complete the task. * Go through the answers with the whole class. © Play the tape again, Pause after each section and ask two Ss to repeat it to the class. Make sure they are using appropriate stress and intonation. ‘Answer key * See the Starting a conversation section inthe SB Oh, aelhave you? Really? That's interesting, So am. Me too. Neither do | # What/How about you? by ‘+ Ss practise their conversation in pairs. They use their notes from a) to help them and can read the dialogues again as necessary. ‘Ask one or two pairs to act out their conversations for the whole class. Focus on any mistakes in the Communication phrases they are practising. Follow-up ‘© Ask Ss other places they can meet new people. ‘In pairs, they choose one of the places and make up their own dialogue, using some of the phrases from Ex 13. Ss can use the situations they discussed in Ex 3, Extra activity, if they wish, * Ask several pairs to act out their conversation for the whole class. The class guess which place they chose, 14> Write * Ask the class: What do you know about Matt? Blicit ideas. * Ss read the information in the SB. © Ask individual Ss to tell you one piece of new information. Continue until the class have told you everything they now know about Matt + tn groups, or for homeworky 5 vite a olllar description of (one of) their partness) in Ex 13 0). ‘© Ask some Ss to read their descriptions aloud to the class, >> Writing skills 1: Informal letters 1) Letter layout * Ask Ss: Who do you write letters to? How often? When you write to friends or family, is it a formal or informal letter? (Informal.) * Ss look at the letter in the SB. In pairs, they decide the correct information. © Go through the answers with the whole class, Point out particularly the position of the address. Answer key Salutation: |} ~ position 3 Address: d) = position 1 Date: h} = position 2 Closing phrase: €) = position 4 Example letter 3 Hamilton Street London, NW 76E ‘March 6th Dear Alison, ‘Thanks very much for your letter 'm sorry | haven't been in touch for ages, but I've had to work really hard at school ~ the exams are in two weeks time and I'm really nervous this time. It was so nice to hear from you and I'm glad your party went so wel. | did have 2 weekend off from studying last manth ~ Dad insisted | take a break and we all went up into the mountains and did some walking together. Very healthy! But apart from that | haven't done much except work and sleep. I'm getting very boring ''m really ooking forward to seeing you in the holidays. Good Iuek with your exams! Give my love to your parents Love from, Andrea, 2) Useful expressions '* Point out the examples in the SB. * In pairs, Ss list the expressions under the correct heading * Check the answers with the whole class. [Answer key Startaletter:t) ) 9) ® a) Endatetter:a) de) a) hd j) Dm) 0) Alternative procedure ‘+ Write each expression on a piece of paper. Give cach expression to a pair/small group of Ss ‘+ Write the headings on the board. Ss stick their papers under the correct heading. + Go through the answers with the whole class. 3) Writing task * Go through the paragraph plans in the SB with the whole clas. ‘* In pairs, Ss discuss what they will write in their letter. Elicit some examples from the whole class. ‘© Ss write their letter in pairs, or for homework. You can give them a copy of the example letter for Ex 1 to help them. * Collect the letters and make notes of a few ‘common mistakes. Write these on the board the next day and see if the class can correct them, '* If possible display the letters on your class noticeboard. Alternative procedure ‘+ In small groups, Ss write the first paragraph of the letter, Monitor and help as necessary. ‘+ Ss pass their letter to another group, who write the second paragraph for it. ‘Continue with the same procedure for paragraphs 3 and 4, so that for every letter cach paragraph is written by a different group. ‘+ Ask the final groups to read the whole letters to the class. Choose the best one and display it on Your class noticeboard.Writing skills 1: 1 Letter layout Choose the correct item from each list below. ‘Then match it with the correct place on the letter layout. Closing phrase Address a) Goodbye! 4) 3 Hamilton Street b) Yours sincerely, London NW6 7GE ©) Love from, e) Hamilton Street 3 London NW6 7GE f) London Date Salutation 9) the 6 March ¥) Dear Miss Alison, hh) 6th March/March 6th 1) Dear Alison, i) March the 6th 4) the sixth of March 2> Useful expressiuns List the expressions under the two headings. Start a letter End a letter 6) Thanks very much for a) Give my lovelregards your letter. 10 your parents. a) Give my love/regards to your parents. 'b) Thanks very much for your letter, ©) Sorry I haven't heen in tonioh fr age d) Good luck next week/with your exams! €) Hope to see you soon. 4) 1 got your letter yesterday, 4g) | must stop now and catch the post, ‘h) I'm really looking forward to seeing you. 4) It seems a long time since 1 last wrote, J) Keep in touch. k) It was so nice to hear from you. |) Say hello to Laura, ‘m) Well, that’s enough for now. ‘n) I'm sorry | haven't written ear for such a long time. 0) Write soon, recently] 3> Writing task Write an informal letter to an English-speaking friend, using the cues in the paragraph plan below to help you. Paragraph 1: Start the letter ‘© Thank your friend for his/her last letter. * Apologise for not writing back sooner, ‘* Explain briefly why you haven't written, Paragraph 2: Give news and information + Give current news about yourself. ‘* Mention your family and friends. Paragraph 3: Ask for news ‘© Ask how your friend is getting on. '* Ask about your friend’s family and any other friends you both know. Paragraph 4: End the letter ‘* Say that you must end the letter and why. * Give your regards to his/her narents '* Ask him/her to write soon. 134 Last summer a group of English students went with their teacher on a trip to the Himalayas, in Nepal, to learn about other cultures and landscapes. To raise money for the trip the students organised ‘sponsored walks. Karen Jackson, one of the students, kept a diary during the trip. Here are cts from the diary. Ontop . of the\ WV onlial Day 3 We left Heathrow Airport in London two days ‘ago and took an overnight fight direct to Katmandu in Nepal. We spent yesterday sightseeing. Katmandu is full of people, rickshaws and the smell of sandalwood. Ive never been on a trip like this before so Im really excited. Day 4 At lunchtime today we arrived at Pokhara, Nepal second largest city, and saw the snowy peaks Of the Himalayas for the fret time. Wo roached Pokhara after a hair-raising sixhour bus journey along very narrow roads with a lot of hairpin bends. The bus was 0 full that one person had to share the driver's seal! Day 5 We have begun our trek at last. We are at about 900 metres and the weather is warm and humid. For lunch we had chips and yak cheese sandwiches, | didnt ike them very much! Day 8 Yesterday a landslide blocked our path and we had to use ropes to get over it. This morning we walked along the River Kot Gandai! through denise forests of oak until we reached our camp at Tukuche below the Annapurna mountain range. The main trekking danger, apart from landslides, is a ‘yak attack’ Yaks are not dangerous but you have to be careful i you meet a herd of them because they can push you off the side of a mountainb Nepal trek> Before you read ‘+ Ask the class: Have you been on school trips? Where did you go? Did you enjoy it? Why/ivhy not? Elicit ideas from the whole class. ‘+ Ask: Where would you like to go if you could go abroad somewhere? Why? Ss discuss these questions in groups and then report back to the Whole class. Encourage brief class discussion. + Explain that Ss are going to read extracts from a diary of a trek in the Himalayas. © Ss read the text and guess the meaning of the vocabulary in a). They compare their answers in Broups of three. © Check the vocabulary with the whole class. If possible, use your own pictures to help with this. 7A © Do the first statement with the whole class as an example. © In pairs, Ss complete the exercise. They read the text again if they need to check their information. © Go through the answers with the whole class. IF there are problems, refer Ss to the part of the text which answers the questions e.g. 7 I've used ‘five rolls of film! (Day 15) ‘Answer key IT 2F 31 47 5T 6F 7 Extra activity: News report + In small groups, Ss prepare a short news report about the trip for a local radio station. They should include what they think is the most interesting information, * Ask several groups to read their reports to the whole class, + Ask: Are there differences? Why did you choose this information? 2.) Phrasal verbs Phrasal verbs with go * Show Ss the example in the SB and ask them if they know any other phrasal verbs using go and a preposition, Elicit ideas from the whole class. * Write the phrasal verbs and definitions used in this exercise on the board, jumbling the definitions. * In pairs, Ss match the verbs to the correct definition. + Go through the answers with the whole class (see page 125}. ‘+ In small groups, Ss complete the exercise on age 125, * Check the answers with the whole class, Answer key 11go on 2 have gone upfare going up 3 o¢ went down 5go away 6 go over 7 go back 3) Over to you + Elicit some ideas from the whole class, then $s discuss it in small groups. If possible, regroup Ss in larger groups to continue the discussion and reach a decision * $s report back on their decision and reasons to the whole class. Can the whole class agree on a decision? 4G) Listen + Teach snuggle (you snuggle under your duvet when you are cold) and stunning (= amazing, very very good) * Ss read the questions in the SB. Ask: Whar do ‘you think was the most frightening part? Discuss possible answers with the whole class. + Play the tape while Ss note their answers. They check in small groups. Play the tape again if necessary, + Go through the answers with the whole class. Explain swing if necessary. ‘Answer key 1 He went 10 the Himalayas in June last year. 2 Five 3 6,000 metres. 4 When they had to eross a river on a rope. 5 Allocal shepherd helped them, Follow-up * In pairs, Ss write down as many of the interviewer's questions as they can remember. Play the tape again to help them. * Change the pairs. Ss act out the interview with Raj. They can add questions and information if they like. Ask some pairs to act out theft interview for the whole class,Day 10 We've met lots of children on our trek through the villages. Whenever they meet us, they laugh and shout and walk beside us. The ones we met today told us in English their names, ages and where they go to school. We have already climbed 2,400 metres. Up here it never rains and there are no ‘trees. It is windy and dusty and | am always thirsty. ‘You can get fizzy drinks along the way but we usually drink our own bottled water. We peel all the fruit, too. Day 11 Yesterday we went up the mountainside to the township of Muktinath, at 3,600 metres. The thin air there leaves you breathless. You feel you can't go on. Even tying your bootlaces is diffcut. We drank a lot of extra fluids to prevent altitude sickness. Day 13 We tumed round today and started to descend to Jomosom. As we went down, the oxygen filed our blood again and we seemed to be flying instead of walking! Day 15 We went back to Pokhara in a small plane yesterday, retracing in a few minutes the journey which took six days to walk. It was exciting when we flew between the mountain peaks. We arrived in Katmandu this afternoon and we've spent our last few hours ‘shopping. We leave for England tomorrow. We've had the trip of a lifetime, and I've used five rolls of film! 1y Read a) Read the article and guess the meaning of these words. * sponsored * rickshaw * sondalwood * pcak © hair-raising * hairpin bend» humid * landslide © block (uJ dense # oak © dusty © fizzy © peel (v) © breathless * bootlaces © fluid» altitude sickness © retrace by Answer T (true) or F (false). 1 The bus ride was quite frightening, 2 You can get a yak attack from eating yak cheese sandwiches 3 Some of the local children could speak English. 4 The students were very careful about what they ate and drank, 5 The air was difficult to breathe in Muktinath, 6 The journey back to Pokhara took six days. Karen forgot to take her camera with her. 27 Phrasal verbs Phrasal verbs with go You feel you can't go on. Find more examples of phrasal verbs with go in the article. Look at page 125 and complete the exercise. 3) Over to you Talk about the questions. Would you enjoy going on this sort of trip? Why?/Why not? Listen > Listen to Raj describing a mountain trek and answer the questions. 1 Where and when did he go trekking? 2 How many weeks did he spend walking? 3. How high did they climb? 4 Which part was the most frightening? 5 How did they solve the problem?Grammar snapshot Past simple and present perfect simple 4a) Which tenses are used in these sentences? 1 At lunchtime today we arrived at Pokhara, 2 We saw the Himalayas for the first time. We've met lots of children. I didn't like the sandwiches very much, We have already climbed 2,400 metres. I"ve never been on a trip like this before. ) Make rules. Which tense do we use with: 1 expressions which refer to finished time, such as yesterday, a week ago and last night? 2 words which have a link with the present, such as already, yetand just? 3 expressions which refer to any time up to the present, such as so far, up until now, recently, ever and never? For notes on usage see pages 132 and 133. 5) Practice a> List each time expression under the correct tense heading. © two years ago * just * in 1987 never last month * so far * ever * yesterday * yet ® since last year already © up until today * at two o'clock * for the last three hours Past simple Present perfect simple ago just by Complete the sentences using the past simple or the present perfect simple tense of the verbs. 1 I've had three cups of tea so far today. 11 (have) .. three cups of tea so far today. 2 (youlever/see) .. a yak? 3 Mark (last see) ... Jennifer three days ago. 4 They (already/check in) .. for the flight. 5 How long ago (the bus/leave) ... ? (You/write)... your diary yet? 1 Gust/hear) ... about the fire Their plane (land) .. at 6.45 this morning. We (not/speak) .. English since we (arrive) 6> Vocabulary Travel Plane Train Type fight Journey ‘Activity tylgo by air go/travel by train boardiget on get on leavetake off leave arive/land arrive get oft get off Location apart ‘van runway platform cabin cariage Window/aile 6oat _window/aiolo scat People pilot chives passenger passenger fight attendant ticket collector cabin crew 7) Practice Read the paragraph below about a flight to New York. Then write two similar paragraphs about a train journey and a boat trip. Let me tell you about my flight to New York! love flying so | was very excited when I saw our plane on the runway. We boarded at 6.30 a.m, and found our seats. | was lucky because I had a window seat. The pilot welcomed us over the loudspeaker and we took Off fifteen minutes later After a flight nf about coven hours we landed in New York.Grammar snapshot Past simple and present perfect simple a) * Elicit the answers from the whole class. ‘Answer key Past simple = 1,2, 4 Present perfect = 3, 5,6 by ©”'Ss answer the questions in pairs. Go through the answers with the whole class © Write the sentences and draw the diagrams below ‘on the board to help Ss see the differences. lunchtime now [At lunchtime we arrived in Pokhara 772 bitd We've met lots of children, Answer key 1 Past simple 2 Present perfect simple 3 Present perfect simple Follow-up ‘© Write the following two sentences and time expressions on the board 1 Te been to Los Angeles .. 21 went to Los Angeles .. a} quite afew times. b) last year c) three years ago 4) and I know i quite well ‘© Ss, im paits, decide which expressions can go with each sentence, Check the answers with the Whole class: 1 = a)d) 2=b) ¢) 5 > Practice ay © In pairs or small groups, Ss list the expressions under the correct heading, After they have done this ask twro groups (one for each tense) to write their answers on the board, © Check the answers with the whole class. ‘Answer key Past simple: ‘wo years ago, in 1987, ast ‘month, yesterday, at two o'clock just, never, so far, ever, yet, since fast year, already, up until ‘today, forthe last three hours Present perfect simple by ‘Look at the example in the SB with the whole class. Check which tense is used and why. + In pairs Ss complete the sentences. Combine pairs into groups of four. Ss compare their answers. * Go through the answers with the whole class. Check that Ss understand that questions about specific times are in the past simple (e.g. 5). ‘Answer key 2 Have you ever seen 3 last saw 4 ‘ve already checked in 5 did the bus leave 6 Have you written 7 "ve just heard [Banded 9 havent spoken: arrived Extra activity: Biographies + Tell students a brief life history of a famous living person, without saying who it is e.g. He has fought against discrimination ait his Iie. He went t0 prison for twenty-eight years for his political beliefs. After his release in 1990 he participated in the first democratic elections in hhis country and became President in 1904. He has retired from politics now. (Nelson Mandela) Ss guess who your mystery person is. * For homework they write a similar biography. + In class, Ss read their biographies and other Ss guess the subject. This can be done as a whole class activity or as a team game. 6 > Vocabulary Travel * With books closed, elicit some items of travel vocabulary from the whole class. © Then in groups Ss brainstorm all the travel vocabulary they can remember. Do not go through their lists yet. © Ss open their books and look at Ex 6. Divide the lass into five groups. # Each group looks at one of the five columns, group 1 plane, group 2 train etc. $s discuss the Vocabulary, using their dictionaries where necessary to help them decide the meaning. They write example sentences for each item e.g. In a lane I like a window seat so I can see the places wwe fly over. Trains are divided into carriages. etc. * Regroup the class in groups of five, one from each original group. Ss explain their vocabulary to each other, using their example sentences. * With the whole class, check any lexis which was a problem for the groups. Ss look at their own (brainstormed) lise again. ak: Cun you ual any words fo those in the book? 7) Practice ‘+ Ss read the example in the SB. Ask questions to check the information e.g. Where did they fly to? What time did they board the plane? ete. ‘+ Divide the class in half: One half will write about a train joumey and one about a boat trip. In small groups, Ss discuss and write, * Divide the class into pairs, one from each half of the class (ie. one S wrote about a train journey and the other about a boat trip). Ss read each other their paragraphs. >> 8 > Interaction *+ Divide the class into As and Bs. $s find the correct page in their SB. Make sure Ss know ‘what they have to do. * Give Ss time to prepare what they will say in small groups. As can plan more questions to ask if Bs need more time to prepare their information. ‘+ Regroup the class into pairs: one A with one B. Ss perform the interview in their pairs. As make notes of the information so that they can report back. ‘Ask some of the As to report back to the class on their partner. Follow-up * Ask some pairs to act out t whole class. interviews for the 9) Write © Ss can use the information in Ex 8 as a basis for their writing or can choose to write about a different journey. They should write individually and can do this for homework. Remind Ss to use the vocabulary from Exs 6 and 7. * In class the next day, Ss pass their descriptions around for others to read. Grammar snapshot The definite article and zero article *+ Write the questions about rules and one or two examples on the board e.g. He's on holiday in the Alps. T usually go home after school. * Ss, in pairs, discuss why the definite article isfis not used in these examples. Check their ideas with the whole class. * Ask: Cam you think of more examples/rules for the definite and zero articles? Elicit ideas, then Ss in small groups discuss the examples in the SB. + Ss check their ideas with the notes on usage on page 136. * Go through the rules with the whole class and explain any points of difficulty. 10) Practice © Point out the example in the SB and explain that for USA it's necessary to use the. + Ss complete the exercise individually, then ‘compare their answers in pairs or small groups. + Check the answers with the whole class. ‘Answer key 2-3the 4~ S-ithe Gthe 7 WOthe M- 12the 13- 14~ = Bthe otheBus/Coach car Boat/Ferry tide tip ride tip voyagelorossing goby bus/coach goby car ‘gorravel by boat geton getinlinto ——_geton leave leave leavelse sail arive rive artve/dock getott get out of getot bus stop garage port frontback seat tont/back seat doctrinal window/aisle seat deck iver iver ‘captain passenger passenger passenger bus conductor steward 8> Interaction Student B: Turn to page 122. Student A: You are a journalist. Interview Student B about a school trip. Find out: 1 where he/she comes from. 2. where he/she goes to school. 3. where the group went to 4 how they travelled. 5. who organised the trip. 6 how the students paid for the trp. 7 the worst parts of the trp. 8 what they have done since they retumed. 97 Write Write a description of a trip or complicated journey which you or someone in your family recently made. Grammar snapshot ‘The definite article and zero article The definite article 1 She's on a trek The trek takes sisteen day 2 They went to the Netherlands and the USA 3 We saw the Himalayas/the Pacific (Ocean)! the Mississippi (River). 4 We stayed at the Shangri-La Hotel 5 She arrived in the morning evening 6 Its one of the coldest places Ive ever been to. 7 The sun hes just come out 8 He plays the violin very well Zero article 1 They went by bus. ''m starting school university next week We had chips for tunch She's studying Geography/French He plays tennis /eards every day. ‘Shelves in Saxon Street in Winchester. Knowledge of languagee ic important. Do you take sugar? | prefer teaching children. Discuss the rules with your teacher. 1 When do we use the definite article? 2 When do we use no (zero) article? For notes on usage see page 136. 107 Practice Complete each sentence with the when naraccary in the USA, She hopes to get She hopes to get a job in... USA. 1 2. How old were you when you started ... school? 21s a travel book abuut « Uip up. Amaaun. 4 My cousin spent the weekend watching ... videos. 5 He never has ... breakfast in ... morning, 6 They're staying at ... Plaza Hotel in New York, 7 It’s hard for ... young people to find .«. work. 8 I'd love to travel round ... world one day. 9 It was .. best holiday I've ever had, 10 Manila is the capital of... Philippines 11 They arrived by «train this morning. 12 She learnt to play .. piano when she was four 13 My worst subject at school is... Chemisty. 14 Let’s play. cards this evening12> Comprehension Answer the questions. 1 Where ie Matt crnying? 2 Why is he pleased? 3 What does Zoé ask Adam? Why? 4 What does he ask her te du? 13> (+*) Soundbite Intonation of polite reassurance nat Yes, no problem (Look at page 125) 14) (=) Communication Listen and read. > Asking permission Is tall right if | leave it outside? May | use the office phone? Could/Can I leave my bag here? Do you mind if| take this map? Giving permission Listen and read BA Yes, no prablem Sure, 90 ahead By) OF course.| es, by all means Hi, Matt! Good to see you. Zot’s just No, not at all No, of course not artived, too. How was your journey? Fine, thanks. My motorbike’s outside. Refusing permission Js it all right if 1 leave it there? 1m arraia you can't Yes, no problem. Right, let's sort out I'd rather you didn't your accommodation. Matt, here's the address of your family. ‘i Thanks, Castle Road. Helen and 97: Niskeconverantions fot thes Bob Carr. situations with a partner. I'd rather you used the other one. They've got a son called lan who's 1 You are on a train, The door about your age between compartments is open Great. Do you mind if | take this map? and it is quite draughty. No, not at all. 've got several. You are sitting un @ bus in et May | use the office phone, Adam? aisle seat. The sun is shining 1 promised to phone my boyfriend. through the window. You notice Vd rather you used the pay phone if that there is a sunblind | that's OK. It's just over there. Allright. by Now invent your ure situativias11) (5) Listen and read * With books closed, tell Ss that two drama students, Matt and Zoé have just arrived at the theatre in Edinburgh. They are asking the director, Adam, some questions. Ask: What are they asking about? Elicit ideas. Play the tape and elicit the answers to your question from the whole class (Matt's motorbike, the map, Zoe's boyfriend, the office phone). 12 Comprehension * Ss read the questions in the SB. # Play the tape again. Ss read the dialogue in Ex i. ‘+ In pairs Ss answer the questions. ‘+ Go through the answers with the whole class. ‘Answer key 1 In Castle Road, with Helen and Bob Cart, 2 Because they've got a son wha's about his age. 3 If she can use the office phone. She promised to phone her boyfriend when she arrived. 4 He asks her to use the pay phone, Follow-up ‘In pairs, Ss write their own short dialogues including some of the phrases from the dialogue. + Ask as many pairs as possible to read their dialogues to the class. Correct as necessary. 13) 22) Soundbite Intonation of polite reassurance The tapescript is on page 123, © Draw Ss’ attention to the first example in Ex 11: ‘Marr: My motorbike’ outside. Is it allright if leave it there? ‘aw: Yes, no problem, * Play the tape for Ex 13, pausing for Ss to practise the phrases. * Continue the practice with the whole class, using Prompts of your own ef Can U sit here? Coute | open the window? Is my bag in your way? Can I borrow your magazine? ete ‘+ Write the prompts on the board (or on cards) pieces of paper) so that Ss can then practise in pairs. 14) (+) Communication ‘+ With books closed, write the three headings (Asking permission, Giving permission, Refusing Permission) on the board. Using the map, motorbike, and phone as examples ask Ss: How did the students ask permission? Elicit ideas and write appropriate forms on the board e.g. Do you mind if T take this map? Practise them briefly 10r good stress and intonation, ‘Elicit ways of giving and refusing permission in the same way and write these on the Doar. Practise asking and answering, across the class, + Ask: Do you know any other ways of waking permission ctc.? Elicit ideas, Then 39 check Welt lists with the SB to see if they have missed any expressions. y a) © Remind Ss to refer to the above lists in Ex 14 for jdeas. Check Ss understand the vocabulary in the situations e.g. draughty. Ss make conversations in pairs. ‘+ Check their answers by asking and answering in open pairs across the class. b) “impairs, Se write situations om slips of paper * They pass their paper to another pair, who make up a conversation. ‘* Ask several pairs to repeat their conversations, for the whole class@ Fast rewind units 1 and 2 + See Introduction for suggestions on using this section, Answer key Grammar Exercise 1 Zhave 3is working 4 doesn’t have 5 has stayed Gisdoing 7 has just enrolled 8 haven't been out Exercise 2 1 visited 2 have you ever met; met _3 saw; haven't seen 4 has already left 5 did Sally and Neil get married 6 I've looked; haven't found; did you last use 7 I've just done; I've bought Exercise 3 2a gthe 4 a San 6- 7the Bthe 9a 10- Tithe 12the 13- 14The 15~ Exercise 4 4 She hasn't written to us for three years 2 She went to the USA a year ago. 3 1 haven't seen him since Christmas. 4 Simon left the office a few minutes ago. 5 He never got over his wife's death. Exercise 5 1 is Tim going out with 2 get on with 3 broke up 4.geton my nerves. 5 have been together Communication Exercise 6 ‘Exomple conversation 8: Excuse me. Could you pass me the water, please? Yes, sure. Here you are Thanks. Where do you come from? I come from Estoril in Portugal Oh, do you? How long have you been in Edinburgh? Ive been here for a week ‘Oh, really? When did you leave Portugal? (left home) ten days ago. How did you travel to Edinburgh? First | flew to London and then | caught the train. What about you? What are you doing in Edinburgh? ''m studying English ata language school. 8: Are you? So am | as it happens. How long have you been here? a: Since June Progress update Units 1 and 2 * Discuss with Ss the value of monitoring their ‘own progress. * Individually, Ss look back at Units 1 and 2 and see where they have made progress and which areas they still need to work on, * They discuss their ideas in pairs/small groups and offer advice.@ Fast rewind uNits 1 and 2 17 Choose the correct verbs to complete the text. My brother Steve and his wife Fran ° ore married/have been marted for two years and * have/are having an cight-month-old baby. At present Fran ° i workina/has worked for an advertising company but Steve “doesn't ‘have/having a job. For the last six months he * has stayed/stays.at home to look after the baby. At the moment he * has done/is doing evening classes in cookery and Fran’ just enrols/has just enrolled on an Information Technology course. Their problem is that they *don't go ‘out/haven't been out to have fun for ages! 2) Complete the sentences with the past simple or the present perfect simple form of the verbs in brackets. ‘Arsenal has ust bought an Italian goalkeeper for five million pounds. Gust/buy) 1 Caroline... her stepsister a few months ago. (visit) 2 A:... yOu... my friend Gerry? (ever/meet) B: Yes |... him last week at a party (meet) 3 We... the new Star Warsfilm ages ago but we .. any films recently. (see /not see} 4 A:Can | speak to Liz Stokes, the manager? B: I'm afraid she .. the office for the day. {already eave) 5 A: When .. Sally and Neil B: In May last year. 6 ‘|... everywhere but |. it yet (looK/not find) B: When... you. it? (last/use) 7 Guess what |. (just/do}? |. a mountain bike. (buy) (get married) 3) Complete the text with a/an, the or no (zero) article. Jan Hals comes from the Netherlands. He was born in ®... small village not far from *.. city of Rotterdam. He is ‘now ‘... sports trainer with *.. English football club. He likes living in ... London and in his spare time he goes to "cinema and plays"... guitar in*... band, He starts work early. He gets up at six thirty in "... morning, and cycles to ®... club. I don't lke travelling by ®.. underground during rush hour... crowds are terrible," says Jan. ‘Apart from that, .. life in London is great." 4) Complete the second sentence so that it means the same as the first. using the words in brackets. The last time she spoke to him was Monday. (since) She hasn't spoken to him since Monday. 1 She last wrote to us three years ago. (tar) ‘She haon’t wu the vw 2 She's been in the UGA for a year. lage) She 3 ast saw him at Christmas, ainee) 1. Christmas. 4 Simon has Just let the office. (@ few minutes ago) Simon 5 He never recovered from his wife's death (get) He .. his wife's death 5) Complete the sentences with the verb phrases in the correct form. break up_* be together * drive me mad © geton with * get on my nerves. ® go out with I hate electronic music. It drives me mad. 1 Which git. Tim .. now? Is it Jenny, Susie or Jo? 2 ike our new language assistant. |. her very wel. 3 Paul and Geri haven't spoken since they 4 She's always apologising. Its starting to 5 Harry and Julia. for years and now they're engaged. 6) Work in pairs. ‘Student A: You have just met Student B at a party in Edinburgh. Student starts @ conversation with you. Respond and ask B: ‘© where he/she comes trom. ‘* how long he/she has been in Edinburgh. ‘© when he/she left home. ‘* how he/she travelled to Edinburgh. ‘Student B: Start the conversation with Student A Then * answer A and ask him/her the same questions. ® find out what A is doing in Edinburgh.» Lucky day? Before you read Do you know of anyone who has won a large sum of money? If so, how did they win it and what did they do with it? Learning goals Grammar Past simple, past continuous, past perfect Time clauses with when, while, a, {as soon as, before, after Vocabulary Word building from verbs of emotion Phrasal verbs with give Communication ‘Announce and respond to good and bad news GLASGOW BOY’S AMAZING WIN Kelvin Dale, eighteen, from Glasgow in Scotland recently won an amazing £1.7 million. He is one of the youngest-ever lottery winners. One Saturday evening, Kelvin and his father were watching the National Lottery on television. When the first three numbers matched his numbers, Kelvin was thrilled. He thought he'd won £10. But then the fourth, the fifth and finally the sixth numbers all matched his. ‘Dad and I jumped up and danced round with excitement,’ says Kelvin, who had picked the six winning numbers at random. ‘It was an amazing night’ The next day Kelvin found out that he had won £1.7 million. His father laughed when Kelvin had to borrow £30 for the coach fare in order to go to London and collect his cheque! He returned home in the back of a stretch limousine But when Kelvin’s mother, Dawn, heard the naws, cha was worried. ‘As soon as I heard he had won the jackpot, I cried. Don’t get me wrong ~ I don’t want him to give the money back! But it’s easier to manage a smaller sum. I'm frightened that people are going to take advantage of him.’ His teacher at school was also slightly worried. ‘Of course I'm pleased for Kelvin but I don’t think it's right that one person should be able to win such a large sum of money. It seems a bit immoral somehow. Kelvin is starting to adapt to his new life. He can now afford to see his favourite football team, Rangers, play at home whenever he wants to. In fact, h planning to buy himself an exclusive executive box at the ground costing a cool £30,000! He has also given a large sum of money to his father who has had to give up work because of illness, However, the lottery win has also brought its own problems. Since winning the money, Kelvin has received a pile of begging letters from strangers and charities, plus dozens of letters and phone calls from ‘wannabe’ girlfriends. “There are days when I wish everything was back to normal,’ says Kelvin. ‘Of course I like having the money but things will never be the same again.” Os ate ee.Lucky day? Before you read Discuss the questions with the whole class. Ifa number of Ss know stories about lottery winners, they tell their stories in groups and another member of the group sports back (9 is whole class. Explain how the British lottery works (sce Background notes).> 1) Read a) ‘* Check that Ss know how to answer the questions. If necessary, do the first question with the whole class as an example. ‘In pairs, Ss choose the correct answers. * Go through the answers with the whole class. Answer key 1) 20) 38) 4) So b> # Ss discuss their answers in small groups. * Check the answers with the whole class, asking Ss to give reasons for their answers. ‘Answer key His father was excited and amused (because Kelvin had to borrow the £30), His mother was worried (because it was a lot of money) His teacher was slightly worried (because one person could ‘win so much money). Kevin was very excited at first. He gave money to his father but he sometimes wishes for @ normal life. Strangers ask him for money. 3) Vocabulary Word building from verbs of emotion * Point out the examples in the SB. ‘* In pairs, Ss complete the chart. ‘+ Elicit the answers from the whole class, paying Particular attention to spelling and to noun endings. Elicit any altemative adjective or noun forms, such as 7 - fear and 9 ~ pleasant. ‘Answer key vero Adjective] Adjective] Noun with -ing_| with -ed 3 to surprise | suprising surprised | surpise 4 toshock | shocking | shocked | shock Stocacite |exiting fexcted | excitement 6 tohority | horrifying | horrified | horror 7 to frighten | frightening | frightened | fright 8 toworry | worrying | worried | worry 9 toplease | pleasing | pleased —_| pleasure 4) Practice ‘* Point out the example in the SB. In pairs, Ss complete the sentences, ‘* Check the answers with the whole class. Ys Extra acti jionaires Ask Ss what they would do with a million pounds. Elicit ideas, then Ss discuss this in groups of three. ‘+ Make three large groups incorporating one S from each of the original groups. The groups decide on five things they all agree to do with the money. + The groups read out their lists to the whole class. Did they agree? Do not focus on correct use of the second conditional in this activity but on the Ss’ ideas. 2> Discuss ‘* Ask Ss what problems winning the lottery can bring. * In small groups, Ss look at the headlines and decide what the specific problem is in each one. * Elicit ideas from the whole class and encourage discussion, Follow-up ‘+ In pairs or small groups, Ss roleplay interviews ‘with some of the people in the headlines. ‘+ Ask a number of them to repeat their interviews for the whole class, ‘* Ss.can write their interviews for homework. ‘Answer key Zexcited 3 frightening 4 pleasure 5 frightened Ghorrified 7 surprise 8 thrilled Follow-up ‘+ In pairs or for homework, Ss choose two verbs and write their own sentences for cach of the four forms. © Divide the class into teams. Each team takes it in ‘turns to read one of their sentences. Another team says if its correct. Teams get one point for ving a correct sentence and one point if they can correct a mistake by another team. Make sure each team has the same number of tus at giving sentences and correcting mistakes! * Go over common mistakes with the whole class. 5 ) Phrasal verbs Phrasal verbs with give * Point out the example in the SB. '* In pairs, Ss look for another example in the antcle. * Check with the whole class give up (= stop) work. * Ss look at page 125 and complete the exercise. * Go through the answers with the whole class. Answer key gave up 2aive away 3 give out 4 give; back 5 give in1) Read a Read the article on the left and choose the correct answers. 1 To win the lottery, Kelvin needed to match: a) three numbers. b) the fourth, fifth and sixth numbers. all six numbers. 2 Kelvin’s father was amused because: a) it cost Kelvin £30 to get to London. b) Kelvin only had €10 to get to London. «) Kelvin borrowed money to get to London. 3 His mother was worried because: a) he didn’t know what to do with the money. ) he had won so much money. ) he wanted to leave school. 4 Kelvin has already given some of his money toz a) a charity. b) his father. ¢ his football team. 5 One of the problems of winning has been that: a) he has had to give most of it to charity. ») his friends never ring him anymore. ) strangers ask him for money. b> Say how the following people reacted to Kelvin's his father © his mother ¢ his teacher Kelvin strangers » Look at the headlines about lottery winners. What do you think are the stories behind the headlines? iscuss 3> Vocabulary Word building from verbs of emotion The film had a surprising ending, (adj) When | told him the news, he was surprised. (adi) \ had a surprise when | opened the 60%. (f.) Complete the chart. LO ra Ce a 4> Practice Complete the sentences with the correct part of speech from the verbs in brackets. 1 She looked at him in complete amazement. 1 She looked at him in complete ... . (amaze) 2. He was so ... he couldn't sleep. (excite) 3 The end of the film was quite ... (frighten) 4 It gives me great ... to introduce our next guest. (please) She has always been .. of the dark. (Fighten) 1 was ... to see the damage to his car. (hortfy) Tt was a great ... to see Simon again. (surprise) She was ... to get your letter. (thrill) 5> Phrasal verbs Phrasal verbs with give | don't want him to give the money back. Find another example of a phrasal verb with give in the article. Look at page 125 and complete the exercise. 2Grammar snapshot Past simple, past continuous, past perfect Time clauses in the past a) Which tenses are used in these sentences? 1 We were having dinner when we 1 He was watching the National Lottery live on television. saw the winning numbers 2 They jumped up and danced round with excitement. on television 3 He had picked the six winning numbers. 2 The phone rang e2/whits/when 4 He found out that he had won £1.7 million wae waching un phe nie | 3 He pnonen me wnensae enon a he heard the news. nicl do we use for ; Pe aoe 4 He left the room (a few minutes) 1 an event which took place at a definite point in the past? 2 a background activity or event in progress at some time in the past? inthe past? _| For notes on usage see page 139. before/after he heard the news. 3 an event in the past that happened before another event, For notes on usage see pages 132 and 133. 6» Practice Complete the story with the correct form of the bs i za a i Jf A strange vanishing act (One summer afternoon in New York in 1875, while his wife (prepare) ' was preparing dinner, Mr Levi Gamin (leave) *... his house to buy some tobacco. He (never/return) ’... . Sixty years later in 1935, The New York Times (print) ‘... a story about a man ‘dressed in strange old-fashioned clothes’ who (step) *... in front of 1 car while crossing Times Square. He (die) * instantly. The dead man (carry) ’... no identification and there was nothing in his pocket except some old bank notes from the year 1875. The police (have) "... no idea who the man was or ‘why he (wear) ’... such strange clothes, until a police officer (decide) *... to check the missing persons file for 1875. In the file was a description of Mr Gamin which matched the description of the dead man exactly. It was then that the questions (begin) "... Why (Mr Gamin/disappear) *... in 1875? How (he/suddenly/turn up) ®... in Times Square in 1935? Where (he/be) "*... for the past sixty years and why (his appearance/not change) ®... ? (Mr Gamin/ really/vanish) into thin air or (something unknown/take) "... him into another dimension?Grammar snapshot Past simple, past continuous, past perfect ay © Elicit the names of the tenses from the whole class: ‘Answer key 1 past continuous 2 past simple 3 past perfect 4 past simple; past perfect by + “Wirite the following sentences on the board: 1 She called out to him, He was disappearing with the money, 2 She called out to him but he disappeared vith the money. 3 She called out to him but he hag lisappeared with the money ‘In groups of three, Ss discuss the differences in meaning between these sentences and answer the questions in the SB. + Go through the answers with the whole class. Draw diagrams on the board to illustrate the difference in meaning between the sentences. You can draw the diagrams in a different order on the board and ask Ss to tell you which sentence they refer to, 1 2 3 vwas_-Saled cle disappeared dssppeared ced sappearng) Liu liu * With books closed, write the first half of the time clause sentences on the board eg. We were having dinner when .., The phone rang as/whilefwhen .. ete. * In pairs, Ss decide what tense follows and write a possible ending for the sentences. They then look at the Grammar snapshot to check their answers * Elicit altemative endings for the sentences from the whole class and check the name of the tense used. 6) Practice © Pre-teach to vanish and missing person. © In pairs, Ss fil in the gaps with the correct form of the verb. * Go through the answers with the whole class. © Check Ss understand another dimension and encourage discussion: What do you think happened? Zieft 3never returned 4 printed 5 steppedfhad stepped 6 died/had died 7 carriedJhad cariedlwas carying 8 had 9 was wearinglwore 10 decided Tibegan 12 had Mr Gamin disappeared 13 did he suddenly turn up. 14/had he been 15. had is appearance not changed 16 Did Mr Gamin really \anish/Had Mr Gamin really vanished 17 cid something Answer key | ‘unknown takefhad something unknown taken® 7) Practice ‘* Discuss the first situation with the whole class. Remind Ss to use the language forms suggested in the SB, * In small groups, Ss discuss the other situations. They should give reasons for their solutions, where possible. * Elicit ideas from the whole class and encourage further discussion, 8) (c+) Listen * Play the tape. Ss make notes and check in pairs. Play the tape again if necessary. * Go through the answers with the whole class. Ask: Have you met any famous people? Do you remember what you were doing when something important happened? El answers and. comments from the whole class. ‘Answer key Speaker 1 Event: meeting Julia Roberts ‘tivity at the time: shopping in 2 greengrocer's ‘Wat happened: ran down the street to get her autograph but she'd disappeared Speaker 2; Event: Princess Diana's death Activity at the time: helping on a summer camp ‘What happened: phoned his Mum to tell her 9> Write * Give Ss a brief example from your own experience eg. I was at school. I had just come out of class when another teacher stopped me in the corridor: there was an urgent phone message on the noticeboard. It was from my mother but it did nor say what the news was. Iwas worried and phoned her immediately. But it was good news: my sister had had a baby girl. The baby had arrived two weeks early. Everybody was very happy. My sister has now got three children ~ and they are all girls. ‘In paits, Ss discuss what they will write themselves. They can then write in pairs, or individually for homework. * Ss read the descriptions in groups and choose the ‘most interesting to read to the whole class.How do you explain it? You wore in town this ‘morning when you saw 0 Lost week you were surprised when you saw woman in a business «@ smarty dressed suit suddenly throw a ‘woman frantically brick through o cor looking through window. dustbin a he side of the rood. ‘At midnight on Friday you sow a suspiciouslooking ‘man waiting outside you Yesterday morning you caught the early morning ft with lage stop some people suitcase. A police officer | wearing ull evening ws taking to him. dress got on When he opened the suitcase, it was empty. When you arrived home late lst night, you saw your neighbour climbing in through his dining room window. He was only wearing pyiamas cond rubber boot ‘As you were walking home from schoo! yesterday, you passed a young man who was crawiing on his hands and knees with his head bent down looking atthe pavement. Inert Matt tres May tg ett ten nt tun umn Aeris 7) Practice 9) Write in each of the situations above. How did they happen? Write a description of an ‘occasion when some good or bad news was announced in your family. Say: 8) &) Listen ‘© where you were at the time, © what you were doing. Listen to two people talking about significant events in their lives. Note « what the news was (eg. @ the events, what the people were doing at the time and what happened. Try to exp 1 I think the woman .. so she. birth, death or engagement) ‘© what people's reactions were. ‘Speaker 1 ‘Speaker 2 * what has happened since. Event: Activity atthe time: | What happened: 23107 +) Listen and read Matt: Mother: Matt: Mother: Matt: Mother: Matt: Mother: Matt: Mother: Matt: Mother: Matt: Hi, Mumt It's me. Hello, Matt. You sound very far away Where are you? V'm sitting on a wall up at the castle. Tan's showing me round Edinburgh Who's tan? He's Mr and Mrs Carr’s son. Hey, Mum. Guess What! I've got one of the main parts in our play. That's terrific! You must be really pleased Tam. How about you? How did your interview go yesterday? Oh, don't ask. 1 didn’t get the job. ‘That's too bad! You must be really fed up. Yes, I am. Oh, no! Hello! Matt? What's happened? Sorry, Mum. I've got to go! I've dropped my Keys over the wall! 11) Comprehension Answer T (true), F (False) or DK (don't know). 1 Matt is sightseeing in ae | woh | 2 Matt phones his mother because he has | some good news 2 Thea pas he ey | 4 Matt’s mother is pleased about her interview. | Matt ends the conversation because his_| mother is busy. 12> ©) Soundbite Intonation of exclamations That's terrific! (Look at page 123.) Communication | 13> | > Announcing good news | Guess what!/Have you heard? Ive got some good news > Announcing bad news I'm afraid I've just heard/got some bad news. | Is bad news I'm afraid, > Responding to good news That's good/interesting/great/ terrific! Well done! You must be really pleased. Congratulations! > Responding to bad news How awfullsad! | That's terrible/a shame/a pity/too bad! ‘You must be very sad/upst/fed up/woried. | | | | What a shame! I'm really sorry, Use the expressions to make conversations. Someone you both know well has just: 1 won a sports scholarship in the USA. 2 failed an important exam or test 3. got engaged/ married divorced, 4 had a bad accident. 5 become seriously il10) 5) Listen and read + Ask the class to tell you what they know about Matt so far. * Tell them he is phoning his mother - can they sguess what he wants to tell her? Elicit ideas, then play the tape while Ss read the text. Check the answer to your question (He's got one of the ‘main parts in the play). 11) Comprehension ‘+ Ss read the questions, © Play the tape again. Ss read the text to find the answers to the questions. In pairs, they compare their answers. + Check the answers with the whole class. ‘Answer key 11 21 30K 4F SF 12) (+) Soundbite Intonation of exclamations ‘The tapescript is on page 123. * Play Ss the first exclamation on the tape. Practise it with the whole class, checking Ss use a wide voice range. * Play the tape, pausing for Ss to practise the other ‘expressions. Ensure that Ss use a wide voice range (/~) for the positive expressions and ‘a smaller range for the megatives/sympathy (—s). ‘+ In pairs, Ss write their own prompts for the expressions, Practise some of these across the class, then Ss continue to practise in small ‘groups. 13) (22) Communication ‘© Write the phrases on separate slips of paper and give them to individual Ss, or to pairs/groups if your class is large. ¢ Write the four headings from Ex 13 on the board. Ss stick their papers in the appropriate place. * Check the answers with the whole class. *+ Play the tape, pausing for Ss to repeat the phrases. * np: practice. © Change the pairs, so Ss work with someone different. They make a conversation for one of the situations in Ex 13 of the SB. '* Ask some pairs to repeat their conversation to the whole class. Make sure you hear at least one conversation for each of the situations. If possible, record the conversations (on tape or video) and use the tape for a short correction slot at the end. Ss read the text of Ex 10 aloud for Follow-up ‘Ss write their conversation for homework> Writing skills 2: Narrative compositions 1} Creating interest * Ask the class: What makes « story interesting? Elicit ideas e.g. dramatic events, interesting derails etc, * Do the first gap with the whole class as an example. * In pairs, Ss look at the prompts (in brackets in ‘the SB text) and decide what information to add, * Combine the pairs into groups of four. Ss discuss their ideas and rewrite the story, using the best suggestions ‘+ Ask several groups to read thelr version to the whole class, or pass the stories round for other groups to read. 2) Useful expressions * Point out the examples of linkers and mood and ‘attitude expressions in the SB and check Ss understand the headings. ‘+ Ask Ss to find examples of these adverbs/phrases in the text in Ex 1. Give them time to look in pairs, then elicit the answers from the whole class. Time linkers: ‘Suddenly, immediately, finally, later Mood and attitude: To our horton, tuckly * In pairs, Ss list the expressions in Ex 2 under the correct heading. * Go through the answers with the whole class and answer any questions. Possible answers ‘One Sunday afternoon last winter, in early February, | think | decided to go witha friend of mine, Antonia for a bike ride. We decided to ride into town and go to the skating rink. It as very cold. There was stil some snow on the ‘ground and lots of icicles from the roofs. We could see our breath in the oi We were cycling along a country lane when we saw some children playing on a frozen pond. They were only about seven or eight years old and they were Kicking a football about on the ice. They kept siding about ‘and laughing when they fel over. Suddenly we heard a shout. To our horror one of the boys, | think he wos the youngest, had fallen through the icel He ‘had gone too far from the edge of the pond and the ice was ‘thin and broke under him. We immediately rushed over to help but it was too dangerous to walk across the ice. The little boy was trying to climb out ofthe water and shouting for help. My friend and I ran to borrow a ladder from a ‘garden near the pond. | put the ladder on the ice and ‘crawled very slonly and carefully acras it towards the boy. He had stopped trying to move now and wos just holding the ‘edge ofthe ice and crying. | caught hold of his hand and finally managed to pull him out of the icy water, Luckily the boy wasn't hurt, just very frightened. His parents turned up about ten minutes later, When they ‘saw him, stonding by the pond shivering and dripping with ‘cy water they were shocked and very angry with hit felt 2 bit sorry forthe boy. He had certainly learnt a lesson ~ the hard way! Alternative procedure * Give Ss the suggested extra expressions jumbled on a piece of paper, or write them on the board. ‘+ In pairs, Ss fit the expressions into the story. Do the first one with the whole class as an example. * Go through the story with the whole class. * Ss practise reading the story aloud in pairs. [answer key 1 Time linkers 2)6)d) 1g) HW) em) no} @) 2 Result linkers: fi) ps) 3 Mood and attitude: ¢}§))t) 3) Writing task ay and by © Bring a seties of pictures/cartoons which make up a story, to help the Ss think of ideas, or ask them to use their own imagination. ‘+ In groups of four, Ss look at the prompts and decide what information to include in their story. * Divide each group into two pairs. They write their story together. Allow plenty of time for this, it will take them at least 15 minutes. * In their original groups they read the stories and ‘choose the best version. Together they correct any mistakes they can find in this story. * If possible, display the stories on your class noticeboard. Alternative procedure * Give Ss the following possible openings for a story: = When people told Kylie that she and her Family hed ‘moved into ‘the most naunted house in England! she didn't believe them. But then strange things started to happen. While. ~ Everyone else in the family had gone out to the cinema, but had decided ta stay at home It wae about tan a’slack and | was watching TV when = We were driving along a quiet country road just as it was beginning to get dark. As we tured a comer .. Explain haunted if necessary. + In groups, Ss choose the opening they like best and plan their story. * Follow the procedure suggested above for writing the story.Writing skills 2: 1) Creating interest Rewrite the story. Use the prompts to give more detail and make tthe story more interesting. One Sunday afternoon last winter (Which month?)1 decided to {go with a friend of mine (Who?) for a bike ride. (Where to?) It was very cold. (Give more details) We were cycling along a country lane When we saw some children playing on a frozen pond. (How old were they? What sort of things were they doing?) Suddenly we heard a shout. To our horror one of the boys (Which one?) had fallen through the ice! (Why? What had happened?) We immediately rushed over to help but it was too dangerous to walk across the ice. (What was the boy doing?) My friend and 1 ran to borrow a ladder. (Where from?) put the ladder on the ice and crawled (How?) across it towards the boy. (What was the boy doing now?) caught hold of his hand and finally managed to pull him ‘out of the icy water. Luckily the boy wasn't hur, just very frightened. His parents tumed up about ten minutes later. When they saw him (Where? How ald he (ook), they were shocked and very angry with him! felt a bit sorry for the boy. He had certainly learnt a lesson - the hard way! 2> Useful expressions List the adverbs and phrases under the following headings. Time linkers @) at frst Result linkers fas a result Mood and attitude ) luckily a) at first b) later on ¢) luckily @) the next moming ¢) then f) asa result g) suddenly h) in the end 1) to my horror J} to my amazement) soon 1) because of this m) afterwards n) eventually 0) finally P) consequently _q) immediately 1) (not) surprisingly s) so 1) unfortunately 3) Writing task a) Write a story about an event where something went wrong. Use the useful expressions in Exercise 2 and the cues below. Paragraph 1: information ive background * When did the event happen? © What were you doing? © What was the weather like? Paragraph 2: Describe the event ‘* How did you know that something was wrong? © What had happened? © What did you do? Paragraph 3: Describe the ‘consequence © What happened in the end? © How did everyone feel? b> In pairs. exchanae and check each other's stories. 251) G2) Listen and read Matt: I'm off now, Mrs Carr Mrs C: What time will you be back this evening? Matt: | don't know. I might be quite late because I've got rehearsals, It certainly won't be before eleven o'clock : Fine, We may be in bed so make sure you don’t make too much noise when you I won't! I'l be very quiet | promise Hi, Matt! How are things? Kelly! Fancy seeing you again! Have you got time for a coffee? 'm afraid not. I'm meeting my grandmother in ten minutes and we're going to do some shopping, Oh well, never mind:.Um. What are you doing on Friday evening? | don't know yet. Why? Well, there’s a new club opening near the castle. They play live music and it’s free if you get there before nine. 1 was wondering ~ would you like to go? Vd love to, OK. Great! I'll come and pick you up at about half past eight.Fancy seeing you again! Picture exploitation * Ask Ss: Where is Matt? Who is standing behind him? Where do you think he is going? Who docs ‘Matt see walking past? (Kelly.) Are they pleased to sce cach other? (Yes.) Elicit ideas from the whole class. + Give Ss one or two questions to listen for ex. Are Matt and Kelly going to meet? (Yes.) When? (Friday evening.) ‘ Play the tape. Ss read the text and listen for the answers to your questions. Elicit the answers from the whole class.> 2 Comprehension + ‘Ss read the questions. © Play the tape again. Ss answer the questions individually, then check in pairs. © Go through the answers with the whole class. ‘Answer key 1 Because he's got rehearsals. 2 To come in quietly because they may be asleep. 3 Kelly. 4 Because she's meeting her grandmother 5 He asks her to go to a club with him. 6 To pick her up. 3) (<5) Useful phrases © With books closed, give Ss a gapped version of Ex 1, with the Useful phrases left out. ‘© In pairs, they fl in the gaps with the phrases. «Play the tape for Ex 1 again for Ss to check. + Play the tape for Ex 3, so Ss can practise the individual pharases. Follow-up *# For more practice, Ss read the text of Ex 1 aloud, in groups of three. ‘+ Ask one or two groups to read it aloud (o the class. 4) 5) Soundbite Sentence stress in statements The tapescript is on page 123. © Play the first two sentences to the clas What kind of words are stressed?(The important/information words: nouns and verbs). Practise the first two sentences with the class, ‘+ Write (some of) the other sentences on the board. In pairs, Ss decide where they think the stress will be. Play the tape for them to check. * Play the tape again, pausing for Ss to practise the sentences. Note: In each sentence one of the words will have a stronger stress than the others: the last or the most important word e.g We're going todo some shopping Tit phone you tomorrow at six Ask: Grammar snapshot Future with will/won't, moy/might, going to or + Do the first sentence with the whole class as an example. # In paits, Ss decide the forms used in the other sentences, * Go through the answers with the whole class. “Answer key 1 present continuous 2 going to + vero 3 might + verb Awon't-+ verb Swill + verb 6 may + verb 7 will + verb) by © In small groups, Ss match the meanings with the sentences. © They check their answers with the notes on usage on pages 133 and 134, # (ie aes Wools Ae are problems, check the meaning by as qoostom 2g, lia plont When i they mak the plan? (before now) Is it a prediction? How sure are they? etc. ‘Answer key 1Sentences 1 and 2 2Sentence 5 3 Sentence 7 Sentence 4 § Sentences 3 and 6 Alternative presentation © Write on the board: 11 might be late this evening, 2 il be late this evening 3 Tm going to be late this evening. 417m going to see a film with friends this evening, '* Ask Ss to decide the difference in meaning. They discuss this in groups of three. © Go through the meanings with the whole class, checking which is a prediction, plan or arrangement and hovr certain/uncertain they are. ‘© Follow the procedure for a) and b) described above. 5) Practice ‘* Elicit the first response from the whole class as an example, ‘+ In pairs, Ss complete the exercise. * Check the answers with the whole class: Ss ask and answer in open pairs. ‘Answer key 1 'm not going to answer 2 il bring it 3 'm going to buy 41'm cooking 5 ll meet 6 maylmight win Extra activity: Plans and predictions Ss write their own personal plans and predictions Tor the next week, as a diary. One of the plans should not be true. If this will be difficult for your class, give them prompts on pieces of paper eg. be a zookeeper for a day, visit the Taj Mahal ete. * ‘They give their plans to another student. In small groups, Ss discuss the plans and predictions and decide which is not true. ‘© Ask several Ss to read a set of plans and predictions to the whole class and to say which cone is not true. Ask: Were they right?2) Comprehension Answer the questions. Grammar st)2Rstoe 1 Why is Matt going to be back late? 2 What does Mrs Carr ask him to do? Why? Future with will/won't, moy/might, 3 Who does Matt see walking past? alos 'ot-Breses gern 4 Why doesn't she have time for a cup of coffee? 4) Which tenses or verb forms are used in 5 How does Matt arrange to see her again? these sentences? 6 What does he offer to do? 1 I'm meeting my grandmother in ten minutes. We're going to do some shopping | might be quite late Itwon't be before eleven o'clock I be very quiet We may be in bed 7 IW have the chicken, please 3) ©) Useful phrases Listen and repeat. ©1'm off now. © 1'm afraid not. #1 promise. * Never mind. © How are things? © 1 was wondering # Fancy seeing you again! © I'd love to. 1) Read the sentences again. Which: 1 are about plans and arrangements? a i 2 isa promise? a 3 isa decision or choice in a restaurant? Sentence stress in statements 4 isa certain prediction? 'm meeting a friend in town. 5 are uncertain predictions? (Look at page 123.) For notes on usage see pages 133 ond 134. 5> Practice Write a response using the correct form of will, ‘may/might, going to or the present continuous ‘and one of these verbs. # meet * cook * answer * bring * buy * win 1B: Yes, but 'm not going to answer it. [expect it's Kevin. Isn't that your phone ringing? Yes, hut it expect it’e Kevin Where's your homework, Gary? 'm sorry .. it to class tomorrow. Have you decided on a present for Julie? Yes. 1... her a rucksack. Do you want to come to town this evening? 1 can't. .. dinner for my parents. | always cook for them on a Thursday. Sr @> PP PP We need to be at the station at six o'clock. OK. 1... you at your house at five thirty ee ‘A: How do you think Argentina will do in the World Cup? B: Well, they ... , but I'm not sure 27She’s thirteen and she’s already earned £15 million. What has Charlotte got that } other teenagers haven’t? (lyre ] A thirteen Charlotte Church is like any other normal schoolgirl. She likes pizza, sleepover parties and giggling with her friends. But Charlotte is different from them in one important way. She has an extraordinary voice and is the latest ‘discovery’ of the music industry. le may come as a surprise that she sings songs from opera and the works of classical composers rather than pop music, Her first album, Voice of an Angel, was a runaway success and she is the youngest solo artist to enter the Top 30 US album chart. Whenever she performs, she is electrifying Charlotte is every record producer's dream. Not only has she got a remarkable voice but she is also photogenic and has an engaging personality. Charlotte is the only child of working-class parents from a suburb of Cardiff in South Wales and they are intensely proud of their daughter. Her father works for a security firm and her mother gave up her job working for the local council to chaperone her daughter on tour. "This means I'm not worried about her when she's abroad” Je was a lucky break that made Charlotte famous. She had auditioned many times for singing parts in theatre musicals and had almost given up hope, when she appeared on a talent show on TV. She sang just four lines of sacred music ‘An executive from Sony Music UK saw her, was excited by her voice and offered her a contract. In the following two years, her career rocketed, ‘At weekends and during her school holidays, her schedule is very busy. Sometimes she gets tired of the lifestyle and misses her friends, but not often. Next week she is travelling to Japan to try to conquer the important Japanese market. One day she hopes she'll sing the lead role in Puccin’s opera Madame Butterfly at La Seala in Milan. In the history of show business, there are many examples of young people with talent — in music, film or on the stage ~ who have not lived up to their early promise. But when you hear Charlotte sing, you get the feeling her name will soon be known to every serious music lover in the worldLanguage note ‘Suburbs are on the outskirts of large towns and cities. The houses here usually have more space around them and bigger gardens than houses in the centre of town, so suburbs are a pleasant place to live. A talent show is a televised competition in which amateur/unknown people compete by performing a short act (dance, song, playing an instrument, magic tricks etc.) A panel of judges choose the “most talented” as the winner.Before you read ‘Ask the class: Who are your favourite singers, ‘musicians and actors? $s discuss this in groups. * Elicit ideas from the whole class. Make a list on the board of the top five in cach category. Try to get a class consensus! ‘+ Ask: Do you know any singers, musicians or actors who started their careers very young? Elicit an example from the whole class, then in groups of three Ss list as many people as they can think of and decide what they know about them. ‘+ Ask several groups to tell the whole class about one of their young stars. 6 > Read ap ‘+ Ask Ss to look at the first two paragraphs of the text. Elicit the meaning of sleepover parties and giggle. Then ask the class: Do you have/go 10 sleepover parties? Why/why not? What kind of people often giggle? (Young giris.) ‘© Ss read the text and in small groups discuss the ‘meaning of the other items of vocabulary. * Go through the vocabulary with the whole class, asking questions to check the meaning. Follow-up * Ss choose three vocabulary items that were new to them and write their own example sentences. by + Ss read the text again and complete the factfile, * Check the answers with the whole class. ‘Answer key Name: Charlotte Church First album: Voice oF an Angel Achievements: the youngest artist to enter the Top 30 US album chart 2 remarkable voice, an engaging personality and she is photogenic Family background: the only child of working-class parents from a suburb of Cardiff in South Wales Qualities: How discovered: on a TV talent show Immediate plans: to trove! to Japan Ambition to sing the led role in Madame Buttery at a Sela in Mion, 7) Discuss '* Ask Ss: Would you like Charlotte's life? Why/why not? What could be the problems? Elicit ideas, then Ss discuss the questions in the SB in small groups. ‘+ Ask one group to tell the whole class their list. Ask other groups (0 add ideas. 8 (2) Listen ‘* Ss read the task in the SB. Play the tape. Ss take notes and check in groups. Play the tape again if necessary. Check answers with the whole class. ‘Answer key Number of students: about 140 ‘Typical weekly timetable: three days a week academic education, two days vocational studies Vocational subjects: drama, dancing and speech Type of opportunities availabe: theatre, TV (drama and commercials), film Days per year under 135 can work: 40, Over 135: 80 ‘Some famous ex-students: Emma Bunton (Baby Spice), three of All Saints, Bille Essential qualities for success: a ‘spark that stands out, commitment and dedication 9) Vocabulary Adjectives and prepositions © Write on the board As a child I was very frightened ... and ask the class to complete the sentence. Point out the use of the preposition of: In pairs, Ss complete the exercise. © Go through the answers with the whole class, Elicit as many different sentences as possible. Correct errors, but focus on the prepositions. ‘Answer key 2of 3.aboutfuy 4 about Saboutlby Gin 7 with Bon Sfrom of Extra activity: Verb forms/preposition auction © Give Ss a list of sentences, some correct and some incorrect, and a maximum amount of money they can spend eg. £500 (per group). ‘+ In small groups, Ss decide which sentences are correct. Do not say which are correct yet. ‘+ ‘Auction’ the sentences to the group which offers the highest bid. * Go through the sentences and check which are correct. Groups who can correct a sentence get a bonus €25. ‘+ The group with the most correct sentences wins. If two groups have the same number of correct sentences, the group with the most money wins. Example sentences 1m not interested of films with lots of violence. 2 | sed to be worried about going to the dentist. 3 I'm very gifferent from my sister 41 get very angry by people who are impatient. 5 My brother gets tired of do homework every day. 6 Im frightened at spiders 7 She's proud of being clever 8 I'm very excited about see the new Star Wars film. ‘9 We're very keen on dancing, 410''m fed up at eating pizza every day. Corrections: 1 in 4 with Sdoing 6 of [Bseeing 1Owith 23,7, and9 are covertDP Before you read Do you know of any famous - singers, musicians or actors who started their careers very young? 6> Read ay Read the text and guess the meaning of the following words and phrases. ‘a sleepover party * giggle # runaway success « electrifying * photogenic * engaging * chaperone * audition * contract * rocket © schedule * conquer b> Complete the publicity factfile for Charlotte. Name: Charlotte Church First album: Achievements: Qualities: Family background: How discovered: Immediate plans: 7 Discuss What difficulties are young performers like Charlotte facing? Do you think she is too young to be a professional singer? 1 think she will won't/might 8) J Listen Listen to an interview with the principal of a theatre school and complete the notes. [sie of students: Typical weekly timetable: Vocational subjects: ‘Type of opportunites available: Days per year under 13s can work: Days per year over 13s can work: ‘Some famous ex-student Essential qualities for success: 9> Vocabulary Adjectives and prepositions Complete the sentences using a preposition and your own ideas. In some sentences you can use more than one preposition. sin about *on «with ‘from *of © by 1 Asa child I was very frightened of the dark 1 Asa child 1 was very nghtened .. 2. always wanted my parents to be proud. 3 1 often feel slightly worried 4 I get very angry... 5 1am very excited 6 1am quite interested 7 1can tell you one thing. I'm fed up 8 T've never been very keen 9. My holiday this year was very different. 10 In the summer 1 sometimes get tired 2910 ©) Listen Listen to a telephone conversation and answer the questions. 1 What does the gitl invite the boy to do? 2. Why doesn’t he say yes immediately? 3 What's special about the event? 4 What are they going to do about food? 5 What time are the group meeting and where? 6 What arrangement does Alex make? eee “A SENSATIONAL Det) el Ua EL BARCO LATING LATIN AMERICA ee, Melero Nas a oaTS + ADANCEFLOORS " Dy's xe ar cua MERENGUE ite eae Salsa & Latin OS aL E payend Nh torts TeMePLe PIER, ENIBANKMENTS Vicrorta EMBAN' HNO WEAR IPE 01713795496 noo 11) G+) Communication Listen and read > Giving invitations | was wondering ~ would you like to go to the cinema tonight? We're going to the theatre. Would you like to join us? Do you fancy seeing a musical? How about going clubbing? | thought we might go toa club/concert. Do you faney it? > Accepting invitations Thanks. That would be great. Great. I'd love to Yes, please. That sounds fun. | like the sound of that > Refusing invitations Id rather not, if you don't mind. It's rot my sort of thing/cup of tea That sounds nice/fun but 'm afraid I can’. I've got to do some work Invite people to the events on the left and to other events in your town. Use different phrases each time, When you accept, continue the conversation and arrange when and where to meet. 12 Write It is a friend's birthday soon and your parents have given you some money to take him/her out for tthe evening. Write an e-mail to your friend. ‘Invite your friend to go out. # Ask what he/she would like to do. Your friend would like to go to a rock concert. You book the tickets. Write another e-mail to your friend. «© Say who is performing, Say who the support groups are «© Give the time the concert starts. ‘© Suggest where you should meet.Picture exploitation ‘* Ss look at the posters in the SB. Ask: What are they advertising? Would you like t0 go? Why?/Why not? ‘* Ss discuss your questions in small groups, then with the whole class. 107(¢*) Listen * Ss look at the adverts in the SB, Explain vocabulary as needed, In groups, Ss decide what they would like to do. Discuss this briefly with the whole class, * Ss read the questions in the SB. Play the tape. Ss note their answers and check in pairs. Play the tape again if necessary. * Go through the answers with the whole class. Example answers ‘Answer key 1 To go to a concert 2 Becouse he is not sure if he wil lke the concert and he is thinking of going to watch 2 football match, 3 Itis in the open air and is in aid of Famine Rel. 4 They are going to take a picnic. 5 At about seven at the Costa Rica Coffee House 6 He will meet them at the park entrance at about quarter to eight 11) &) Communication + Ask the class: What did the girl say when she invited the boy out? If necessary, play the beginning of the tape for Ex 10 again. Elicit the invitation and write it on the board. + With books closed, ask the class: What other ways do you know for saying this? In groups of three, Ss think of other ways of giving invitations. Elicit their ideas and write them on the board. «Ss practise giving invitations across the class. Elicit appropriate ways of accepting and refusing, + Ss look at Ex 11. Ask: Are there any new expressions here? Play the tape for Ex 11, pausing for Ss to practise the expressions. Check that students use appropriate stress and intonation, particularly with any expressions that are new to them * In pairs, Ss practise and continue the conversations in the SB. '* Ask several pairs to repeat a conversation for the whole class. Continue until all the invitations have been practised. 12) Write + Ask Ss if they ever send e-mails to friends. Ask them if the e-mails they are going to write in this exercise should be formal/informal and short/long (Informal and short). © Ss write the first e-mail in pairs, then pass it to another pair for them to correct any mistakes, Monitor and help as necessary. * In pairs, Ss discuss and write the second e-mail. In groups, or as a whole class, they choose a version to display on the class noticeboard. Dear Jo, | was wondering — would you like to go out Tuesday evening? | haven't gat any homework that night so we could do something together. How about going to the cinema? Or do you fancy going clubbing? What would you like to do? Write ard tell me. Love, Susie. Dear Jo, Good news, I've booked the tickets! The Stinging Nettles are ‘on that evening, and they've got some good support groups. Bugged Out and Metalheadz are playing and so are The Sugarnill Gang. the concert starts at 8.00 pm. so think we should meet outside the theatre at 7.45, See you there! Love Susie,@ Fast rewind units 3 and 4 ‘* See Introduction for suggestions on using this section. Answer key Grammar Exercise 1 2were looking forward 3 caught 4 were walking Sheard Ghadn't arived 7 had blown up 8 arrived 9d spent Exercise 2 re watehing 2 won't play 3're going 4'llbe Sil have 6 might Exercise 3 1 took a shower after| went fora jog/l took a shower after going for a joo 2 Her mabile phone rang while she was siting in the cinema, 3 Assoon as he got home, he turned the television on. 4 1 mas bored because I'd already read the story (before the lesson), 5. When dia you give up (eating) meat? Vocabulary Exercise 4 i worrying 2 exciting 3 shocked 4 fright 5 surprising Ghovar Exercise § | angry with 2 proud of 3 frightened of 4 keen on Sifferent from 6 worried about Communication Exercise 6 Example conversation As What are you doing next Saturday? Have you got any plans? 'm not sure. Nothing in the evening. Why? Wiel, have you ever seen Robbie Williams in concert? No, | havent Weil, 35 it happens, I've got two spare tickets For his concert on Saturday evening Have you? Yes. Would you like to come with me? Thanks, That'd be great. I love to come. ‘What time shall we meet? The doors open at six. ‘Why don’t come to your place at five and then we can {get the bus out to the stadium? OK. 5: Great. See you on Saturday. Progress Update Units 3 and 4 Se discuss the Progress update questions in ‘small groups. * Go round the class monitoring, and make a note of common problems/revision needs which you can deal with in a later session.17 Complete the text with the past simple, past ‘continuous or past perfect simple form of the verbs in brackets. My sister and I (never/ be)" before so we (look forward) to Sweden We (catch) the train from London to the ferry terminal at Harwich, but while we (walk)... towards the ferry, we (hear) ®... that it (not/arrve) *.. from Sweden yet because a bad storm (biow up) ’.. during the morning The ferry finally (arrive) *... at midnight after we (spend) * eight hours playing cards and drinking coffee. 2) Choose the correct form of the verb in each response. I'd ike to join a yoga class. Fine, Sarah is going to/wil tell you about them. 1 A:Do you want to come to my place this evening? B: Sorry, we're watching/'ll watch a video at Anna's. 2 A: That Ricky Martin CD you've got is awful B: Allright! | won't play/’m not playing it again. 3A: Why are there no lessons on Friday afternoon? B: We'll go/*e going on a schoo trip. 4A: Why can't you play in Saturday's match? B: Because I be/am at my sisters wedding 5. A: What would you like for dessert? B:| have/'l have chocolate ice cream, please 6 A: Who's going to be at the rehearsal? B: Jill and Darren will/might come but I'm not sure. 3 Complete the second sentence so that it means the same as the first, using the words in brackets. Do you fancy going clubbing? (ike) Would you lke to go clubbing? 1 I went for a jog and then had a shower. (after) 1... for a jog, 2 She was sitting in the cinema when her mobile phone rang. (while) Her ... in the cinema. 3. He got home and immediately turned the television ‘on. (as soon as) .., he turned the television on. 4 [read the story before the lesson so | was bored, (already) I was bored because '5 When did you stop eating meat? (give) When ... meat? @ Fast rewind units 3 and 4 4) Complete the sentences with the correct part of speech from the verbs in brackets. | was very pleased to get his letter. (please) 1 Itsabit... that Emma hasnt arived home yet. (worry) 2. The Sky Ride was an . end to the day. (excite) 3 Iwas... to see how thin she was. (shock) 4 You really gave me a. just then. (frighten) 5 It was... to see £0 many empty eeate. (curprize) 6 His parents looked at the bill in... (horrfy) 5, Complete the sentences using each of the adjectives below with the correct preposition. ‘frightened * aifferent © excited * worried ‘proud * angry * keen My aunt is very excited about her trip to Venice. 1 His father was... him about the broken window, 2 lisa’ parents were very. her medal 3 It's amazing but his elder brother is... spiders! 4 didn't realise that Silvia was so. Sam! 5 6 The twins are actually quite .. each other. 1M phone as soon as | arrive so you wor't be .. us. 6) Work in pairs. Student A: Ask if B has any plans for next Saturday. ‘© Find out if he/she has ever seen Robbie Williams in concert. Explain that you've got two spare tickets. ‘ Invite B to come to the concert with you. * Suggest a convenient time ar plate ty niecL Student B: ‘© Answer A's question about Saturday. ‘Accept the invitation. ‘© Agree on a time and place to meet. 31SCM iTia sates by John Buchan ‘About the author and the book John Buchan (1875~1940) was one of Britain's finest writers of adventure stories, So far there have been three fim versions of The Thity-Nine Steps and several television series based on the characters, The Thrty-Nine Steps is about the hunt fora wanted man ~the innocent Fichard Hannay. In Chapter One Frankin Scudder, a neighbour of Hannay’ {old Hannay a complicated story about a group of German anarchists who ere plotting o assassinate a European diplomat in London. Hannay let Scudder hide in his lat. Late one evening Hannay returned home and found ‘Scudder lying onthe floor, stabbed to death with a knife through his heart. Now read on. Richard Hannay tells the story. Chapter Two The milkman sets out on his travels K. “The Germans will kill me next,” I thought. “They know that Scudder was staying in my flat and they'l guess that he told me their plans. The police will think that I killed him. I'l go away for a few weeks. Then I'l come back to London and go to the police.” I sat down and suddenly felt very I thought that Scotland would be a good place to go. I could catch the early morning train. But how was I to get out of the flat undetected? ‘Then suddenly I had a great idea. Every morning at half past six the milkman brought the milk. My idea was to borrow his white hat and coat and the can of milk. Then I could get away from the building disguised as a milkman. I collected some clean clothes and some money. Then I went to bed and slept for a few hours. It was twenty minutes to seven now, and the milkman was late, But suddenly I heard the noise of the milk can on the stairs, and I opened the door. “Come in, please,” I said. “I want to speak to you.” He came into the flat, and I shut the door. “Listen,” I said. “I want you to help me.” I took a pound note out of my pocket and added, “If you agree, I'l give you this.” When he saw the money, his eyes opened wide, “What do you want me to do?” he asked. “Let me borrow your clothes for a few minutes. I can't explain anything now but Ill be back in ten minutes. You'll be a bit late, but nobody is going to complain and you'll have that money for yourself.” “All right,” he said. “I like a bit of fun too.” put on his clothes and I went out of the flat, shutting the door behind me. Then, whistling, I clattered down the stairs. The porter in the main entrance told me to make less noise. Obviously the disguise was working. In the first side street I took off the milkman’s clothes and raced towards St Pancras Station. I didn't have a second to spare before the train left for the north.The Thirty-Nine Steps Before you read ‘+ Ask the class what books/magazines they like reading and encourage brief discussion. © Ask: Have you heard of John Buchan? Have you read his book The Thirty-Nine Steps? Have you seen one of the films made of the book? If 50, Ss in groups discuss what they know about Buchan/his book. Elicit ideas and information from the whole class. * Teach/check innocent, assassinate, anarchist(s) and stab. ‘+ Ss read About the author and the book in the SB. Elicit the (new) information they now have,> 1) Read + 'Ss read the statements in Ex 1. Explain vocabulary as necessary. ‘* Point out the example in the SB. In pairs, Ss make questions for the statements, referring to the introduction to the text again, if they wish. © Go through the answers with the whole class. ‘Answer key 2 Who was Franklin Seudder? 3 What dig he tell Hannay? 4 What did Hannay let Scudder éo? 5 What did Hannay find when he returned home late one evening? 2 ) (2) Read and listen * With books closed, write The milkman sets out on his travels on the board. Tell Ss this is the title of the next chapter of the story. ‘In small groups Ss discuss what they think will happer this chapter. Elicit ideas from the whole class and encourage brief discussion. ‘Ss read the extract in the SB. Ask: Was it the same as your ideas? © Play the tape for Ex 2 while Ss read the text. ‘Ss answer the questions in pairs. ‘* Go through the answers with the whole class. Answer key 1 Because he thought the Germans would kill him next 2 To go away to Scotland fora few weeks, then go to the police. 3 He changed clothes with the milkman. 3) Word study ‘Ask Ss to read the last paragraph of the story again. Ask: Do you know another way to say ‘raced’? (Ran quickly.) Why does Buchan say ‘raced’? (To make the story more interesting/dramatic.) Point out the example in the SB. ‘© In small groups Ss find the other phrases in the text © Check the answers with the whole class. — [Answer key 2 plotting to assassinate 3 killed 4 undetected | Sdisguised as 6 clattered down 7 raced 8 didn’t have a second to spare Follow-up + In groups, Ss select three (or more) of the expressions from the text and write their own short story using them. They make their story as dramatic as they can. ‘They pass their stories to other groups for ‘comment and correction. If possible, display the stories on your class noticeboard, 4) Style Present participles as sentence linkers * Show Ss the example in the SB, * Write one or two of your own examples on the board and elicit from Ss how to join the sentences, using a present participle e.g: | heard a vee. It was shouting for help. {heard a voice shouting for hep} | went out of the fat. shut the door behind me. {1 went out ofthe tat, shutting the deor Behind me) 5 > Write * In pairs, Ss improvise an interview between a policeman and the milkman. Ask one or two pairs to act out their version for the whole class. ‘Ss read the statement in the SB, Draw their attention to the example. In pairs, Ss join the sentences, * Check the answers with the whole class, ‘Answer key 2 Mr Hannay asked me to come in, sounding abit stressed. 43 He held out a one pound note, saying | could have iti did him a favour. 4 | agreed to do this, thinking that the extra money would be useful 6 ye) Listen * Teach tide/high tide/low tide and smuggle. ‘© Ss read the questions in the SB. Play the tape. Ss note their answers and check in small groups. Play the tape again if necessary. * Check the answers with the whole class. ‘Answer key 1A gang of German spies. They were trying to get secret information about Britain's war plans back to Germany, 2 Ina notebook Seudder had left in his fat. 3 He worked out The Ruff was the only piace which had a high tide at 10.17 p.m. on June 18th 4 They led down from one of the houses to the beach. The Black Stone gang were staying in that house. Follow-up In pairs, Ss interview each other shout # hook they have read, Ask several Ss to report back on their parmer's book to the whole class.2) (2) Read and listen Read the introduction to the text Read and listen to the text and answer the questions. and write the questions for the 1 Why was Hannay wortied when he found Scudder dead? following answers. 2 What did he decide to do? 4 How did he get out of the flat without anyone seeing him? 1 Who is the main character? 1 Richard Hannay. 2 A neighbour of Hannay’s 3 That a group of German anarchists were plotting to assassinate a European diplomat. 4 Hide in Hannay’s flat. 5 Scudder lying dead on the floor. 3 Word study Find words and phrases in the text which mean the camo ae the following. the hunt for 1 the search for 2 planning to kill 3 murdered 4 without being seen 5 dressed as_6 walked noisily down 7 ran quickly 8 didn’t have much time 4> Style Present participles as sentence linkers We can give writing a more concise style by joining sent with present participles. ices Hannay returned home and found Scudder. Scudder was lying on the floor. Hannay returned home and found Scudder lying on the fioor 5) Write Write the milkman’s statement to the police. Join the sentences using the present participle of the verbs in italics, At half past six this norning | was o milk to a large block of fats. my normal route, delivering ‘At half past six this moming | was on my normal route, 1 was delivering milk to a large block of flats. | had just reached Mr Hannay’s flat on the first floor when the door ‘operied, Mr Hannay asked me to come in, “He sounded a bit stressed. He held out a one pound note. * He said | could have it if | did him a favour. He wanted to exchange clothes with me for ten minutes. 1 aareed to do it. */ thought that the extra money would be useful. Then Mr Hannay got dressed in my milkman's outfit and left the flat. 1 never saw him ag; 6) &) Listen Listen to two people discussing The Thirty-Nine Steps and answer the questions. 1 Who were The Black Stone and why were they dangerous? 2 Where did Hannay first read about the thirty-nine steps? 3 How did Hannay know where to find the steps? 4 Where exactly were the steps? Why were they important? 33* to go clubbing * to go to a good club/concert/film + to wear casual/smart/comfortable/ fashionable clothes * to have a good night out * to relax and enjoy yourself * to be with/meet up with friends # to have a laugh * to let off steam © to dance energetically * it depends who's playing/ what's on/ who I'm with 1) In the picture doing? Do they look as if they are enjoying themselves? 34 P> | © (not) the sort of music/thing/evening | enjoy What does the picture show? What are the people r to you Talk about the questions. 1 Where do you go in your free time? 2 Who do you go with? 3 What do you usually wear? 4 When did you last go? 5 What do you remember most about it? 6 Do you sometimes prefer to stay at home rather than go out? 3> Discuss Do you think that teenagers in your country have too much free time or not enough? Are there enough facilities for teenagers in your area? If not, what other facilities should there be?P The Big Picture 1: Time off Vocabulary bank * Go through the items in the Vocabulary bank with the class, explaining as necessary. ‘+ In groups of three, Ss make a list of the things that are important to them for a good night out eg. wearing fashionable clothes, being with friends, letting off steam ete. They list five items in order of importance. * Put the class in three large groups, one S from cach original group. Ss compare their lists and make one list for the group. ‘* Ask one group to report back to the whole class. Ask: Did your group agree? Encourage brief discussion. 1 > In the picture © Ss look at the picture and discuss the questions as a whole class, 2) Over to you # Ask Ss: Whar do you do in your spare time? Elicit one or two suggestions from the whole class * Ss discuss the questions in small groups, then as 2 whole class, Extra activity: Survey * Ss ask a student from another class (or a friend ‘outside the schoo!) the questions in Ex 2 and note the answers. ‘+ In groups they compare their findings, then report back to the whole class. Ask: What were the most popular activities, clothes etc.? 3) Discuss * In groups, Ss choose a topic and discuss the question, ‘+ Groups report back to the whole class. Encourage further discussion.> 4» Roleplay * Divide the class into groups and check that each has someone to chair the meeting and a reporter, * The groups plan their club or leisure facility, ‘using the suggestions in the SB, Set a time limit for this activity eg. 20 minutes. '* Groups report back to the whole class. Ask the class: Which will be the most successful club or leisure facility? Why? Encourage brief discussion. 5 ) Project Create a poster ‘* Based on the roleplay in Ex 4, groups design the layout for their poster. Ask Ss to bring coloured pens, pictures ete. to make their poster more interesting. * In the same groups, Ss decide on the wording for their poster. Remind them to make it as interesting/inviting as they can. © The groups produce their posters. Ss look at the posters for other clubs or leisure facilities and choose the most successful poster. If possible, display the poster(s) on your class noticeboard. Follow up + In groups, Ss discuss which one or two clubs or leisure facilities they would choose for their town if they could build just one or two. # Groups report back to the class, giving their reasons. Together the class choose one or two clubs or leisure facilities.4> Roleplay In groups, have a meeting to make plans for a new club or leisure facility for your town. Choose someone to chair the meeting and a reporter to take notes. Decide on the agenda, which might include: © the name of the club. © the theme, if any. * the type of music you want (different types of music/dancing on different nights). © the opening hours. ‘© the age limit and other rules. © the cost of entry. 5) Project Create a poster for the new club or leisure facility you plannediin Exercise 4. Decide on: the size, shape and design of the poster. the name of the club, the location. the type or types of music. the facilities. the opening hours. any age restrictions. the cost of entry. 35Learning goals Grammar 4 I come from Belo Horizonte in Brazil. 'm studying Engish in Edinburgh and I've also got a parttime job as a waitress in a café near the University. ke Edinburgh in spite of feling a litle homesick now and again. Ithas a sense of history and the people are friendlier than Englsh people, but | sometimes find the Scottish aocent quite cifcut to Understand. try to travel round a bit at weekends. The scenery outside the city is beautiful and | love walking in the hills.” ‘Ana Maria Rosa de Pereira ‘rm in my last year at school. 've also got a part-time job as a shop assistant in a clothes shop on Princes Street inthe centre ofthe city. As a place to shop for clothes, Edinburgh is pretty good. | ike the shops in the Grass Market, just below the castle. The music scene’s (good too. There are lots of discos and ‘clubs with live music all over the city.” Melanie Prescott S| moved to Edinburgh from Madrid five years ago. I's my home Now and I relly like it although the ri weather isn't always very good. I's an exciting city with wonderful art galleries, theatres, cinemas, shops and restaurants, There is alot happening here, especially in summer during the Edinburgh Festival Performers come from all over the word to take parti it? Manuel GonzalezEdinburgh Picture exploitation ‘Ss look at the picture of Edinburgh, Ask: What kind of city does it look like? Do you think you would like to live there/visit? etc. Discuss the picture briefly with the whole class. Point out the castle in the top left-hand corner.> Before you read ‘* Ask Ss: What are the interesting features of your home town? What interests you when you visit a city? Ss discuss the questions in small groups, then report back to the whole class. 1) Read © Explain that students must read the four texts to find the answers. Point out the example in the SB, © Ss read the texts and do the exercise individually. ‘* In pairs, Ss compare their answers, reading the texts again if necessary. * Go through the answers with the whole class, Answer key 2Melanie 3 Manuel 4 Les 7 Melanie 8 Ana Maria Rosa 5 Ana Maria Rosa 6 Les 2) Listen * In small groups, Ss look at the notes and the picture in the SB and discuss what Annie may say. * Play the tape. $s note their answers and check in pairs. Play the tape again for Ss to complete their notes * Go through the answers with the whole class. Ask: How is Annie's life different from yours? Elicit comments from the whole class. ‘Answer key Difference in atmosphere between Edinburgh and London: There's @ great buzz (= lively atmosphere) in Edinburgh and ‘the people are mare fiend. Routine of atypical day: Lectures inthe morning, then coffee and lunch, study inthe loray in the afternoon ‘Accommodation last year: A Hall of Residence five minutes from the University, Aconmrdation ts year: lat hard with wo bo an ‘wo git). How she Spends her evenings: Cooking, cleaning and studying, going to the cineme, pubs, clubs and student nights. Monday night activity: 7s night, ‘Type of clothes for this occasion: 70s clothes - flares (wide ‘rousers) and bright shits. Where she buys her clothes: The Grass Market and Princes Street. 3) Vocabulary Special uncountable nouns * Write one or two countable nouns with their plurals on the board e.g. apple ~ apples, video ~ bideos. Then write accommodation ‘accommodations and ask Ss: What's wrong with this one? (Uncountable nouns do not have plural) Ask Ss: Do you know any more uncountable nouns? Elicit examples, then Ss look at the list in the SB. a7 ‘Ss discuss this question in pairs. Elicit ideas from the whole class. bo © Ss complete the exercise individually, then check small groups. © Give Ss the correct version in writing. They check their answers in their groups. Deal with any problems with the whole class. Answer key 1 weather is 2 accommodation; doesn't cast 3 luggage weighs 4 Money is. behaviour; is 6 scenery; attracts 7 furniture; looks 8 won't be; trouble 9 rubbish; gets 10 information; is Follow-up © Ss write their own example sentences for the other uncountable nouns listed in Ex 3.Live on a housing estate in East Lothian just outside Edinburgh. I've {go four younger brothers. My dad's unemployed. He used to work at the Leith Docks but there's no work there nowadays. However, my mum goes out to work and ‘does a cleaning job. 'm in my last year at school. Most evenings | hang out on the estate. don't see much future here. ke to move south to QY 1> Read Read what four people say about Edinburgh. Say which person: 1 has a father who is out of work. (Les) 2 sells clothes in a shop. 3 now lives permanently in Edinburgh. 4 would like to move away from Edinburgh. 5 is studying English, 6 is the eldest of five children, thinks Edinburgh is good for clothes shopping. 8 thinks Edinburgh people are friendly. 2) ©) Listen Listen to Annie talking about her life as a student in Edinburgh and complete the notes. Ditference in atmosphere between Edinburgh and London: Routine of atypical day ‘Accommodation last year: ‘Accommodation this year: How she spends her evenings: Monday night activity: Type of clothes for this occasion: Where she buys her clothes: 3) Vocabulary Special uncountable nouns Some nouns which are singular and uncountable in English can be countable in other languages. These include ‘© accommodation * advice * behaviour» furniture © information * knowledge * luck * luggage © money © permission © progress _* rubbish scenery * traffic * trouble © weather * work ay Which of these nouns are countable in your language? ‘b> Complete the sentences with one of the uncountable nouns above and the correct form of the verbs in brackets. 1 The .. (be) usually quite mild at this time of year. 2. Luckily her .. at college (not cost) a lot 3 Your ... (weigh) a ton, What have you packed? 4. (be) always a problem. | never have enough to spend! 5 The ... of bees (be) very interesting to stud. 6 The beautiful mountain ... in Scotland (attract) many walkers. 7 The new ... for their sitting room (look) very attractive. 8 Don't worry. There (not/be) any ... with the police. 9 The ... always (get) worse in the summer months. 10 I'm afraid this .. about flight times (be) out of date 3738 Grammar snapshot Clauses and linkers of contrast: although, however in spite of/despite-+ gerund (-ing) | realy lke Edinburgh although the weather isn't always very good. There's no work in the docks nowadays. However, my mum goes out to work and does a cleaning job. Ike Edinburgh in spite of despite feeling alittle homesick now and agai. 4> Practice a) Rewrite the sentences with although, however and inspite of fdespi a) Although Edinburgh is a 6) Edinbu dn te jh is a histori y. Hower 1 Edinburgh is a historic city but it is still very lively 2 We phoned in advance but we couldn't get beds at the hostel 3 I went along Princes Street but I couldn't find a suitable gift 4 Edinburgh is close to the English border but still has a unique Scottish character. b> Complete the sentences in any way you like. 1 Although the sports ceni no tennis courts. 1 Although the sports centre has lots of new equipment, 2... However, | hate the architecture 3. In spite of 4 like wearing jeans although ... 5 The new shopping mall is a long way from the centre, However, 5» Memory bank Places in towns List all the words to do with places in towns from the texts in Exercise 1. Add more words of your own. university 6) Write Wr your ideas with although, however and in spite of Masic sc The music scene in several discos, toric city, it is still very lively tis still very lively spite of Despite being a histori city, Edinburgh is still ven tre has lots of new equipment, there are + we hardly ever go swimming in the sea. a short paragraph criticising one aspect of your home town or capital city. Think of some contrasting facts; then link is a bit disappointing. Although there are Make rules. Which word or phrase: 1 often starts a new sentence and is followed by a comma? 2s followed by a verb in the ~ing form or by @ noun? 3 introduces a clause with a subject and a verb? For notes on usage see page 139.Grammar snapshot Clauses and linkers of contrast: although, however, in spite offdespite + gerund (-ing) © They check their answers with the notes on usage on page 139. * Go through the answers with the whole class and answer any questions, ‘Answer key ‘However 2 in spite ofdespite 9 although Alternative presentation * Write the example sentences on the board, leaving gaps for the linkers. Ask the class to think what words can go in the gaps. ‘© Write the linkers on the board in jumbled order. In pairs, Ss decide which linker fits each sentence. Go through the answers with the whole class ‘* Follow the procedure above for the questions in the SB, 4) Practice ay ‘+ Point out the examples in the SB. Ss complete the exercise in pairs © Check the answers with the whole class. Answer key 2.2) Although we phoned in advance, we couldn't get beds, atthe hostel, 1) We phoned in advance. However, we couldn't get beds atthe hostel. 6) In spite offDespite phoning in advance, we couldn't get beds atthe hostel 3.2) Although | went along Princes Street, | couldn't find a suitable gift. 1) went along Princes Street. However, | couldn't Find a suitable git In spite of Despite going aiong Princes Street. 1 couldn't find a suitable gift. 4) Although Edinburgh is close to the English border, it still has a unique Scottish character. ) Edinburgh is close to the English border. However, it still has a unique Scottish character. l In spite offBespite being close to the English border, Edinburgh still has @ unique Scottish character. b> + Point out the example in the SB. In pairs, Ss complete the exercise. ‘+ In small groups, they compare and correct their sentences. icit as many sentences as possible from the whole class, and correct as necessary. 5) Memory bank Places in towns '* Ss look at the texts for Ex 1. Point out discos and clubs in Melanie's statement. What other places can the class find in the texts? In pairs, Ss tmake their Hist. + Combine the pairs in groups of four. Ss compare their lists, then add any more places relating to cities they can think of. © Go through the list from the texts with the whole class, then elicit extra places Ss thought of. Explain vocabulary as necessary. ‘Answer key cafés, art galleries, theat castle, discos, clubs, hous cinemas, shops, restaurants, the estates, 6) Write © Ss decide whether to write about their home town or their capital city. Different groups can choose different cities to write about, so elicit ‘ideas for both briefly from the whole class. * In groups, Ss write about their chosen town/city, using the notes in the SB to help them. © Ask several Ss to read their description to the whole class. Make notes of any mistakes made in the language items covered in Exs 4 and 5, and correct them with the whole class at the end. Ss can then correct their own descriptions. © Display the (corrected) descriptions on the class noticeboard.> Picture exploitation + Ask Ss: Who is in the picture? Where are they? What are they doing? What is Sarah wearing? Flicit ideas from the whole class. 7 (24) Listen and read * Ask Ss: What questions do you ask when you buy clothes? Elicit ideas then ask Ss to listen to the tape and tell you what Sarah buys (a blue fleecy top). * Play the tape. Ss read the text in the SB and answer your question. Language note to uit (someone) It's not really my thin = t0 look good (on someone) It doesn't interest me, 8 ) Comprehension ‘+ Do the first question with the whole class as an example. Play the tape again. * Ss check their answers in p answers with the whole class, . Go through the ‘Answer key 1 Abblue fleecy top. 2 In the changing room. 3 He likes, the style but not the colour. 4 He likes the colour. 5 Because lan likes it. 6 Because he doesn't lke clothes shopping? Because he likes Sarah? 9 > (22) Useful phrases * Play the tape, pausing for Ss to practise the phrases. © In groups of four, Ss read the dialogue in Ex 7 aloud for more practice. Follow-up ‘© Ss write their own short dialogics using the phrases from EX 9. 10+) Soundbite Elision The tapeseript is on page 123, * Show Ss the examples in the SB and ask them: How do we often pronounce ‘do you’ /dsu/ and ‘don't you’ /daontfo/ ? Practise the sentences with the whole class. © Play the tape, pausing for Ss to practise the sentences. 11) Memory bank Clothes + Ask Ss: What do you usually wear in the winter/summer? Elicit some ideas from the whole class, then Ss, in groups, decide the appropriate clothes for each occasion. ‘Elicit suggestions and encourage brief discussion = try to reach a class consensus. Check/explain /eraw any items which are new for some of the class, 12) Over to you # Ss discuss the questions in groups of three. ‘* Ask several groups to report back to the whole class. Follow-up * Bring in some pictures of fashionable clothes and stick them on the board. Ask Ss to bring in their ‘own (unusual) fashion pictures, too. * In pairs $s choose one item they would really like to buy and their reasons for choosing this one. + Ask a number of pairs to explain their choices to the class and encourage brief discussion. Extra activity: I went shopping and | bought .. © The first S says: I went shopping and I bought (a yellow fleece), giving an item of clothing, The second $ repeats the sentence and adds another: Twent shopping and T bought (a yellow fleece) and (some jeans). Continue round the ciass, each, S adding a clothes item and remembering the items already mentioned. ‘* Ss can continue the activity in groups.7y G3) Listen and read Sarah: lan: Sarah: Girl: Sarah: Girl: Sarah: What do you think of this fleecy top, lan? Don’t you think it's nice? Don't ask me about clothes. Shopping’s not really my thing. Oh, never mind, Can | help you? Yes, I'd like to try this top on, Sure. The changing room’s over there. Do you like it, Matt? Do you think it suits me? The style’s OK but 1 don't like the colour very much, Oh, | quite like it. What do you think, lan? What? Blue? It’s a great colour. Do you really think so? Yes, it looks really good on you. OK. 1'll have it. Sorry Matt, you're outvoted. Huh! | thought you weren't interested in clothes, lan! 8> Comprehension ‘Answer the questions. 1 What does Sarah try on? 2 Where does she try it on? 2 What doer Matt think of it? 4 What about lan? 5 Why does Sarah decide to buy it? Why is Matt a bit fed up? 9) (s+) Useful phrases Listen and repeat. * [Shopping]’s not really my thing. * Oh, never mind * It looks really good on you. 10> G+) Soundbite Elision: sounds /ds/ and /t{/ at do you think? Don't you like it? (Look at page 123.) Ww bank Clothes List suitable clothes to wear for the following occasions a cold day in winter * a disco or party * a beach holiday * a wedding #0 rainy day in the coun * an evening at hom 12> Over to you Talk about these questions. Do you like shopping for clothes? What sort of clothes do you like to wear? Where do you shop tor them?‘So 13> ©) Communication Shop assistant Customer Listen and read —— > Accepting and refusing help Would wou ke some help? | YeS-lease.'m looking for 3 Use the phrases onthe right to make | Yowsyou ke somenee? | feecyton, conversations. Remember, you don't eee ey SPY | No, thanks. I'm just looking. need to buy the clothes if they're not quite what you want. You are shopping for > Offering help Shopping for clothes Can I help you? > Showing interest How are you getting on? >» Trying the clothe 1 a plain black cotton T-shirt Can | try this/it/them on? 2 a pair of casual trousers, not jeans. 3 a pale-coloured V-necked sweater, not too thick 4 a pair of shorts for skateboarding > Asking about the clothes Is it/Are they any good? > Commenting on size/colour Its/They'e (a bit) too small/ large/tight/baggy/loose/long/ short. I think | need a smaller [larger size. Have you got it/them in size ...? Have you got a lighter/darker colour? Have you got it/them in I ppaee scme ts thesez biack/another colour? fm not sure. il go and look. Le Here you are. Try this/ these. > Buying Yes, it's/they're fine. I'll take > Asking about payment | _it/them. Bi How are you paying? How would you like to pay? > Responding to requests Yes, | think we have. > Paying I'd like to/t'llpay cash. Can | pay by credit card/ travellers cheque? I'm afraid its/they're too ‘small expensive. It-doesn't/They don't fit very well, It doesn't/They don't look quite I'm afraid the colour doesn't suit me. I'm afraid it's/they're not quite what I'm looking for. Sonny13 722) Communication Shopping for clothes + Check/teach tight, baggy, loose. * Play the tape to give Ss a complete model. ‘+ Practise the conversation in the SB with the whole class. Practise two lines at a time across the class, checking that Ss use natural stress and intonation. * With books closed, Ss try (0 recall the conversation in pairs. Ask one or two pairs to act, ‘out their conversation for the whole class. Prompt and correct as necessary. Write the headings of the dialogue boxes on the blackboard as prompts, if necessary. + Ss practise conversations 1-4 in pairs. Ask some pairs to repeat their conversations for the whole class. Alternative procedure for conversations 1-4 ‘© Give each pair one conversation only to practise. Then make sure at least one version of each. conversation is heard by the whole class. Extra activity: Shopaholics ‘© In groups, Ss decide what to sell in their shop and draw or bring in pictures of their chosen items. They decide the prices they will charge. Do not explain how the game will work until they hnave decided on the prices. * Ss leave one S/pair in charge of the shop and go shopping in other groups’ shops. They buy as many items as possible but must buy the cheapest version they can find. So if their own shop is selling the item cheapest they do not buy it from anyone else. Give $s a fixed amount of money to spend e.g. £50. + You can set a time limit for the shopping if you like. : ‘+ The winning group are the group with the most clothes. If two groups have the same number then the group who have spent less are the winners.> Writing skills 3: Description of a place 1) Creating interest ‘Ask Ss how they can describe food they like and elicit eg. mice. Ask how they can give a stronger/more interesting description and elicit tasty, delicious etc. * In pairs, Ss match up the ‘neutral’ and ‘colourful’ words and phrases. * Go through the answers with the whole class and deal with any problems. Answer key 1a)Q 20) 381) adh Soe) Alternative procedure * Bring in magazine pictures of food and clothes, audio cassettes of music and adverts for films etc. Do not use pictures of places at this stage. Elicit/teach one of the ‘colourful’ adjectives. + In small groups, Ss think of other “colourful” adjectives to describe your prompts. * With the whole class, elicit/teach the ‘colourful’ adjectives, incorporating Ss’ ideas. © Follow the procedure described above for using the material in the SB. Follow-up © Ss write their own example sentences for the ‘colourful’ words. 2.) Useful expressions '* Ss in pairs choose a place they want to describe. Bring in pictures of places to help them get ideas. Ask the class: What parts of the city/town/village are you going to write about? Bhict ideas, asking Ss to give reasons for their answers, + In the same pairs, Ss think of sentences describing their chosen town, using each of the expressions suggested in the SB. Monitor and hhelp as necessary. + Elicit several examples of each expression from the whole class, correcting as necessary. Write ‘one whole sentence example of each expression ‘on the board. 3.) Writing task * ‘Ss write about the place they chose in Ex 2, or ‘can choose a different place, Encourage Ss to find or draw pictures to illustrate their article ‘+ In small groups, Ss write a first draft of their article. Monitor and help as necessary. (The writing can be done on word processors if you have the facility.) ‘* In groups, Ss read another group's work and suggest improvements or corrections. + Ss revise their drafts and write a final version. * IF possible, display the finished articles on your class noticeboard. Alternative procedure *# In groups of six, Ss choose a place to write about, then, in pairs, they write one of the paragraphs only. + They combine into their original group to discuss and improve their first draft, then write a final version as above. Extra activity: Utopia * In stall groups, Ss plan their ideal town or city ‘+ Combine the groups into larger groups. Ss describe their ‘utopia’ to the other groups and choose the best one. ‘Ss report back to the whole class. The class chooses its favourite place.Description of a place 1) Creating interest Look at the two groups of words below. Match each of the ‘neutral’ words and phrases with two words from the ‘colourful’ list Neutral very bad 2 nice (of food) 4 very good 5 interesting 3 very pretty Colourful 4) appalling b) delicious _c) fascinating d) superb ¢) exciting f) beautiful g) dreadful h) wonderful i) stunning j) tasty 2) Useful expressions Think of a town or place in your country that you know quite well and complete the sentences below in any way you like. Recommending places a) The most fascinating part of the city is b) By far the most exciting building is ©) If you have time, it is well worth going to Giving personal opinions 4d) 1 personally have found that €) As far as I'm concerned, £) In my experience, Giving opposite points of view g) Contrary to what people believe ¥y people say, i) Although the guidebooks say that h) Despite what mi 3> Writing task Write an article for a magazine, giving your personal view of a city, town or village anywhere in the world. Plan your article by making notes for each paragraph, using the cues below. Paragraph 1 Give background information * Give the name of the place you have chosen. © Say what sort of place it is (big city, seaside town, village), © Say where it is and how well you know it Paragraph 2 Describe the place in detail © Mention the general atmosphere of 1 place. # Recommend any interesting buildings or sight and describe them, * Give details of sporting facilities, shopping and entertainment Paragraph 3 Come to a conclusion © Give your opinion of the place, * Say if you would recommend it to someone of your age © Say why or why not© Mind howMind how you go! Picture exploitation Motorbikes and cars (see page T43) # Ask Ss: Who is in the picture? Explain itis Kelly's grandmother, if necessary. Ask: Where are they? Where does Kelly's grandmother live? ae Wire do you think Matt and Kelty are going? How does Kelly's grandmother feel? Why? Elicit ideas from the whole class. © Pearson Education Limited fj> 1 G2 Listen and read ‘+ Ask Ss: Do you have a motorbike? Do your friends? What do your parents think about bikes? Discuss these questions with the class. ‘ Tell Ss Kelly is going out with Matt on his motorbike. Ask: What will her grandmother worry about? Ss discuss this in small groups, ‘then report back to the whole class. * With books closed, play the tape. $s listen to see if their ideas were correct. 2.) Comprehension * Do question 2 with the whole class as an example. In pairs Ss complete the exercise. * Check the answers with the whole class, encouraging Ss to explain justify their answers. * Draw Ss’ attention to the phrase we'd better get our skates on (= we'd better hurry) and explain. © Ss can read the text aloud in groups of three for further practice. Then ask one group to read it aloud for the whole class, ‘Answer key 1F 21 30K 47 5T 6F 3) 22) Useful phrases * Give Ss a gapped version of the dialogue in Ex 1 with the Useful phrases left out. * In groups of three or more, Ss fit in the phrases. They then check with Ex 1. + Explain phrases as necessary with the class. * Play the tape for Ex 3, pausing for Ss to repeat. 4) Vocabulary Motorbikes and cars < ‘© Photocopy the pictures of a motorbike and a car from TB page T42 and give one to each S. Elicit ‘one or two names of parts by referring to the numbers on the pictures. ‘+ In groups of three or more, Ss label the parts. They can use the list in the SB to help them. * Check the answers with the whole class, then Ss list the parts, using the three headings in the SB. * Go through the answers, explaining any new items. Language note Both accelerator and throttle are used for a motorbike, but only accelerator is used with reference to a car ‘Answer key for SB Exe Motorbike: handlebars, throttle | Cor: boot windscreen, steering whee, bonnet, bumper, seatbelt, clutch, windscreen wiper | Both: accelerator, engine, horn, gears, brake fuel tank, headlight, speedometer, mirror, seat, indicator, tyre, number plate, brae light. wheel 5 ) (22) Soundbite Elision between consonants ‘The tapescript is on SB page 123, * See Introduction. ‘+ Play Ss the examples in the SB and check they know how the sounds change eg. Windscreen fwinskrinf seatoelt schol ‘* Write the other phrases on the board. In pairs, Ss decide which sounds are left out. Elicit ideas from the whole class. ‘+ Play the tape, pausing for Ss to practise the phrases. 6 ) Phrasal verbs Phrasal verbs with look '* Ask Ss to look at Ex 1. Ask: How did Kelly say she would be OK? (I can look after myself.) ‘* In pairs, Ss complete the exercise on SB page 125. Do the first sentence as an example. * Go through the answers with the whole class, ‘Answer key 1 Look out! 2 looking for 3 look up 4 look at looking into 6 look after 7 looking forward to Follow-up ‘© Ss write their own example sentences for the verbs. Grammar flash should(n't), ought(n't) to, had better (not) * Ask Ss to look at the advice Gran gives in Ex 1: What does she say? Elicit: You'd better... .. you should ... . Ask Ss if they know another way of saying you should and elicit you ought 10, * Ss look at the examples in the SB. Point out the to in ought to. * For initial practice, ask the class to give you advice e.g. I've got a headache (You should take ‘an aspirin, you ought not to read in bad light etc), 1 don’t sleep well, I want to lose weight. 7 22) Communication * With books closed, play the tape. Ss note ways of accepting/questioning/refising advice. Thay. check their ideas in groups, then check in the SB, ‘+ Play the tape again, pausing for Ss to practise giving and responding to advice. ‘+ In groups, Ss make conversations for the situations in the SB. Ask several groups to repeat their conversations for the whole class. If possible, record the conversations on audio or video tape and play back the tape to correct (some of) their mistakes and highlight positive features such as good intonation1) ©) Listen and read Kelly: Gran, I'm going clubbing with Matt so you don’t need to make me any supper. He's picking me up on his motorbike Gran: Motorbike? You'd better ask your mother if that’s all right. | think you should go and phone her now. Kelly: Oh, Gran, do 1 have to? I've been on a motorbike before. You needn't worry. | can look after myself 'm not so sure. The roads are much busier these days. You shouldn't fuss so much, Grant I'll be fine. Well, make sure you don’t get cold. It’s OK. I've got my jacket. Here's Matt now. Hil Sony I'm a bit late. 1 got lost. : That's OK. Gran, this is Matt Hello! Oh good, you've got a helmet for Kelly Do I have to wear it? I'm afraid so, Do I look like a Martian? No, you look fine. We'd better get our skates on. We've got to be there by nine, Jump on! Gran: Have a nice time. And mind how you go! Gran: 27 Comprehension ‘Answer T (true), F (false) or DK (don't know). 1 Kelly is going to the cinema for the evening. 2 Kelly's grandmother is worried about her riding on a motorbike. 3 Kelly's mother isn't at home. 4 This isn’t Kelly's first time on a motorbike. 5 Matt has an extra helmet. 6 Matt and Kelly have got some skates with them. 3> ©) Useful phrases Listen and repeat. #1'm not so sure. ° I'l be fine.» Make sure [you dun’t yet wld]. * We'd better get our skates on. * Jump on! Have a nice time. * Mind how you go! 4) Vocabulary Motorbikes and cars handlebars accelerator _* engine * boot * hom * gears * windscreen © brake ® steering wheel © fuel tank headlight * speedometer * mirror seat * bonnet * bumper * indicator tyre © seatbelt ¢ clutch © windscreen wiper © number plate © brake light © wheel * throttle List the motorbike and car parts under the correct headings. Motorbike Car Both handlebars bumper gears 5» ©) Soundbite 8 ion between consonants windscreen seatbelt (Look at page 123.) 6> Phrasal verbs Phrasal verbs with look | can look after myself. Look at page 125 and complete the exercise. Samm Verbs should), ouyhi(n’y (, had better (not) You should fought to phone her now. You shouldn’t/oughtn't to fuss We'd better get our skates on. You'd better not be late For notes on usage see page 134. — Communication 1p Listen and read. > Giving advice | think you should phone her. You had better not disturb her nov. » Accepting advion Yes, maybe you'te right ‘Yes, that's a good idea. Yes, | think 1 wil > questioning ur rerusiny auvice Do | have to? ''m not so sure | want to do that. No, | can't/don't want to do that. In groups, give and accept or refuse advice in these situations. 1 You want to learn to drive. 2. Your brother wants to get fit 3 You want to earn some money. 4 You want to change the way you look.Before you read 8) Read Lookratithe picharesatithe a> Read the text and guess the meaning of these words and phrases. bottom of the page and i decide who you think is: * take risks likely to thrill break the speed limit © minor offence * furthermore = without @ biceh = * speed up * get out of the way ® flash (x) © category react * detect © the safest driver. * the most dangerous driver, * the person most likely to drink and drive. ‘b> List six reasons why men are worse drivers than women. 1 They take more risks Who takes the greatest risk 5 Gary Parkinson looks at some of the latest research. Men are far worse drivers than women, says the latest roport from the Automobile Association. Men take more risks, they are more likely to drink alcohol before driving and they have accidents much more frequently than womer Whereas women like the independence of driving, men like the thrill they get behind the steering wheel of a car, . without a break, and they are more impatient than women. If they want the car in front of them to speed Up or get out of the way, they follow it closely, often flashing according to Professor their headlights and sounding Frank McKenna, the author of 5) their horns. » | the report. in general, men are less concerned about danger. They drive faster and overtake more frequently WOR OoerearU ee \ asi category of driver is most dangerous, and there eerste erase iro new evidence that young men ave ess m ‘Safely han any otner group. ‘Iney Delleve tney E Although speed is one of the most common react faster but the truth is that they are slower causes of accidents, men think that breaking the than older people to detect dangers,’ says speed limit is a very minor offence. Furthermore, Professor McKenna. ‘In fact, the older you get Men are more prepared to drive long distances the more careful you become.’Before you read Ask Ss: Who is the best driver in your family and why? Encourage brief class discussion about what makes a good/bad driver. You may wish to teach some of the vocabulary in Ex 8 during this cussion. * Ss look at the pictures in the SB in pairs and decide their answers to the questions in the SB. Discuss the answers with the whole class, ‘Ss, in pairs, look at the words and phrases. They guess the meaning of as many as they can, then read the text and further discuss the meaning of the expressions. * Go through the vocabulary with the whole class, checking understanding as necessary. Language note take risks = do something dangerous thrill = excitement break the speed limit = drive faster than the offical mit minor offence = not a serious crime, e9. parking in the wrong place furthermore = and alo (se 0 sd an important argument] without a break = without stopping, without resting category = type react = respond e9. stop or brake detect = find, discover, see by * Draw §s' attention to the example in the SB, In small groups they list the reasons, reading the text again when they need help. * Go through the list with the whole class and encourage discussion: Do you agree with this research? Possible answers 2 Men are more likely to drink alcohol before driving, 3 Men have more accidents 4 Men are less concerned about danger. 5 They drive faster 6 They overtake more frequently.> Grammar snapshot Comparison of adjectives and adverbs Comparatives with much/o lot/for * Write the sentences on the board, giving only prompts for the comparatives etc. 9. City oads are (much/sae) country roads. ‘Age is important) gender. ‘An old cari (notfsafe) modern car. The (safeliendiy) drives are often women, The (frequent) cause of accidents i speed. The (old) you get the (careful) you become. ‘+ In pairs or small groups, Ss complete the sentences, then check with the SB. * Go through the sentences with the whole class, highlighting key points eg. the use of than with comparatives. 9 > Practice '* Point out the example in the SB. ‘* In pairs, Ss complete the exercise. * Go through the answers with the whole class. ‘Answer key 2best 3 worse 4 more annoying 5 bigger 6 more frequently 7 more serious 8 a5 easy-going 9 closest 10 busier 11 mast interesting 10 Discuss * Ask the class to suggest some things which boys/men do better and some which gils/women do better. Elicit a few ideas from the whole class, then Ss discuss the questions in groups. Tell Ss they should give examples offzeasons for their opinions, *+ Lead into a whole class discussion. You will need a ‘chair, ideally a S, to ensure that the discussion oes not get out of control! ~ ‘+ Make notes of key errors, eg. in comparatives, for a later correction session. ‘Ss look at the statements in the SB and decide Which are true for them. Ask: How many people like 10 follow recipes? etc. and count how many Doys and how many girls agree with each statement. * Play the tape. Ss note their answers. Check the answers with the whole class: Are the class similar 10 the boys and girls on the programme? [Answer key 2 They like to try new ways of doing things. Boys 3 They like to follow recipes. Gris. 4 They get things right by tasting them as they go along, Boys. 5 They can create something nice out of nothing, Gil, 6 They are not good at tidying up in the kitchen. Boys 12) Write + Ss write their paragraphs in pairs, or for homework, using the prompts in the SB to help them. * Ask several Ss to read theirs aloud to the whole class for their comments, If your class is large, you can do this in groups.Grammar snapshot Comparison of adjectives and adverbs Comparatives with much, alot, for Adjectives Comparative City roads are (much/a lot/far) safer than country roads. ‘Age is more/less important than gender. An old caris (not) as safe as a modern car ‘Superlative ‘The safest/ friendliest drivers are often women, The most/least frequent cause of accidents is speed. Comparative phrase: the... the The older you get the more careful you become. 9) Practice Complete the sentences by making comparisons with one of these adjectives or adverbs. * close ® serious © interesting * busy * big long annoying * bad * easy-going well * frequently 1 hate waiting longer than five minutes for a bus. 1 Thate waiting ... than five minutes for a bus. computer performs the ... of all. I's brilliant. 3 Thate having the flu. It’s... than having a cold. 4 Sarah gets on my nerves:and her sister is even 5 ‘Do you want a big piece of pizza?" “Yes, please. The ... the better.” 6 1 go to the cinema once a month but I'd like to go. 7 My sister's a lot ... about her boyfriend than he is about her. 8 My father’s very strict. He’s not ... as my mother. 9 Which member of your family are you ... to? 10 The closer you get to town, the ... the roads get. 11 The ... part of his talk was about a trip up the Amazon. 10> Discuss Do you think that boys/men are better at some things and gitls/women are better at others? If so, what and why? Adverbs Comparative Young men drive much/a lot/(far) more/less safely than older men. Men don't drive as safely /well badly /fast as wornen. ‘Superlative Who drives the most least safely of all of them? Make rules. 1 How do you compare two things which are equal? 2 How do you make a comparison stronger? For notes on usage see page 138. 117 =) Listen Listen to an interview about a TV cookery programme. Note which of the statements is true of boys and which of 1 They don’t show interest in cooking at school. (Boys) 2. They like to try new ways of doing things 3. They like to follow recipes. 4 They get things right by tasting as they go along. 5 They can create something nice out of nothing. 6 They are not good at tidying up in the kitchen. 12> Write Write a paragraph giving your questions in Exercise 10, In my opinion, girls are much better at but they aren't as good at n about the than boys 45Grammar snapshot Obligation and prohibition with verbs must, have (got) to, needn't Obligation: You must/have to/have got to phone her. Make rules. No obligation: You don't have to/haven't got to/needn't 1 We use ... when it is wrong or illegal hone her now. to do something. Prohibition: You mustn't phone her now. 2 We con ure ties differ ways Wy eapness ae a lack of obligation: don't have to,.. and .. ‘Need can also be used as a full verb. For notes on usage see page 134. | need (to use) the phone. | don’t need (to use) the phone. 13 Practice 147 Write You are on a summer language course in Britain. Discuss the questions below. Then write rules for Complete the instructions below. ‘young people at your school. 1 Do you have to wear a union? 2 Does everyone have to learn English? ; A 3 Is sport a compulsory subject? tre for English Studies 4 Do yu have to buy your own books? Cen 5 Which public exams do you have to take? 6 When can you eave school? Aree ey cant Aa have to) ‘@ Everybody (/ you ya )”-= daily but you (X have 10), acm in the social activities if You don’t want t0. for any reason, tidy. Don't ‘e-Tryto keep your room tidy. DO forget that your tnd (7 's.. dlean your room. Sour at hate (HIE provide you with 8 saturday oie ‘e Remind sotto) Tunch or the at card, YoU 1 you havea stde : yeeed)” _-eaty a passport to) that you (7 have got sf e if you want to we © Remer ‘book a tim the tennis courts 46Grammar snapshot Obligation and prohibition with verbs must, have (got) to, needn't * In pairs, Ss look at the examples in the SB and complete the rules. * Go through the answers with the whole class. ‘Answer key ‘T mustn't 2 haven't got to: needn't 13) Practice * With books closed, tell Ss they are going to stay at the Centre for English Studies in Edinburgh, Ask: What's it like to go on a summer language course? Do you do lessons all day? Where do you eat? Is your accommodation at the school? What is the accommodation like? What instructions do ‘you think the Centre will give you? Ss think of ideas in groups of three. Elicit ideas from the whole class, + Show Ss the example in the SB. ‘+ In pairs, Ss complete the exercise ‘* Go through the answers with the whole class. ‘Answer key 2 don't have to needs to 4 must Shas to Bhas got to 7 don't need to 8 've got 10 14) Write * Ss read the questions. Explain vocabulary/give examples if necessary. * Ss discuss their rules in groups, then write them, if possible in the form of a poster. * Pass the posters round the class for comment. Encourage discussion of the different sets of rules. If possible, display the posters on your class noticeboard. ‘* If time, continue the discussion with the whole class and draw up a class list of rules,@ Fast rewind units * Sec Introduction for suggestions on using this section. Answer key Grammar Exercise 1 Tid better not 2 don't have to. 3 must 4 mustn't 5Dol need to 6 've got to Exercise 2 ‘much more difficult 2 a lot louder 3 the most exciting 4 not as expensive as 5 more carefully 6 as fast as 7inot as far as 8 far worse 9 quicker; the sooner 0 the best Exercise 3 1 lve read the instructions several times. However, | still don't understand how the machine works. 2. Although the tickets were expensive the concert was well Worth it 3. In spite of starting out early, we still arrived five minutes late, 4 Although everyone says the film is good, I don’t want to see 5 Despite having no drama training, she became a big Hollywood film star. Exercise 4 1 In site of not feeling very well, she quite enjoyed herself. 2 Take your time. You don't need to rush. 3. I think 4 better leave. 4. Could you look after my luggage? 5 The concert wasn't as good as | thought it would be. “Vocabulary Exercise § 1plain 2expensive 3 wallet 4 engine § handlebars 6 beach Communication Exercise 6 Example conversation 1% quite tke this jacket, Do you think it's the right size? Not too big?” ‘8: Well, think the sleeves are a bit long. ‘Mm, What do you think of the style and the colour? ‘8: Actually, think the stye is too formal, And I'm not sure about the colour. Grey doesn't really suit you, ‘x: But | really need @ new jacket. : Well, I don't ike that one very much at all. Why don't we see what they've got in City Style? 6 and7 [Progress Update units 6 and 7 * Ss look back at exercises in Units 6 and 7, © They discuss their progress in groups. * Elicit some advice from the whole class on what they feel they need to revise1) Choose the correct modal verbs for the sentences. You have to/should show your passports at the desk. 1 You'd better not/oughtn’t to lose your travel pass. 2. You shouldn’t/don't have to dance if you don't want to. 3 If you go to Peru, you must/had better go to see Machu Picchu. 4 You mustn‘t/needn’tswim when the red flag is up. 5 Do! need to/MustItake my ID card with me? 6 I can’t stay late. I've got to/should get up early. 2) Make comparisons using the words in brackets Which is the mast beautiful part of Scotiand to visit? (beautiful) The Atlantic isnt.as warm as the Mediterranean (cot/warm) 1 Today's crossword is... yesterdays. (much/difficult) 2 The noise from the motorway traffic is. n the summer. (a lot/loud) 3 Thisis... music ve heard fora long time. (exciting) 4 Mobile phones are... thought. (not/expensive) 5 You must look after your purse. in future. (carefully) 6 The channel crossing by ferry isnt... by tunnel. fast) 7 twas... | thought to the town centre. (not/far) 8 Children usually behave .. when they're bored. (farfoadly) 9 The ...you tidy your room. you can go. (quick/soon) 10 May is one of ... months to visit Italy. (good) 3) Rewrite the sentences using olthough, however, inspite of or despite. ‘She had a cold but she still came third in the race. (although) Although she had a cold, she still came third in the race. 1 Ie read the instructions several times but | stil don't understand how the machine works. (however) 2 The tickets were expensive but the concert was well worth it (although) 3 We started out early but we stil arrived five minutes fate. (in spite of) 4 Everyone says the film is good but I don't want to see it (although) 5 She had no drama training but she became a big Hollywood film star. (despite) @ Fast rewind units 6 and 7 4) Complete the second sentence so that it means ‘the same as the first, using the words in brackets. There's nothing as bad as being in a trafic jam. (than) There's nothing worse than being in o traffic jam. 1 She didn't feel very well. However, she quite enjoyed herself. (In spite off In spite... herself. 2 Take your time. Its not necessary to rush, (need) Take your time. You 3 I think it would be a good idea if | let. (better) I think | 4 Could you keep an eye on my luggage? (look) Could ...? 5 I thought the concert would be a lot better than that (00d) The concert... | thought it would be. 5) Choose the odd word in each group. jacket top jeans sweater 1 plain striped checked patterned 2 tight — baggy expensive loose 3 cash wallet credit card _ traveller's cheque 4 clutch brake engine accelerator 5 bonnet boot bumper handlebars. 6 castle beach museum —_art gallery 6) Work in pairs. ‘Student A: You and Student B are in a clothes shop. You are trying on a jacket. Ask B: « if the size is OK. © if he/she likes the style and colour. ‘Student B: Give A your opinions. * You think the sleeves are a bit long © You don't think the style or colours + You don't lke the jacket very much at all and suggest trying a different shop. How did you get on with each exercise? What do you need to revise? 47ele An eLe When NASA (National Rec SD mac) PaCS Ee oma Gea Pee aa Ce a CRO a ee RUC ce es Ce Rt Rae) mountain climbing. But President Dwight Eisenhower Cee eau ee eT should be fully-trained male pilots. Once the pilots en eee com ma Be ee Carola ene pono eke Learning goals Grammar * First conditional: if/unless clause + (will) /won't First conditional: imperative clause with conjunction or _ hen Today it's a different story. Women can be astronauts CRS eae eee ne ee eo kos md PECL Scan Cree and interviews are much more searching. This is very ree emer me era Poe ae a Ce RR depressed and anxious when they are in space so we Sees ete ee ago eee Sea ened Pee RC RCL Cee ec Ta Cid De me aeRO Bee eee Lr a eee ete? Se eee Ce Re asec ee ea ee gad SES ee aReady for lift-off Language note “The Right Stuff refers to the right kind of people to be astronauts. Picture exploitation ‘© Ask Ss: What cam you see in the pictures? What country does the astronaut come from? (There is a USA flag on his arm.) Whar do you know about space exploration? Ss discuss what they know in ‘small groups, then report back to the whole class.> Before you read * Ask Ss: What is your perfect job?Why? Encourage class discussion, concentrating on ‘unusual jobs. + Ss discuss the question in small groups. Combine into larger groups and continue the discussion. * Ask a group to report back to the whole class. Do the other groups agree? * Discuss the question in the SB with the whole class. 1) Read ay Ss read the text and, in pairs, guess new words. They list the words they don’t know. They keep the lists until after they complete b). by * Ss read the questions in the SB. Teach the words in the questions they don’t know, explaining as. necessary e.g. stable = you don't get too emotional or panic easly committed = you are determined to finish the things you start doing ‘+ Ss read the text and complete the exercise. + Go through the answers with the whole class. ‘# In pairs, Ss look at their lists from a) and cross off words they now understand. They can use dictionaries to check. Discuss the unknown words with the whole class, encouraging Ss to guess the meaning by looking at the context in the text and asking questions e.g. gruelling ~ Were the tests easy or difficult? (Difficult.) How difficult? (Very demanding/difficult.) What kind of things do you think they had to do? —_— Answer key 1T 21 3F 4f SOK 6T 2) 0 ) Over to you © Do the first question with the whole class as an. example. + In pairs, Ss complete the questionnaire and check their scores. Monitor and explain vocabulary where necessary. ‘* Combine the pairs into groups of six. Ss discuss their answers and choose the best ‘astronaut’ in the group. ‘© Ask several groups to report back to the class. Encourage further comment and discussion, Extra activity: Astronauts of the future © The ‘best astronauts’ move to another group and the group interviews them for the job, asking questions based on the questionnaire c.g. Do you find it difficult to be on time? Are you humbie? ‘* Each group interviews all the candidates. ‘* The groups report back to the whole class, and the class decide on their chosen candidate, 3) Vocabulary Personality adjectives ay © Ss look at the questionnaire for Ex 2. Ask Ss: Look at question 5. Can you tell me an adjective to describe this person? (Unsociable.) And the opposite? (Sociable,) Question 10, what is the opposite of ‘honest’? (Dishonest.) * In groups of three, Ss match the positive and negative adjectives. Go through the answers with the whole class. [Answer key 2m) an) 4a) 5K) 6b) 71) Be) 9f 10)) M1) 120) 13d 149) 15h) Alternative procedure ‘+ With books closed, write the positive adjectives on the board. ‘In pairs, Ss guess the negative adjectives. They can check in their dictionaries. ‘+ In groups of three, Ss match the positive and negative adjectives. + Go through the answers with the whole class. by + Point out the example in the SB, So list the negative adjectives in the correct column, ‘Answer key dis dishonest, disorganised in indecisive, inefficient, ineffective tun unsociable, unreliable, unpleasant, uncommitted, unstable Follow-up * Ss choose six of the adjectives which are new to ‘them and write example sentences. ‘+ In groups, Ss write sentences to illustrate the adjectives but do not include the adjective itself eg, I don’t like being with other people. (© unsociable) They can do this for homework ‘and then check together the next day. © With the whole class, groups take it in turns to read one of their sentenccs. Another (chosen) group must give the adjective. Make sure all groups get an equal number of turns to guess the adjectives! A correct guess wins a point.Before you read Would you like to be an astronaut? Why?/Why not? 1y Read a7 Read the text and check the meaning of new words with a partner or in a dictionary. ‘b> Answer T (true), F (false) or DK (don't know). 1 In 1958 NASA experts believed that astronauts didn’t need special flying experience. 2 Eisenhower insisted that pilots’ skills were essential. 3 There were fewer tests for astronauts in the 1950s. 4 The sort of people NASA selects often get anxious and depressed in space. 5 Women astronauts are usually more stable and committed than men, 6 Astronauts should be able to communicate well. 2> Over to you In pairs, complete the questionnaire on the right and see how you rate. 3) Vocabulary Personality adjectives a Match each positive adjective below with a negative adjective. T happy 4) depressed Positive adjectives Negative adjectives happy. a) dishonest relaxed b) unsociable stable 6) unreliable honest @) depressed 1 2 3 4 5 committed 6 7 8 6) indecisive sociable f) arrogant organised @) unpleasant decisive h) lazy 9 humble i) disorganised 10 efficient 4) inefficient 11 effective W) uncommitted 12 strong 1) ineffective 13 reliable 1m) anxious 14 pleasant n) unstable 15 hardworking 0} weak by Note which adjectives have a negative prefix and list them under the correct heading. dis in- un- dishonest PP GPO AOA AL CA ARP AM A LOOT ge S § iS z = | 3 = UT? “Answer (yes) if you agree of N (no) you. disagree with these statements. 1 [find it difficult to be on time, 2 ote try new and foreign foods. 3. often find it hard to make up my mind, 4 I don't like to do things differently from how | normally do them. 5 usually preter to do thinas alone. 6 | enjoy sorting ou problems and playing with ideas. 7 Lotten fee! inferior to others. 8 Poetry has little or no effect on me. 9 Vy w be nun. 10 Being honest is a bad way of doing business. 11° Play is more important than work. 12. I'm efficient and effective at my work. 13 often wory tha tings might go wrong. 14 | like to be where the action is. 15 1am often afraid to say what | think. | 494) 22) Listen and read and 5 ) Comprehension Background notes The! crosses the Forth estuary at Queensferry ‘near Edinburgh and is famous for being one of the longest bridges in Britain. Infact there are two Forth Bridges there, one carries the railway (built in 1890) and the other isthe road bridge. The road bridge is 2 suspension bridge (itis suspended from towers) and was bul in 1964, * Preteach vain = someone who is very proud of their appearance. * Ss read the questions in the SB. * Play the tape. Ss read the text and answer the questions, then check in pairs. * Go through the answers with the whole class. Explain rough and fooling around if necessary. ‘Answer key 1 Because Kelly wants to take some photos. 2 She wants to be a sports photographer. 3 He thinks i's quite a tough job. 4 Near the river infront of the Forth Bridge. \s Because she wants to finish her film. 6 Because he wants to see the photos (of himself, oe 6 (2+) Useful phrases ‘+ Ask Ss to remember who said these phrases. They discuss this in pairs and check with the dialogue in Ex 4. © Ask: Why did Kelly say ‘Stop fooling around?’ (Because Matt was doing silly things and she couldn't get a good photo.) © Play the tape for Ex 6, pausing for Ss to repeat the phrases 7 ) (2) Soundbite Shifting stress in words The tapescript is on page 123. + Using pictures or objects where possible, pracse a short story with the class, using the example words from the SB eg.: Susie has always liked taking photographs and she is very good at it. So she has decided to become a professional photographer. But there is one problem: she ‘hasn't got any money so she can't buy the photographic equipment Write photograph, photographer and photographic on the board, eliciting the correct stress from the class, * Write the nouns (politics, mathematics, etc) in the first column on the board, under photograph. In small groups, Ss try to add the people smd the adjectives to complete the other two columns, Elicit the answers from the whole class, * In pairs, Ss decide the stress pattern for the words. Play the tape for them to check, pausing after each group of words (politics, politician, political, etc.) for Ss to practise. Follow-up * In groups, Ss choose one set of words and write their own short story or dialogue using them Ask several groups to repeat their story or dialogue for the whole class.Grammar snapshot First conditional: if/unless clause + “H (will)f won't First conditional: imperative clause + conjunction or '* With books closed, write the first clauses of the sentences on the board e.g. If you stand over there .. « Play the tape for Ex 4 again. In pairs, Ss complete the sentences. Then they check with the examples in the SB. * With the whole class, elicit the forms used (ifjuntess + present simple, will/won’t in the other clause). Point out the comma when the if clause comes first in the sentence. * Check the meaning by writing the sentences on the board and asking questions eg. IF you stand over there, Il get the Forth Bridge in as well Will he stand over there? (We don't know:) Is it possible? (Yes.) How possible? (509%/Very possible.) | won't get a good shot unless you keep stil Will he keep still? (We don't know.) If he moves, can Kelly get a good shot? (No.) Don't walk back any further or you'l fallin the water! Rephrase the sentence for the students so that they can see how or can replace if. If you walk back any further, you'll fall in the water. 8 > Practice © Draw Ss’ attention to the example in the SB. © In groups of three, Ss complete the exercise. © Check the answers with the whole class. Answer key 2 If you don't lock your car, someone wif steal your radi. Unless you lock your car, someone will steal your radio, Lock your car ar someone will steal your radio. 3 If you don't write down the number, you won't remember Unless you write dawn the number, you won't remember Write down the number or you won't remember it 4If you don't go away, Il call the police. Unless you go away, 'l call the police. Go away or il all the police. 5 If you aren't early, you won't get good seats near the front. Uniess you're early, you won't get good seats near the front. Be early or you won't get good seats near the front Grammar flash Time clauses in the future with when/as soon as 1 Check the tense used in there time clauses (present simple) with the whole clas. Explain that as soon as is used to emphasise that we do i immediately. Alternative procedure ‘+ Give Ss a ‘correct the mistakes’ exercise e.g. ‘Weil leave as soon as you'll phone us. I cook when he arives. When Jane will be ready, we'll start the rehearsal As soon as | get my results, | ¢-mail ou. Tell us when we can come in He'll understand when he'l be older. Note: 2 and § are correct! ‘+ In small groups, $s correct the sentences. Tell them two are correct. Check the answers with the whole class. * Check the tense used in these time clauses (present simple) with the whole class. Explain that as soon as is used to emphasise that we do it immediately. ‘Answer key 1 Welll leave as soon as you phone us. 2 cook when he arrives. 3 When Jane is ready, well start the rehearsal, 4 As soon as I get my results, I'l e-mail you. 5 Tell us when we can com 6 Hell understand when he's older. 9 > Practice * Do the first sentence as an example with the whole class. * Ss complete the exercise individually, then check in pairs, * Go through the answers with the whole class. [Answer key Vill phone; arrive 2 see; tell 3 will give; has 4 il Josh do; goes 5 li check: get 10 Write ‘+ In small groups, Ss discuss what to say in their e-mails, then write them individually or in the groups. + Ask one or two Ss to read their e-mails to the whole class and correct as necessary. Possible answers Dear Tania, Yes of course you can borrow my camera but be careful with it If you break tl have to buy @ new one for my holiday Il give it to you when you come to play tennis on Thursday. As for returning it, you con keep it until Monday ‘morning, However, make sure that you keep it safe because really do want it fr my holiday. Have 2 good weekend |